Monday, September 30, 2019

How Does Dealing with Abusive Customers Cause Emotions to Run High

1. From an emotional labor perspective, how does dealing with an abusive customer lead to stress and burnout? In the case of dealing with an abusive customer, it could lead an employee to feel stress by having their felt emotions conceded by their displayed emotions and this could lead them to burn out if they have no solution. Most common stress relievers are exercising, talking to a friend or doctor, and good sleep. Furthermore, it should be an employee's skill and ability to learn emotional intelligence while not taking their customers seriously while using their emotional intelligence to deal with abusive customers and realize it is their profession and career. Through developing this emotional intelligence when dealing with abusive customers an employee would strengthen themselves by having the protection while not being affected by customer's negative emotions. They would be above the situation. This will eliminate burnouts and minimize stress. Since we are all humans and you cannot divorce emotions from ourselves as well as the workforce, we experience stress every now and then, no matter how thick our skin is. It is important then to know what helps you in relieving this stress. As a customer representative in case incident 1, their customers have never met them and have no knowledge of them. Customer representatives should first let their words go and deal with them professionally. 2. If you were a recruiter for a customer-service call center, what personality types would you prefer to hire and why? In other words, what individual differences are likely to affect whether an employee can handle customer abuse on a day-to-day basis? Finding the correct person for the right job position can be easier than it may appear on one condition, that the person who is applying for a customer service position is honest and truthful. If they were not, it would surely show in their work performance immediately. What I am getting as it is careers for ENFJ personality types. This is one of the sixteen personality types based on well-known research of Carl Jung, Katharine C. Briggs, and Isabel Briggs Myers to assess people's personality types from extraverted to introvert on whether or not they are meant for a particular job (Consulting, 2006). The categories for personality types are: 1. Extraverted or Introverted 2. Sensing or Intuitive 3. Thinking or Feeling 4. Judging or Perceiving From these four categories, results into the sixteen personality types and ENFJ are â€Å"Mentors† of these personality types, which are extraverted, feeling, and judging. ENFJ individuals are suited for sales and customer service representatives. They also thrive on guiding others; they focus on people, not things, not machines, not ideas, but people. As leaders, they have phenomenal interpersonal skills, unique salesmanship abilities, charisma, and are very good at persuading and manipulating others† as Career Planner. com says (CAREERPLANNER. COM, 2009). Therefore, as a recruiter having the applicants take the Myers- Briggs Type Indicator Test will indicate if they are qualified to withstand customer abuse on a day-to-day basis. Although this is just a questionnaire test, there are other factors involved in determining individual differences that affect how they handle customer abuse. Upbringing and shaping may have developed an individual to have the social skills to deal with abusive people, emotional intelligence and other job experiences may contribute to these differences as well. 3. Emotional Intelligence is one’s ability to detect and to manage emotional cues and information. How might emotional intelligence play a role in responding to abusive customers? What facets of emotional intelligence might employees possess who are able to handle abusive customers? Emotional Intelligence mentioned above in the first question discusses on the surface that dealing with abusive customers should use EI. Here I would like to elaborate further using the five dimensions found in research to explain how it plays a role in as well as what facets of EI might employees posses in responding to abusive customers. The role and facets in which emotional intelligence plays in dealing with abusive customers may first follow the fact of being aware of what you are feeling. As brought up earlier this is when you align your inner emotions and feelings with your displayed ones that are expected of you at work. In this sense, you are able to have the ability to manage your own emotions and impulses as to deal with abusive customers more readily (Robbins & Judge, 2007 p. 278). Within EI, one would also need the ability to persist in the face of setbacks and failures because we are all not perfect individuals, every customer service event may be dealing with different people taking a swing at you. A person may tend to get off track every now and then. Therefore, by firing back at them would be considered a failure and setback however, one must persist (Robbins & Judge, 2007 p. 278). The real intelligence here is having the ability to sense how the other is feeling. By showing ones, empathy to the customer, ones compassion and understanding, to help them, may create a better relationship out of that business transaction (Robbins & Judge, 2007 p. 278). This leads us to the fifth dimension social skills, in which to have the ability to handle the emotions of others. This dimension may not be able to be achieve were not for empathy since we must first understand and sense what perspective or attitude a person is coming from (Robbins & Judge, 2007 p. 278).

Sunday, September 29, 2019

Democratic Party Essay

Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students. Running as the Speaker of the House for the Democratic Party, we will ensure children will be receiving their education from a strong and healthy school. The Michelle Obama fitness plan promotes a healthier lifestyle for children in school. Her campaign is called â€Å"Let’s Move† and she has a lot to offer to families. This campaign offers all of the necessities needed in order to make healthy choices. This campaign also promises healthier food choices in the nations schools along with affordable, attainable, healthy food in their communities. Her plan motivates kids to be active in and out of school. We will also promise that students learning will be tested differently. Instead of multiple choice tests, which some students do not perform well, we will have more hands on tests. These types of tests will determine the placement of classes for students.

Saturday, September 28, 2019

Democracy and Reform Movements Essay Example | Topics and Well Written Essays - 1500 words

Democracy and Reform Movements - Essay Example Most of the reform movements were geared to movement towards a democratic society which provided equal rights for all the people. One of the greatest movements was the women’s reform movement which demanded for more women participation in the state affairs like voting rights. Elizabeth Candy Stanton organized and participated in the Seneca Falls convention where major statements on the promotion of women rights were made but women seemed not interested in the movements. Other reform movements which took place include the new correctional prison system which called for better treatment of prisoners but did not emphasize on their democratic rights. Temperance movements which enforced spread of equal opportunities to all attempted to help women and children whose lives had been worsened by the drinking fathers and husbands. The blacks were considered as second class citizens who were not even allowed the right of citizenship in the American society. The period was marked by massi ve settlement of Native Americans in Mississippi River and the concentration of wealth in few of the American upper social class. The reform movements of that period only focused on ending the economic inequality among classes in the Native American citizens and did not advocate for the rights of the black people. Some states abolished the property and tax qualifications for voting which saw a record high of 355,000 votes cast in 1824 where the number kept on increasing to reach 1.1 million after four years due to the end of the property qualifications. The method of voting was initially orally where the voter would state his choice but the years of 1820s saw dramatic shift since few voters would hardly vote against a candidate when his supporters had crowded the voting place. There was introduction of ballot papers which gave the voter more autonomy in choosing his preferred elective candidate though the ballot papers were themselves prepared by the political parties due to lack of government bodies which could oversee the election process. Political offices became more democratic and elective rather than appointive hence leaders became more accountable to the public. By 1932, most of the states with exception of South Carolina shifted the selection of the members of the electoral college from their legislature directly to the voter hence there was introduction of more voting democracy. Democracy and reform movements Introduction The ideals of equality, liberty and pursuit of happiness characterized the desires of American population up to the period 1850. The desire was to make America civilized in order to expand democratic ideals by expanding the moral standards of the common citizens. Movements like the women and slave movements focused on the liberty (Murrin, 2012). Movements like temperance, abolitionist and natives to public schools and better living conditions were some movements which were pursed with democratic ideals (Greer, 1949). Women movement s trongly reinforced the importance of morality and equality through the struggle for social justice and the desire to see a more civilized American society which would be more productive (Boyer, 2008). The rise of democratic politics can be traced back to 1824 -1832 when the republicans on suspicion of the government policies on spread of cotton to the south

Friday, September 27, 2019

What led to the industrial revolution in Europe Essay

What led to the industrial revolution in Europe - Essay Example He also considers one of the very reasonable question that either this is a evolution of men or combination of different events. Writer sums ups his ideas as: The lust for more money and prosperity and growth with low costs as compared to the feudal system of life lead the way for industrialization of Europe. And infect the agricultural conditions in Europe were not confident enough to yield surplus amounts for the people. Then domination over the globe started on the name of trade. Mokyr, Joel. 1993. The British industrial revolution: an economic perspective. Boulder: Westview Press. The Industrial Revolution on the Continent: Germany, France, Russia 1800-1914   By W.O. Henderson Henderson in the chapter â€Å"the new masters and their women† describes about the change in lifestyle of the rural land. The introduction of the steam engine and railway tracks can be credited for the first brick in the industrial revolution. ... 1961. The industrial revolution in the eighteenth century: an outline of the beginnings of the modern factory system in England. New York: Macmillan. The nature of men is always filled with progressive ideas and innovations. The life at the start of the 18 century was also optimistic and free. At the beginning of the 18th century farming was practiced as the primary occupation throughout Europe. Feudal system ruled vast areas, in which merchants earned good amounts of money by trading the finished product of the farms to the market. The population was growing as well as the demands. End of civil wars lead an end to the feudal system which was now replaced by the monarchy system, as in Britain. Now the point was to enhance the economic growth to fulfill the growing demands. With the invention of the steam engine, the concept of ‘factory system was introduced. Young marriages and the resistance to overcome diseases increased the population growth which in turn prepared a large ma npower, an essential requirement for the factory system. Rail system was the element improving trade. The workers of cottage industry loved the new evolving idea of mechanization. England was the first among the European countries to come up with relevant industrial rules. The trade was increasing and now the people were not dependent on the autocrats. Wealth went on flourishing and England had a middle class prepared to welcome it. In the era following the 18th century the per capita increase is in a greater ratio as that of population growth. In the words of Nobel Prize winner Robert E. Lucas, Jr., "For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth  ... Nothing remotely like this economic behavior has happened

Thursday, September 26, 2019

Causes of Increase in Oil Prices in Last 36 Months Essay

Causes of Increase in Oil Prices in Last 36 Months - Essay Example Such circumstances encouraged speculators to adopt measures that would ensure they made sufficient money to meet future demand. Oil traders have started placing premiums on the prices of crude oil on the basis of instability and uncertainty in the Middle East, which has the largest oil reserves in the world. Moreover, the increasing internal disturbances in countries such as Libya, Iraq and Tunisia as well as the potential threats pertaining to disruption of crude oil production and transportation in this region and in Africa, have led to increase in oil prices. In view of these circumstances, speculators started bidding higher for oil, which again raised prices across the world. Governments of several oil producing countries have not been adopting efficient management practices that have adversely impacted the performance of the oil industry in these countries. For instance, oil producing nations such as Venezuela have been channeling their oil revenues into domestic politicking in order to continue holding on to power. The oil industry in Venezuela and other countries in the Caribbean region have been nationalized and are used by the respective governments to meet their political objectives. Revenues from the oil industry are used to finance social projects and to subsidize gasoline to citizens. Oil revenues are substantially misappropriated in meeting the costs of political agendas, which reduces oil available in the market and thus there is increase in prices. The PDVSA is the only oil company in Venezuela that is having complete stake in the country’s oil functions. In being owned by the state, its management complies with state mandates irrespective of the fact that the company’s long term revenues and profitability suffer a setback. These governments try to make more money out of the oil business by quoting oil prices at very high levels. In African countries such as Nigeria, the increasing activities of rebels and terrorists have deterred investors from investing in the oil industry (Flower, 2010). Such circumstances deprive the sector from employing advanced technology because of which high production levels cannot be achieved and the resultant short supply leads to higher prices. Increasing use of industrial and automobile equipments, especially in developing countries, has led to increased demand for oil. The law of demand and supply provides that the price of any commodity will increase if its demand increases at any given supply level. In view of political and economic circumstances oil producers are not increasing supply of oil adequately in keeping up with increasing demand. It is thus natural that oil prices will increase. In the last few years, the evolving patterns of industrialization and use of vehicles has led to advancement of production processes, which have led to increase in demand for oil. The global demand for crude oil is increasing steadily, particularly in India and China that are undergoing rap id industrialization and development processes (Gupta, 2005). The economies of China and India are slated to grow the maximum in the coming future and they have already started consuming much higher levels of oil in meeting their energy requirements. Increasing per capita incomes in China and India have considerably increased the demand for automobiles and more and more people now own their own cars (Reynolds, 2005). In view of the huge middle class in these two countries, which are the most populated countries in the world, it is apparent that the demand for oil will also increase substantially. The US is no longer the biggest oil consumer and cannot dominate the oil industry by demanding preferential oil prices for

Wednesday, September 25, 2019

Terrorism and Organized Crime Essay Example | Topics and Well Written Essays - 250 words

Terrorism and Organized Crime - Essay Example This is because both are compartmentalized and with an organized structure. Both of them are involved in the illegal movement of people, goods, money or weapons from one place to another either within juridical borders or across them under the same conditions. The beginnings of terrorism and organized crime are more or less the same because the groups/organizations begin by their internal trading among each other. Further, after the groups start trading together they tend to work together toward each other’s goals which involve perpetration of unlawful acts. Basically, the difference between terrorism and organized crime depends on their means and ends as well. In the recent past, terrorism and organized crime were two distinct entities, but presently, they have undergone transformation and are hard to distinguish. The reason is because of the changing global economy as well as political alignments because particular individuals derive benefits from both activities. At the same time, political decline and poor economic circumstances have helped both terrorism and organized crime persist because individuals get income from such activities which is impossible if they were not employed at

Tuesday, September 24, 2019

Twentieth Century Fiction Assignment Example | Topics and Well Written Essays - 1750 words

Twentieth Century Fiction - Assignment Example Under ordinary circumstances, petite narrative happens to be less intricate than work of fictions. In most cases petite narrative is oriented towards a common incident; it has a distinct background, a small numeral of attributes, and stretches for a very minimal interlude. In protracted forms of fiction, stories happen to contain various core elements of dramatic configurations. These include explanation (backdrop preamble, scenario as well as central characters); impediment (this is when the conflict is introduced); mounting accomplishment, crisis (this is a critical moment when interest in terms of the conflict as well as the point with the most accomplishment); climax (this is the point of elevated interest with regards to the conflict and the point with most action); declaration (this is when the conflict is resolved) as well as ethical, DiMaggio R. S (1976). Additional emblematic, nevertheless, is an immediate establishment, with the story that begins in the hub of the accomplishment. In the case of longer stories, plots of stumpy stories do have climax, conflict, or turning point. Nonetheless, the conclusions of most short stories are abrupt and open and might or might not have an ethical or pragmatic lesson. Petite narrative fall under fastidious subordinate-grouping referred to as parables especially when conveying particular moral as well as ethical point of view. This form of stumpy narrative has been employed by spiritual as well as religious cream of the crop globally to instigate, inform, consider, and also in refining their admirers, DiMaggio R. S (1976). Length Establishing what exactly differentiates a diminutive story from longer fictional shapes is anomalous. Standard description of a petite narrative is based on the fact that it should be read in a given session. An allusion of reference for the science fiction genus author; the methodological fiction as well as Fantasy authors of America illustrates dumpy chronicle span in its Nebula Awards for methodological literature. The terminology dumpy narrative in modern application refers to a work of fiction that does not stretch beyond 20,000 words and not less than one thousand words. Accounts that are less than 1,000 words are normally known as petite dumpy fiction or diminutive, The post-war era The interlude subsequent to World War II witnessed an enormous blossoming of fictitious dumpy fiction in the history of the United States of America. The New Yorker continuously distributed to bring out the works of the form's leading mid-century practitioners, in addition to Shirely Jackson, with the story, The sweepstake, published in 1948, elicited the strongest rejoinder in the magazine's chronology to that moment. When life magazine published Ernest Hemingway's elongated petite chronicle (otherwise novella) the elderly chap and the aquatic in 1952, the subject that constitutes this narrative, the issue restricted in this chronicle sold over five million copies in 24 hours. Literary as well as communal uniqueness played an extensive function in much of the diminutive narrative in the sixties in the previous century. Phillip Roth in addition Grace Paley cultured idiosyncratic

Monday, September 23, 2019

Supreme Courts Judgment in Grutter v Bollinger Case Research Paper

Supreme Courts Judgment in Grutter v Bollinger Case - Research Paper Example In 2003, the Supreme Court delivered a ruling on the case stating that the University of Michigan Law School narrowly tailored use of race in admission decisions was constitutional (Walker, Spohn, & Delon 208). During this case the Supreme Court cleared the air by concluding that having a student body with diverse culture and origin is a compelling state interest hence justifies the use of racial factor in the admission of students, effectively locking out Grutter from admission (Walker, Spohn, & Delon 210). Consequently, the judgment removed prolonged doubt that has existed within learning institutions, encouraging them to use racial factor in making admissions determinations. I strongly agree with the Supreme Court’s decision in promoting racial interactions as well as considerations of the minorities through affirmative action. Even though many scholars such as Richard Sander have greatly proposed the affirmative action on basis that it hurts instead of helping, the truth is that many stakeholders have significantly benefitted from the same (Walker, Spohn, & Delon 209). Affirmative action is a constitutional concept that needs to be upheld with all dignity and integrity. In this regard, the University of Michigan’s Law School admission policy was able to pass the test of scrutiny since strict scrutiny has been considered for a long time as a relevant review standard especially in scenarios where the Constitution faces racial challenges (Walker, Spohn, & Delon 155). Various virtues of diversity within learning institutions were provided by the Supreme Court while delivering its judgment, which explains reasons for enhancing racial diversity through the development of policies that promote affirmative action (Walker, Spohn, & Delon 208).

Sunday, September 22, 2019

Importance of Gertrude and Ophelia Essay Example for Free

Importance of Gertrude and Ophelia Essay The love a man has for his mother and the love he has for his girlfriend/fiance/wife are two different kinds of love that always seems to conflict one another. The mother and the female companion usually really like each other or they hate each other. In Shakespeare’s Hamlet, Gertrude and Ophelia has a steady relationship with each other. But Gertrude’s relationship Hamlet starts off as unhappy and ends with death. Throughout the play Hamlet is questioning Gertrude’s love for him and his father which cause their once steady relationship to shaken. For Ophelia and Hamlet, both were so in love, but later in the play shows Ophelia worrying about Hamlet and her love for him slowly diminishing. Gertrude and Ophelia have their own important role in the play with how they affect Hamlet’s decisions all through the play. Hamlet’s mother, Gertrude, begins the play with Hamlet upset with her for marrying his uncle, Claudius. She does not see what is wrong with the marriage and tries to tell Hamlet to get over his father’s death. The Act I clearly show that Gertrude’s and Hamlet’s mother-son relationship will never as it once was. Gertrude still tries to help Hamlet throughout the play by trying to convince Claudius to leave Hamlet alone and that Hamlet feels guilt for what he has done. Hamlet hesitate killing Claudius because he is now Gertrude’s husband and Hamlet may unconsciously feel a connection with Claudius as his stand by father. If Gertrude never married Claudius, then Hamlet would probably have the confidence to kill Claudius when he found out that he was the one that killed his father. All through the play Gertrude protects Hamlet. She unknowingly adds fuel to the flame that is Hamlet’s detestation for the marriage. With Gertrude playing the â€Å"victim† in Claudius’, Hamlet has someone who will remain faithful to him. If Gertrude knew about the plan to kill Hamlet’s father, then Hamlet would never have stayed to revenge his father’s death because the Hamlet does not have enough courage to do so. Ophelia is the daughter of Polonius and her life seems to not be under her control. Her decisions are made by what Polonius or Hamlet tells her to do. Ophelia is sweet and innocent ompared to Gertrude’s incestuous act. Ophelia keeps Hamlet calm since she is the most stable person that he has in his life. But later Ophelia goes wild because Hamlet is also crazy. Most of the characters believe that Ophelia is acting this way because of the death of her father, Polonius, but in actuality it is because Hamlet turned on her. Ophelia’s innocence was taken by Hamlet and it caused her to not listen to the advice from her brother, Laertes. Ophelia received most of Hamlet’s anger that was meant to be directed towards his mother instead. She was there for Hamlet to relieve any built up tension he had. Ophelia denied that Hamlet did not lover her, but when she died Hamlet is seen at her funeral confessing his love for Ophelia to Laertes saying that he did not mean to cause Ophelia’s death. Both Gertrude and Ophelia were the safety nets for Hamlet in the play. Even though Hamlet felt as if he could trust know one the two women in the play were meant to keep Hamlet alive as long as possible. Between Claudius killing Hamlet’s father, and Gertrude and Ophelia not knowing this fact helped push Hamlet’s verdict on what he is going to do. Shakespeare put the Gertrude and Ophelia in the play to maintain the balance of good and evil, purity and sin.

Saturday, September 21, 2019

I will Design and Carry Out my PEP on the Basis of me Being a Football Player Essay Example for Free

I will Design and Carry Out my PEP on the Basis of me Being a Football Player Essay I will design and carry out my PEP on the basis of me being a football player. I am 14 years and 6 months old and have been playing football since about the age of 5. I enjoy the game and I am quite good at it. Although I am quite good I would like to train to become better at the sport and increase my overall fitness level. I am generally fit but there is definitely room for improvement and I will look to do so. When I leave school I plan to join the British Army so I would like to become fit so that I can fulfil my plans. Over the 6 weeks that I carry out the training regime I will give it 100% and really try to improve my fitness and footballing skills. I want to make the best of my ability at football so I can enjoy what I do and hopefully it will benefit the Sunday league club that I play for. I play for Aspull Juniors. I have done so for 5 years now and enjoy playing for the team. I play in the centre of midfield and play in more of a defensive role. This position allows me to put a lot of effort in and influence the game. I am a good tackler of the ball and can pass good as well. For the job that I do on the football pitch I need to have a good stamina (so I can cope with the demands of the football math), good flexibility (so I dont stretch my muscles when making tackles), good balance (to pass the ball and make vital tackles), strength (to out muscle opponents and kick the ball far), speed (to get to the ball quicker than the opponent), and good reaction time (this is so I can react to the ball quicker than an opponent.) My PEP should help me to improve all of these skills and as a result I will become a better football player. I have never suffered any long-term injuries of any kind and have no recurring injuries. Other sports that I enjoy to do are fishing, golf, tennis and table tennis. Although I do none of these sports competitively I am interested in them and have done for fun. PEP For my PEP I will use a pyramid session to gradually increase my fitness during the 6 weeks. I will use a badminton court as my guide and say that double the length of the court is equal to one length. I will increase the lengths as the program progresses to create an overload required to increase my fitness. I chose a pyramid session because I feel it is the most reliable way of increasing my fitness. Also I know that it will be easier to create an overload in either the amount of lengths or exercises that I do if I use a pyramid session. From when I have used this session in the past I have found that it always gives me a good workout and can be used to good effect. I will start and progress my PEP over the weeks using the FITT principal. I will increase the frequency by doing more exercises and by doing more running more often. I will increase the intensity by increasing the amount of exercise that will be done. I will do this by adding more lengths onto my pyramid session and more exercise in between. I will increase the time by putting more time into the exercises in between runs. The type will also be changed. I will change the fitness test that I will do after the pyramid sessions each week. The PEP that I have designed is one that I think will improve my overall fitness the most and also improve the skills that I need as a football player. It will start with a 5 minute jog. This jog will warm up my muscles so that they are not too stiff to stretch otherwise I will increase the chances of a ripped or torn muscle. After the jog I will move on to my stretches. They will be thoroughly carried out so not to allow any muscle injury whatsoever can occur. The stretches are one of the most important parts of the PEP and must be done with care and thought. If these are not done correctly than I will run the chance of pulling or tearing a muscle. The Pyramid Session starts by running the maximum amount of lengths you are wishing to do and then gradually working your way down until there are no more lengths to complete. In between lengths you are required to do exercises. For example, if I was planning to do 16 lengths I would do 16 lengths then a chosen exercise. After the exercise you then do 15 lengths then the exercise, then 14 lengths then a exercise and so on until there are no more lengths to complete. This Pyramid Session will progress throughout the 6 weeks of the PEP. Week 1 I will be doing 10 lengths, Week 2 and 3 I will be doing 12 lengths, Week 4 and 5 I will do 14 lengths and for the final week I will do 16 lengths. As the weeks progress an overload is created which will help me improve my fitness. The Warm Up For my warm up I will be doing a 5 minute jog around the All Weather pitch. The warm up is to warm the muscles up before stretching so I do not pull a muscle. I will time myself and be sure not to strain myself as this too could result in a pulled muscle if not careful. The Leg Exercises Squats, Burpees, Switch Overs, Star Jumps These exercises will build up my leg muscles and allow me to put more power into a shot or long pass. These exercises will build up the strength and power in my legs and will allow me to hit a ball further and this will improve my skill as a football player. I have done more leg exercises than arm and body exercises because I feel that my legs are needed more on a football pitch. The Body Exercises Sit Ups, Crunches The body exercises that I will do will allow me to build up my middle body muscles and will help me to become stronger and flexible in that area. This will help me when I play football because I will be able to adjust the middle part of my body easier and this will help me when I am playing. The Arm Exercises Bench Press, Press Ups By doing these arm exercises it will improve my upper body strength and this will make it easier to shrug off opponents when challenging for a ball in a game. The exercises will build up the muscles in my arms and this can help when taking a throw-in. The Cool Down For the cool down I will do a light jog and then stretch. The cool down is to prevent lactic acid from settling in the muscles and producing cramps. This is just as important as the warm up and is needed to prevent injury after the PEP. Stretches Hamstring- I would sit on the ground then bend over front wards and touch the top of my shin, I would hold this for 10 seconds. Then I would sit up rest and then bend over front wards again only this time touching the toes rather than the shin. Quads- I would stand and balance myself against a wall with one arm then I would grab the left leg bend it backwards so the foot is touching my bum and hold for 10 seconds. Then I would stop rest and change legs. Groin Stretch- I would sit on the ground and put the soles of each foot together in a yoga sort of position. Then slowly put pressure on the inside of each leg to stretch the groin. Upper Arm- Place one arm in front of me and place the other arm underneath the arm that is held out and grab the shoulder. After this swap arms and do exactly the same. Hold each stretch for 10 seconds. Week 1 The warm up and the stretches went well and I then began my Pyramid Session. I had planned to do 10 lengths this week. I found that the Pyramid Session worked well. I completed the 10 lengths with ease but the exercises were quite challenging. At the end of all the lengths and exercises I found myself out of breath but I was pleased with the work I had done. I then went out onto the all weather pitch to do a 50 metre sprint. I did the sprint in 8.12 seconds which was a personal best. After the sprint I did a 5 minute jog and then stretched for 5 minutes. Evaluation I was very pleased with what I did this week but thought that I could handle more lengths than what I had done. The exercises that I did were quite demanding but I thought they would be easier to handle next week and was looking forward to the challenge. I was extremely pleased with the speed that I achieved in the 50 metre sprint and although it wasnt a huge amount of time I did beat my personal best. Week 2 This week I had set myself 12 lengths to do but I wasnt particularly worried about the task ahead. I started off with the 5 minute jog and a thorough stretch and then I began my Pyramid Session. The session went well again this week. Similar to last week I found that the exercises were again quite tough and challenging but the lengths were completed without much difficulty. After the Pyramid Session this week, I had set my self the throw/catch ball test. This was not physically challenging but I had to concentrate to get the 35 score that I got. This was not the best score I had ever had but I was pleased with the result. Evaluation I was again pleased with this week. The increase in lengths never really affected my performance this week. They were more challenging than the previous week but never caused a major problem throughout the session. The throw/catch ball test that I did was more about finding a rhythm and concentrating rather than a physical test. Week 3 After the initial warm up and stretch I moved onto another week of the 12 length Pyramid Session. This week it again never caused a huge problem but I was still tired towards the end of the session. The exercises still caused similar problems as they did in the first week and were tiring. It was this week when I began to feel an improvement in my fitness. After I completed the Pyramid Session I then went and did the muscular endurance test in the hotel foyer. My previous best at this test was 100 seconds but this week I nearly doubled that score with 190 seconds. I was extremely pleased with this result. At the end of the session I did a 10 minute cool down. Evaluation I found that the 12 lengths didnt pose too much of a problem for me this week and I was looking forward to the challenge of 14 lengths next week. I think that the exercises again provided a challenge for me and I began to feel the improvement in my fitness. I was extremely pleased with the score I achieved in the muscular endurance test. I think that I did well this week and was looking forward to the next few weeks ahead. Week 4 Due to a Dentist appointment I was unable to complete the regime at school. As a result I set up a training course on a football field behind my house and carried out my session to the best of my ability taking the environment and lack of equipment into condition. I worked hard for 1 hour and was pleased with the workout I had. Week 5 This week was my first attempt in school of attempting the 14 lengths I had set. Firstly, I did the warm up and stretches then got started with the Pyramid Session. It began like the others had but towards the end I found that this session was a lot more tiring than the previous weeks. At the end my legs were aching and I was really tired. I had created the overload and felt the affect. Although I was tired I was pleased with the task I had done and was looking to the week ahead. The test this week was a standing broad jump. I managed to get a score of 1 metre 52 centimetres. I was quite pleased with the score although it was not a personal best. After the test I went outside where I did a 5 minute jog and stretched off to avoid cramped muscles. Evaluation I was pleased with the effort that I put in today and could feel a definite improvement in my fitness. I thought that 14 lengths were very challenging and along with the leg, arm and middle body exercises produced a Pyramid Session which would challenge me. The standing broad jump that I did was not spectacular but I was pleased with the result. Week 6 For this week I was supposed to do 16 lengths, but because I missed week 4 I decided that I would carry on with 14 lengths. I went outside and did the warm up followed by the stretches then went inside to carry out the Pyramid Session. The 14 lengths were challenging but I felt an improvement in my fitness and they were easier to complete than the lengths last week. The test for my final week was a repeat of the throw/catch ball test. I carried it out in the Sports Hall and beat the score I had gotten previously. I got a score of 33, beating the score of week 2 and equalling my personal best. Evaluation I was pleased with the work that I had done in my final week. I found that the 14 lengths in the Pyramid Session were easier to complete than the previous week. I was pleased with the level of my fitness and was pleased with the score I achieved in the throw/catch ball test. Final Evaluation Throughout my PEP I have seen my overall fitness gradually increase from week to week. I would definitely say the regime has been a success and recommend it to people wishing to improve their fitness. The Pyramid Session provides a challenge from week to week and the exercises between the lengths make it a very demanding regime. I was pleased with the work that the exercises did and at the end of the 6 week program saw an improvement in my leg muscles, middle and upper body strength. I am extremely pleased with the improvement and success that the PEP has had.

Friday, September 20, 2019

Impacts Of Urban Development On Wetlands Environmental Sciences Essay

Impacts Of Urban Development On Wetlands Environmental Sciences Essay According to Ramsar convention 1971, wetlands are defined as areas of marsh, fern, peat land or water, whether natural or artificial, permanent or temporal, with water that is static or flowing, fresh, blackish or salty, including areas of marine water, the depth of which at low tide does not exceed 6m (Davies, 1993). Wetlands may incorporate riparian and coastal zones adjacent to the wetlands, islands of water bodies of marine water deeper than 6m at low tide lying within the wetlands. Wetlands affect the lives of every one of Ugandas citizens. We depend on wetlands for food, and clean water, for building materials and fuels, for livestock grazing and medicines and for water flow regulation. They provide a powerful engine for our countrys development with wetland services and products (WMD, 2008). The economic and ecological wealth represented by Ugandas wetlands, which cover 15% of its land cover are found in almost every sub-county (WID, 2001). While such a dispersed geographic coverage provides wetland benefits to a greater number of people, it also increases the likelihood of overexploitation and degradation. Ugandas high level of political and administrative decentralization adds to this risk. In Uganda there are no recent, exact countrywide statistics on chances in wetland area. The latest national land cover map with detailed wetland information was produced in 1996 (NFA, 2006). However local observations cited in Ugandas recent state of environment report indicate a reduction in wetland coverage, mostly due to conversion into crop land and spread of urban settlements (NEMA, 2007). While such conversions provide economic benefits from agriculture crop and real estate development, they are also associated with social costs primarily due to reduced or total loss of hydrological functions, habitat benefits and other ecosystem services. One of the factors driving these conversions is that the immediate economic returns to individuals outweigh the costs to the wider society associated with the loss of important ecosystem services. On a global scale, urbanization is increasingly homogenizing the biota of less developed countries. Even though urban sprawl is a worldwide problem, most studies on the effect of urbanization on wetlands and the conceptual models have focused on developed countries. South America has not escaped urbanization and therefore has undergone the effects of urban sprawl and development. Pavements replace native wetland ecosystems and what is left of the natural ecosystem is dominated by non-native ornamentals species (Tolba and El-khoy 1997). Kampala, Ugandas capital city has experienced rapid population growth of 5.61% per annum from 774,241 in 1991 to 1.2million 2002.The growth, which has occurred concomitantly with changes in population structure of the city, is influenced by rural-urban migration (UBOS, 2002). Population increase in Kampala area is responsible for increased demand for employment, land for housing, social services and infrastructure that have stimulated spatial urban development and industrialization. Due to increasing rate of industrialization, which is an indication of development, many people are coming into the urban centers to look for jobs. On the other hand, the employment opportunities are too few to absorb the labour, coupled with increasing population; this creates an influx of laborers. This has had serious environmental consequences including wetland degradation, deposition of solid and toxic wastes in the wetlands and drainage channels (NEMA, 2001/2002). The current urban development is occurring in a haphazard manner largely dominated by the urban informality in most of the sectors (NEMA, 2001/2002). This has greatly contributed to the unsustainable utilization of natural resources with in the area resulting in environmental degradation through solid waste accumulation, wetland encroachment, water pollution and land use/cover change, which is reducing the ecological services from the natural environment of the area. Although Ugandas wetlands are protected by National Environment stature 1995, most of them are still being reclaimed and degraded, especially those outside protected areas. The environment and natural resource issue in Nakivubo division pose some of the most contentious, difficult and politically sensitive questions.Therefore,the future of our environment and natural resources seems to depend more on the trends in; economic gains, social and political developments as well as outcome of litigation, legislation and administrative debates and decisions. In general the most outstanding issue concerning urban wetlands is the increasing level of degradation mainly from encroachment. Related to this issue are pressures, which include ownership of wetlands as property, and government/institutional policies. Other threats to the stability of wetlands are agricultural conversions, industrial pollution, drainage and over harvesting of wetland resources. STATEMENT OF THE PROBLEM Nakivubo wetland, one of the main wetlands in Kampala district, has suffered major encroachment in the recent past. A visit to the wetland reveals a lot of new activities, which signify recent massive encroachment. The activities include; residential and commercial buildings and car washing bays among others. There is significant reduction in the vegetation cover, and the wetland now experiences more visible instances of flooding than before during heavy rains. All these activities put a lot of pressure on the wetland, and affect its ecological function and cause degradation. These activities are thought to be a consequence of the increasing rate of development and urbanization in Kampala. Though there is insufficient data at the present to link urbanization with encroachment on Nakivubo wetland. The size and biodiversity of unconverted portions of wetlands has drastically diminished, with some areas completely converted. In 1993 it was noted that 13% of the wetlands in Kampala was s everely degraded and by 2002 only 3.3% was remaining and was continuing to be degraded (NEMA, 2007). Housing, industrialization and infrastructure development play an important role in wetland degradation. This study will therefore examine the relationship between urbanization and the encroachment and degradation of the Nakivubo wetland, and suggest options for addressing the problem. OBJECTIVES The overall objective is to examine the effects of urbanization on wetlands, using Nakivubo wetland in Kampala as a case study. Specific objective i) To describe the types of activities in the Nakivubo wetland and their social-economic implications on the urban people. ii) Assess the sustainable management practices urban people use to improve on wetland ecosystem. iii) Assess the awareness of urban people towards wetland use and management. Research questions The following questions are going to guide in my research. i) What activities do you carry on the wetland and how do you benefit from such activities? ii) What management practices are you using not to degrade the wetland? iii) Are you aware of any organization that protects wetlands? 1v) what are your main sources of information concerning the conservation of wetlands. 1.5 Justification of the study The study will evaluate the impact of urbanization on urban wetlands. The research is to examine how urban development leads to environmental changes mainly through wetland degradation. Its to provide information on wetland degradation that is currently inadequate. Thus the research will guide National Environment Authority (NEMA), the National Wetland Program and other interested parties to carry out appropriate actions to halt degradation of wetlands and develop more efficient wetlands conservation programmes. The information would further help district administrators like district environment officers to prepare action plans to improve local wetland resource management and mobilize community efforts to participate in wetland conservation. The information will also help urban planners in practicing sustainable development that is beneficial to the people but also environmentally friendly. It will provide knowledge to the local community on the effects of wetland encroachment. CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION The growth of urban and sub-urban areas has been a dominant demographic characteristic of the 20th century. During this time urban population has increased ten-fold, and the proportion of the human population living in urban areas has risen from 14 to over 50% (Platt, 1994). Much of this expansion of urban land, and citizenry has occurred along coasts, as port cities have expanded, coalesced, and engulfed neighboring undeveloped lands. Between 1960 and 1990, coastal counties in the US increased in population by 43%, a faster rate of growth than in the country as a whole. Likewise, between 1970 and 1989, nearly half of all building activities took place along the coasts (Anon., 1994). As of 1981, 28% of municipal areas were coastal, but they accounted for 55% of the US population (Walker, 1990). Elsewhere in the world, the story is similar: of cities with populations over 1 million, 100% of those in South America are coastal, as are 75% of those in Asia and Africa ( Berry, 1990). Ugan das population growth also continues to be amongst the highest in the world. The population in 2007 stood at 28.4 million an increase of 70 Percent since 1991 and 16 percent since 2002 and the countrys population is expected to exceed 50 million and 127 million by 2025 and 2050 respectively, (NEMA 2007). Not surprisingly, the effects of this burgeoning coastal development on natural resources have been profound (Walker and Nordstrom,1990). Damage to and loss of wetlands have been extensive ( Tiner, 1984Dahl, T.E., Johnson, C.E., 1991. Status and Trends of Wetlands in the Conterminous United States, Mid 1970s to Mid-1980s. US Dept. Int., Fish and Wildlife Serv., Washington, DC.). A recent survey by the US Department of Agriculture found that urbanization was implicated in wetland loss in nearly all surveyed watersheds (96%) and may account for as much as 58% of the total wetland loss (Anon, 1997 ). Yet wetlands remain an integral part of social and economic stability and their continued disappearance should be of concern to everyone. 2.2 HISTORY OF WETLAND MANAGEMENT IN UGANDA The economic and ecological wealth represented by Ugandas wetlands, which cover 15 percent (31,406sq km) of its land area and are found in almost every sub-county, is well recognized by both its people and its leaders. Wetlands provide not less than 37 valuable services and products, and contribute hundreds of millions of dollars per year to the national economy (WID, 2001). Over 70 percent of all wetlands in Uganda are used for three purposes simultaneously: water collection, livestock grazing, natural tree harvesting, clay and sand mining, fishing and sources of crafts materials among other uses. In addition, they play a key role in filtering pollutants and in regulating water flows, which in turn influence groundwater recharge, flood impacts, and water availability during the dry season. Ugandas policy-makers have acknowledged the importance of wetlands in the countrys Constitution (1995), which commits the government to hold them, along with other natural resources, in trust for the common good of all citizens. Over the past 15 years, innovations including Ugandas Wetland Policy and decentralized wetlands management have established a firm foundation for more sustainable wetland management. Environmental and wetland concerns are also integrated into several of the governments other primary policies, including the Poverty Eradication Action Plan, Plan for Modernization of Agriculture, and District Development Plans. The ten-year Wetlands Sector Strategic Plan, launched in 2001, identifies eight key strategies to achieve sustainable wetlands management. Between 1995 and 2005, the Wetlands Inspection Division spent about $US 2 million to carry out wetland inventories for 30 Districts and build the National Wetlands Information System (WID and IUCN, 2005). 2.3 URBAN WETLAND ENCROACHMENT Historically, there are several factors that can explain as to why the wetlands resources have and are still getting degraded in urban areas like Kampala. The major reason is rapid population growth leading to quest for extra land for cultivation and settlement. Extensive wetland resources both in the industrial and developing economies have already been lost or undergoing increasing change due to conversion to aquaculture or industrial use. In his speech to mark the wetlands day 2010, Mafabi [who is he?] quoted that many wetlands around Kampala have been reclaimed and used for development purposes like building industries, rise growing, impunity and disregard of the law. Mafabi (1991), observed that one of the reasons degradation of wetlands, in Uganda are the increasing number of landless people, who are forced to drain and cultivate wetlands due to pressure for agricultural land. Land in Kampala is very scarce and where its available, its very expensive, yet people really need land for agriculture and settlement. According to William (1990) and Njuguna (1982), reclaimed wetlands produce new soils, which are a basis of increased food production required to feed the rapidly growing population in developing countries. Since people consider wetlands to have very fertile soils and the fact that relevant institutions have turned a blind eye on encroachers, thus encroachers have taken advantage of these weaknesses to settle around and within these areas. Few people have demanded the protection and conservation of wetlands and these few who have tried are in most cases not noticed or are taken for granted by the authority (NEMA 2010). From my own local observation, some individuals use their profile for example high ranking officials or senior citizens to abuse these wetlands however much the public complains. Finlayson and Michael (1991) noted that a fundamental cause of urban wetland loss in the past is that few people have demanded their conservation. Since other people are encroaching on the wetlands, many other individuals, even those who were campaigning for the conservation of these areas have lost hope and also encroached for their own benefits. On the other hand however, Dugan (1990), consent that the main causes of wetland loss and exploitation are: the secrecy and manipulation of information, the dominance of short-term private profit on long term public benefits. People are very much interested in short term private benefits without spending much from their pockets. Wetlands are not supposed to be owned by private individuals or parties NES (1995), and therefore many people encroach on them because they are not going to be asked for any land titles. Ntambirweki (1998) noted that many people are utilizing these wetlands because the economic policy for free goods is deficient and the land tenure system is not clear. Dugan (1990) goes ahead to state that deficient economic policy for free goods and insecure and undocumented land tenure has also been a cause of the degradation of these wetlands. In my own view, there is lack of appreciation by people in these urban areas like Kampala of the extent to which these wetlands are important and are used by rural communities for purposes like domestic water, water for agriculture and some cultural values. The people in urban areas will therefore, continue to use the wetland for their development purposes. Citing some examples from the flood plains of the inner delta of the river Niger where the wetland exploitation is rampant, Dugan (1990) observed that one of the fundamental reasons for the drive to convert natural wetlands to other uses is a very poor international appreciation of the extent to which they are important and are used by rural communities. He therefore concluded that the absence of this understanding on wetlands makes conservation difficult and unable to challenge the proposed changes, which are seen as being essential to economic development. Some other factors that are influencing wetland encroachment are poverty related. These wetlands contain plants like papyrus, which people are harvesting and using to make goods like bags and mats (crafts) that they sell and earn a living(R. kabumbuli et al 2009). This in the long run affects the functioning of the wetland incase these plants are over harvested. They are also using the wetlands to grow rice for food and sale, making bricks and for fishing. All these activities contribute to degrading the wetland but are beneficial to the urban people for them to earn a living. ACTIVITIES CARRIED OUT IN WETLANDS Today, theres a growing concern to conserve and use wetlands in a sustainable way. Wetlands are more valuable economic resources in their natural state for certain objectives such as fishing, wildlife enhancement, aquaculture, water quality improvement and flood control, compared to the gains from a modified wetland, (Barbier, 1994). By encroaching on these areas, their economic function is being greatly affected and can have adverse impacts. Many activities are going on in the wetlands of Kampala as a result of encroachment by wetland users. These activities may have significant implications on the wetland, which may be beneficial or destructive to the wetland. Wetlands have been used for farming and for agriculture by many people. Crops such as yams and rice have been grown in the wetlands; livestock is taken to the wetlands for grazing. Water for irrigation, domestic use and livestock is collected from these wetlands. The growing of some of these crops like the yams is beneficial in these wetlands as these yams play an important role in the cleaning up of the water since they remove some minerals and nutrients from the water (Njuguna, 1982). On the other hand, extensive growing of these yams can lead to destruction of the wetland. The people practicing agriculture in these areas around wetlands have gone ahead to construct houses within the wetland so as to settle near their crops and also due to the fact that land is a scarce resource in urban areas. By constructing these houses, the flow of water in the wetland is disrupted and this in most cases leads to flooding mainly in the rainy seasons (Dugan, 1990). Settlement within wetlands has led to other associated degrading activities like brick making (Namanve wetland), sand extraction, and papyrus over harvesting (Kyengera wetland). Activities like sand extraction for construction of houses when carried out massively and brick making can have serious implications on wetlands as the sand that is removed is important in the filtration function of the wetlands (NEMA 2001/2002). This affects water filtration as a service provided by the wetlands. Over harvesting of wetland resources like papyrus for the purposes of making crafts so as to increase on the income of these people is also likely to affect the filtration and purification role of wetlands as these plants play a vital role in water purification in these wetlands. There are a variety of investments that are put up in these wetlands by reclaiming of the wetland to create land. Industries have been put up, churches have been constructed and other businesses like markets and shops have been developed with in urban wetlands. These are some of the major encroachments and activities going on in wetlands worldwide and in Kampala. A lot of land has been reclaimed and used for constructing of big industries in the urban areas due to development, which has resulted in shortage of land for the construction of these industries and factories. The reclaiming of these wetlands so as to create land for construction has been a great cause of flooding (Mitsch and Gosselink 1990). On the other hand, this creates and provides land for development and settlement in urban areas. Due to development, there is need for roads with in these urban centers and therefore, some of the roads that have been constructed have encroached on the wetlands and others have been constructed either adjacent or within wetlands, which has affected the functioning of the wetlands. Roads constructed adjacent or within wetlands increase on the level of silting in the wetlands and they also disrupt the flow of the wetlands since this can lead to the diverging of the wetland (Anibal and Aguayo, 1995). There is also a likelihood of these roads breaking down after some time hence affecting many people. Within wetlands, activities like fishing and aquaculture are being carried out. People depend on these activities to earn a living and for livelihood support. Fish ponds have been constructed to culture fish near these wetlands. Wetlands both permanent and seasonal especially along the lakeshores are an important source of fish for the local community. The interface zone between the swamp and the open water is an important breeding ground for commercial fish including tilapia (William, 1990). Its also a home to many aquatic and wildlife species and birds. Extensive fishing can lead to over exploitation of the fish species, which are of importance in the ecosystem. This in the long run may affect the ecological functioning of the wetlands since it affects the food chain. AWARENESS TOWARDS WETLAND USE AND MANAGEMENT It should not go unnoticed that, historically, many wetlands have been misconceived to be waste lands. Consequently, they were drained or degraded by human activity without factoring in their numerous functions, benefits and values, (William, et al, 1990). Wetlands were also regarded as bogs of treachery, mines of despair, homes of pests, refuge for out laws and rebels, (Williams, 1990; Mafabi, 1991). A good wetland was a drained one, free of this mixture of dubious social factors, (Dugan, 1990). Lack of awareness is the major cause of the increasing deterioration of biodiversity in urban areas of developing countries (Anibal Pauchard, 2005). Public awareness of wetland issues is indeed a key tool in wetland conservation and must be part of any attempt to change attitudes and behavior patterns. Many people living around wetlands are not aware of the impacts they are likely to cause to the wetlands in relation to their practices and in the long run have continued using the wetlands in a way that is degrading them. Some, who are aware about the impacts they can cause on the wetland, have had very poor attitudes towards the information they have been given and have continued to use the wetland in a manner that is not sustainable. In order to alert the public on the values and functions of wetlands and the need for their sustainable use, the national wetlands programme (NWP) has developed an awareness campaign consisting of videos, audio tapes, posters, leaflets and booklets (NWP, 1997). Newspapers have carried features on wetlands; songs have been developed to supplement radio and television programs. Awareness seminars and outreach programs are also carried out. The target groups are farmers, resource users, schools and district development committees. There have also been various efforts to promote environmental education through formal education in schools especially the wildlife club of Uganda. Also NEMA has tried to put up programs in various schools to promote environmental protection. All this has to some extent raised awareness and concern about wetlands among Ugandans (NEMA, 1998). Many Ugandans including grass root communities, policy makers, and natural resource planners while aware of environmental problems have little commitment to environmental conservation (NEMA, 1998). This may be because majority of the population living in poverty under constant threats to food insecurity is so concerned with basic survival matters that theres not much room to be concerned about environmental issues such as proper management of wetlands. Institutional understanding of the value of wetlands and associated investments in wetland has grown in Uganda. Similar changes in peoples perceptions and attitudes of wetlands have given rise to arrange of conservation initiatives in wetland management. In Uganda, for instance, the Ministry responsible for environment protection is elaborating a national wetland policy in direct response to rising local concern over environmental and social consequences of wetland loss. Generally, the cumulative importance of wetlands has gradually developed because of the growth of knowledge about their numerous functions, values and threats documented by various researchers. In fact the Wetland Inspection Division in Uganda regarded the wetlands as wealth land because if well managed, the products and services can be reaped in perpetuity. And thus they are worth conserving and wisely utilized. CHAPTER THREE: METHODOLOGY This section focuses on the study methodology.ie. Sample area, sample selection procedure, data collection technique, entry, processing and analysis that is going to be used. STUDY AREA The study is going to be carried out on Nakivubo wetland. The wetland forms the boundary between Nakawa and Makindye divisions in the valley between Bugolobi, Mpanga and Muyenga hills (ADF). It is permanently water logged and is fed by the Nakivubo channel. It is one of the major wetlands on the north-western shores of Lake Victoria. The study will specifically be carried out in Nakawa Division, Kampala district. Nakawa Division is in the eastern part of the city, bordering Kira town to the east, Wakiso district to the north, Kawempe division to the northwest, Kampala central to the west, Makindye division across Murchison bay to the southwest and lake Victoria to the south.it covers an area of 47.45  square kilometers (18.32  sq.  mi). Map of Nakivubo Wetland (Source; Emerton et al., 1999) Study population The study population involves mainly farmers, brick layers, residents, builders and other individuals who are greatly involved in the use of the wetland e.g. People involved in putting up of business like shops and schools in this are also going to be interviewed to get more information on the study objectives. The area is estimated to have a population of 135,519 people. Meteorology of Nakivubo wetland The Nakivubo swamp is within the equatorial belt, and has a moist sub-humid climate. It receives a bi-seasonal rainfall in the periods of March to May and September to November. The rainfall is linked to the Inter Tropical Convergence Zone (ITCZ), the altitude, local topography and the lake. Short duration tropical thunderstorms are particularly common around Lake Victoria and Kampala. The latter is reported to receive more thunder storms than any other capital city in the world (Kansiime et al; 1999). This rainfall frequency and reliability favor the formation of peat lands and swamps. The presence of a large adjacent water body also ensures a both reliable and fairly stable hydrological regime (always humid, annual water level variations about 0.5 m). This is a requirement for papyrus, the dominant wetland macrophyte in the Nakivubo swamp. Geology of the swamp area The soils of the Nakivubo swamp area are alluvial and lacustrine sands, silts, and clays overlying granite gneisses. Indeed the gneisses overlay most of the Lake Victoria basin north of Kagera River, the main tributary of Lake Victoria located in the SW (Kansiime et al; 1999). Within the swamp, the alluvial soils range from semi-liquid organic material in the very upper layers of the emergent vegetation zones, through reddish ferruginous (high contents of dissolved iron in run-off water) loams to clays. Drainage of Nakivubo Swamp The major surface water drain into Nakivubo swamp is the Nakivubo Channel. In addition, Port Bell and Luzira waste water channels and a number of minor culverts discharge their water (some seasonally) into the lower Nakivubo swamp. The catchment area into the lower Nakivubo swamp is about 1.1 km2 from the Luzira watershed, 2.5 km2 from the Bukasa watershed and about 50 km2 from the city centre via the Nakivubo Channel and the upper Nakivubo swamp. These, with the exception of Luzira Prisons effluent and the Nakivubo channel, also carry rainfall and contribute different amounts of water into the swamp. METHODOLOGY RESEARCH DESIGN The study design will be stratified random sampling. The study area is going to be stratified on political units[at what level?]. The political units surrounding Nakivubo wetland are Bukasa, Kisugu, bugolobi, luzira prison and Mutungo[which political units are these?].One division is going to be chosen purposively basing on its accessibility from town due to limited finances, from which two parishes are going to be picked and from each parish 25 people[why 25 and not more or less?] will be interviewed by choosing the fifth house[why the 5th and not any other?] after each house with the head of the household[why the head and not any other member of the household?] being the target for interviews. schools, shops and gardens are going to be considered as plots (houses).[what does this mean?] SAMPLING AND SAMPLE SIZE The study population is going to be obtained by stratified random sampling; its objective is to reduce bias by sampling different strata. Stratification is going to be based on administration units. A Sample of 50 respondents is going to be interviewed using questionnaires and these are going to be obtained randomly. This is because of logistical, time and financial constraints. [This contradicts your research design, which is which?] DATA COLLECTION Data collection is going to be by primary data obtained directly from interactions with responds in the field and secondary data from library books, peer reviewed journals and government offices. The principal research technique in primary data collection is going to be by use of questionnaires (to answer all objectives),which are both closed and open ended, and are going to be administered by the way of direct interview with respondents. The open-ended questionnaires are going to allow multi-response that will shade more light on the subject matter. The interviews are going to be carried out in both Luganda English. Direct observations use of a camera are going to be used to get detailed information. Using a map of the area, a transect walk is going to be carried out to get a general view of the area. KEY INFORMANTS Key informants like environment secretaries and officials from environmental organizations (NEMA, WID) are going to be interviewed to get more valuable information on all my objectives. This will help me get firsthand information about the problem under study. It also helps to correct anomalies from questionnairesand leads to collection of in-depth data Is this true?. FOCUS GROUP DISCUSSIONS (FGDs) Focus group discussions (FGDs) are going to be carried out with some purposively selected respondents[what purpose?]. The FGDs are going to confirm the gathered information from questionnaires.[what comes first, FGDs or Surveys?] Further more they will give exploratory, illuminating and enlightened data. Such information will provide insight into attitudes, perceptions and opinions of participants. FGDs give participants ample opportunity to comment, explain and share experiences that were not available from individual interviews, questionnaires or other data sources and therefore views got from such d

Thursday, September 19, 2019

Classical Approaches to Teaching English as a Second Language Essay

During the last hundred years, English has become the most important language in the world. In the contemporary age, learning any foreign tongue has become both fashionable and necessary. But is there a perfect method which can be applied to achieve the appropriate level of English? I have been learning English for more than 10 years, but have never realized that there are so many different techniques and approaches to teach English as a second language. While studying, I have noticed that I had experienced some of them at the primary and secondary school. In this essay I would like to present my personal opinions and reflections about the approaches I encountered, the ways they were presented and exploited by my English teachers. First, I want to concentrate on the Grammar-Translation Method. Personally I think that many teachers use this technique while teaching a foreign language, but they do not even realize it. We may contend that it is the most common method, due to the fact that it is considered to be quite easy. I contend there is nothing more complicated than to give students a passage to translate from one language to another. Is it interesting or challenging for the students? I do not think so. I remember I did a lot of translation at school and that was not my favorite activity. Besides, it was hard for us to find any purpose in them. Apart from that, most of my classmates were simply bored. Sometimes it was too difficult and we had to spend many hours to find the meaning of a particular word in a dictionary. Without a doubt, that was not the way I wanted to learn English. Furthermore, translating a literary text was something entirely useless for me. And although we were rarely exposed to such a t ranslation... ... teacher and gave the commands to the class. Our favorite game was â€Å"Simon says†. It was considered to be quite easy because students did not have to repeat the commands but respond physically. Even when somebody made a mistake and showed something in a wrong way, he or she was not discouraged, because for us it was like playing not learning. In the final analysis, I must admit that I did not come across the perfect method to teach English. Every technique has its advantages and disadvantages. It all depends on the teacher; how and what he/she is going to adopt from a particular approach to his/her lesson. One thing I know for sure: we should not force students to learn a language in a way that is the best for us. To sum up I would like to quote a sentence which I found very interesting: â€Å"If the students don’t learn the way you teach, teach them the way they learn†.

Wednesday, September 18, 2019

Boccaccio v Keats :: English Literature

Boccaccio v Keats In reading Lisabetta (Boccaccios version) and Isabella (Keats version) it can help us understand Keats intentions, plans and achievements better. Keats deliberately begins his poem with the lovers, Keats sees the lovers as the main focus and he wants to reinstate their importance. Keats puts effort into portraying the lovers as young and innocent and due to the brothers their relationship is ruined. 'fair Isabelle, poor simple Isabelle Lorenzo, a young palmer in loves eye.' Keats seems to write in such a realistic way, it comes across as autobiographical. Keats characterises the lovers differently to Boccaccio. In Keats they are shy with each other. 'So spake they to their pillows.' 'I may not speak and yet I will, and tell my love all plain.' Keats portrays them as being in tune with nature 'voice pleasanter than the noise of trees of hidden rill' and 'Lorenzo is more watchful over her than the falcon.' The main attraction between the two lovers happens in May/June. These are the summer months when love occurs, and eventually it 'grew like a lusty flower in Junes caress' Keats keeps the lovers innocent. In Boccaccio, Lorenzo is experienced 'he gave up all other amours' and the lovers quickly slept together 'each that they most desired' Keats on the other hand 'purifies' the lovers. They keep close company' in a bower of hyacinth and musk.' In Keats the brothers notice the love between them 'found by many signs' instead of caught popping into each others bedrooms. In Keats they noticed each other all the time. In living in the same house Keats takes trouble over unfolding their frustrations and love, for there is not much they can do (autobiographical). We now start to care about them. Both know the danger of the lovers class difference, but the fact that they cant be together seems to fuel their lust. 'Even bees knows there is richest juice in poison flowers' Another big difference between the poems is the concentration put towards the brothers. In Keats the brothers are introduced late on and the characteristics have been moulded around evil. In Boccaccio the brothers are introduced at the very beginning of the poem and their decision about killing Lorenzo is more to do with wanting the sister to be happy without consulting the sister. (In Keats) the brothers work their servants to death. 'The Ceylon diver went all naked to the hungry shark' Their money is made on the back of great cruelty 'the workers did melt in blood from the stinging whip' The brothers cruelty seems to stand for the abuse of the early

Tuesday, September 17, 2019

Administrative Aspect of Special Education Essay

Introduction The Law provides for a free appropriate public education (FAPE) of exceptional children by assuring the financial support of teachers of special education and the administration of the program. The administration of special education at the macro level is assumed by the government and is usually carried out as one of the functions of the Department of Education (or a similar body). In the Philippines, the Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The Department is primarily in charge of the formulation, planning, implementation and coordination of the policies, standards, regulations, plans, programs and projects in areas of formal and non-formal education. It provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development through the public school system; and it also supervises all basic education institutions run by the private sector. The current Department structure consists of the Central Office and the field offices which consist of the regional and sub-regional levels. There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. See more:  Perseverance essay The Special Education Division is lodged at the Bureau of Elementary and performs the following functions: formulates policies, plans and programs for the preparation of instructional materials; evaluation of programs in special education; conducts studies and develops standards of programs and services for special learners; plans for prototype in-service education programs to upgrade the competencies of administrators, supervisors, coordinators, teachers as well as the non-teaching special education personnel; and establishes/strengthens linkages with agencies concerned with the education and welfare of children with special needs. The Regional Director has the overall responsibility for the administration and supervision of special education at the regional level. The School Superintendent has the over-all responsibility for the administration and supervision of special education at the Division level and is assisted by the Division Supervisor. The District Supervisor supervises the school principals and other school administrators at the district level. The administrator of special education is appointed based on qualification standards set by the Department and provided with appropriations from the national funds. The Department also sets up a minimum standard for the qualification of teachers, and establishes the criteria for the selection of pupils for special education. In other countries like the US, education is primarily a State and local responsibility. The U. S. Department of Education is the agency of the federal government that establishes policy for, administers and coordinates most federal assistance to education. The Federal States and communities are responsible for establishing public and private schools and colleges; developing curricula; setting requirements for enrollment and graduation; determining state education standards; and developing and implementing testing measures to verify if schools are meeting their education standards. The structure of education finance in America reflects this predominant State and local role. Of an estimated $1. 1 trillion being spent nationwide on education at all levels for school year 2009-2010, a substantial majority will come from State, local, and private sources. The Office of Special Education Programs (OSEP) is lodged at the U. S. Department of Education and is responsible for monitoring state and local compliance to the Individuals with Disabilities Education Act (IDEA) by providing leadership and financial support for infants, toddlers, children and youth with disabilities ages birth through 21 years old. The law (IDEA) aims to ensure that all children receive a free appropriate public education (FAPE) and special services to assist in meeting their educational needs. IDEA authorizes formula grants to states, and discretionary grants to institutions of higher education and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. These programs are intended to ensure that the rights of infants, toddlers, children, and youth with  disabilities and their parents are protected. Particularly, the OSEP conducts verification visits to states to review their systems for general supervision, data collection, and state-wide assessment. During these visits, OSEP staff work with state staff to ensure compliance and help improve the performance of federal programs. In addition, each state submits an annual performance report that reflects the state’s actual accomplishments compared to its established objectives. As part of its monitoring, OSEP uses performance data such as graduation and dropout rates to identify low performing states. OSEP staff and OSEP-funded technical assistance centers work in partnership with states to put in place strategies to improve results for children with disabilities. At the micro level, the administration of special education is with the school principal. A recent policy thrust of the DepEd in the Philippines is the empowerment of the public school principals where the latter is able to assume more administrative authority and accountability for improving teaching competencies and pupils’ achievement. This policy gives principals the administrative authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement program in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. For the private sector, the school owner together with a Board of Trustees acts as the school administration and defines the direction of the special education program; while it is assumed that they follow the guidelines set by the Department of Education to be duly recognized and credited as a teaching institution. But much of the responsibility for the success of an educational program rests in the administration. There may be proven needs, accepted philosophy, qualified personnel, and available facilities and resources; but without adequate administration, the entire organization may be one of confusion and misdirection. Programs of special education succeed in direct proportion to the efficiency of the administration. More often, when special education is introduced into a school system, the administrative plan usually does not install major changes in the existing organization. The responsibility for the program is often given to an Assistant Principal, a Director of Instruction, or some other administrator who already has many duties. Consequently, the administration of special education program becomes a major problem in the education of exceptional children. The Special Education Administrator The term â€Å"administrator of special education for exceptional children† is used to designate the school official directly in charge of the special education program. Regardless of the title, the job entails organizing the special education program, equipping the structures with adequate classrooms, employing specially trained classroom teachers, ensuring the proper placement of pupils who are not able to attend regular classes because of various handicaps, ensuring that a special academic instruction based on individual differences such as speech correction and any prescribed therapy (speech, hearing, occupational, and physical therapist, etc.). Most of the studies gathered determine who administers the special education programs (both in the public and private sector), what their functions are in regard to both administration and special education teachers, how much time they devote to the program, and whether they are administrators or supervisors. Rigsbee (2008) did a research on what makes a good school-based administrator and interviewed teachers, support staff, parents, and students from a number of school communities in North Carolina. The results of the study indicate that there are characteristics common across school levels and community demographics such are: the principal should be accessible and build â€Å"a community of caring† where students feel at home, there is an air of connectedness, sense of teamwork, a family atmosphere, and frequent celebrations so work becomes fun for everyone. Rigsbee (2008) further  explained that the administrator must treat the teachers, cafeteria staffs, custodians, and office staff as professionals; give the staff a â€Å"big picture† understanding of the students’ needs and let them know that they are valued for the work they are doing for the children. Lastly, Rigsbee (2008) adds that they develop leaders and do not micro-manage; they work diligently to ensure that their teachers are equipped to be leaders in the classroom; and they â€Å"distribute† leadership as they serve as important mentors to assistant administrators and teacher leaders to achieve the vision of the school. Special education administrators play an important role in the education of disabled students. They are responsible for overseeing programs and services for students with learning, physical, behavioral or linguistic disorders. Additional job duties in the field range from ensuring adherence to federal, state and local special education regulations to helping teachers provide the unique services special education students need. Knowledge and Compliance to the Laws on Special Education. In a study by Saravanabhavan and Pressley (2008) on â€Å"Preparing Leadership in Special Education†, they assessed the school principals in Florida and noted that school principals must have a thorough knowledge of special education practices to ensure that students receive adequate services, and teachers receive pertinent guidance and support for their students to become high academic achievers. Saravanabhavan and Pressley (2008) proposed the need for school and district administrators to be educated not only in the foundations of special education, but also in the legal aspects related to compliance and enforcement of special education services, as well as instructional methodologies, and student placement, in order to enhance their efficacy in servicing their students. In another study, McMullen (2001) investigated the knowledge of Mississippi’s high school principals regarding the IDEA Amendments of 1997 in regard to four aspects: (a) disciplining students with disabilities, (b) involving parents and students in decision making, (c) adhering to procedural safeguards and placing students in the least restrictive environment, and (d) impacting administrative practice. The study (McMullen, 2001) concluded  that although the principals demonstrated some knowledge of the law, they did not appear to have sufficient knowledge to fully implement the Act, thus, proposed for a comprehensive training that will enforce a paradigm shift from the old Public Law 94-142 to the newly reauthorized law for a more positive attitude toward the provision of services to children with disabilities. It is worth noting the need for administrators of special education program to be aware of their legal obligations to students with disabilities in after-school athletics and extracurricular activities. Fetter, et. al. (2008) cited that administrators in public schools are undoubtedly familiar with their duties under federal law to serve students with disabilities in the educational program. But only a few know whether students with disabilities are entitled to participate in athletics and other after-school activities, and if so, are not aware of what types of services and accommodations school officials and coaches should provide (Fetter, et. al. , 2008). The authors (Fetter, et.al. , 2008) said that the failure to sufficiently work through these issues leaves school districts vulnerable to costly litigation; and in addition to juggling the complicated legal issues related to serving students with disabilities who participate in athletics and extracurricular programs, many administrators are taking aggressive steps to promote healthy school communities by implementing body mass index (BMI) surveillance and screening measurement programs. The study concluded that while these programs offer an innovative approach to encouraging good health, they raise additional issues for busy administrators; it is therefore imperative that administrators should be aware of the common traps, and practical ways to comply with the law (Fetter, et. al. , 2008). The US law, Individuals with Disabilities Education Act (IDEA), stipulates that educational leaders must ensure that special and general educators use scientifically based instructional methodologies like applied behavioral programming, task analysis, direct instruction, and cognitive-behavior modifications in order to address the cognitive needs of the students. The proper implementation of the IDEA or any law for that matter is enforced by leaders who have thorough knowledge of the law and are able to use these to  enhance the performance and welfare of their constituents. The IDEA was revised in an effort to clarify the discipline mandates because it needed to be more consistent in the practices when disciplining students with special needs. However, Principals continue to misinterpret the law or avoid it altogether. As indicated in the studies below, it is apparent that knowledge of the disability laws and how it is put into practice are depended upon each other. In a study to determine the relationship between Georgia elementary school principals’ knowledge of disability laws and the practices used for disciplining students with special needs as mandated in the IDEA, Claxton (2002) used the Individualized Educational Programs (IEP), Behavioral Management Plans (BMP) or Behavioral Intervention Plans (BIP), and Functional Behavioral Assessments (FBA) in the research. The Principals were given the opportunity to provide comments about discipline and the procedures they used for students with special needs. The study also examined various demographics including age, gender, original college degree, administrative degree level reached, and years of experience in administration in relationship to the knowledge held of disability laws and the practices used by Georgia elementary school principals for disciplining students with special needs; ANOVA was used to examine each demographic variable (Claxton, 2002). The results showed that the Georgia elementary school principals used discipline practices in line with the parts of IDEA 1997 with which they were most familiar but it did not indicate any significant difference in the principals’ knowledge and practice (Claxton, 2002). Because principals or their assistants are responsible for enforcing discipline and are on the front line in terms of student safety, they are often conflicted about how to proceed when a student with a disability needs to be disciplined. Moreover, many principals need to be reminded that they are not the sole arbiter of discipline decisions for students with disabilities. The administrator should make an effort to include families by offering various opportunities for parents, advisory councils, and a multidisciplinary team to take part in varying venues (open house nights, question-and-answer sessions, and frequent communication via phone messages, emails, and publications). In another study conducted by Stephens and Joseph (2001) in the School Study Council of Ohio (SSCO) using an informal phone survey to assess the knowledge of randomly selected Central Ohio principals, special education administrators, and teachers; they were asked to rate their assessment of what level of knowledge principals needed in order to do their jobs effectively. A three-level scale was used: (1) no knowledge required; (2) a basic, working knowledge required; and (3) intimate knowledge required in four basic categories: Instruction and Programming, Placement Procedures, Federal and State Laws and Regulations, and Procedural Safeguards (Stephens and Joseph, 2001). The results showed that the perceived roles of principals differed when viewed by district level special education personnel and practitioners and these views where all in contrast to the self assessment of the principals (Stephens and Joseph, 2001). The findings elaborated the problems of principals regarding lack of knowledge includes the following: the education of the handicapped; managing the diversity of students with disabilities; mainstreaming and inclusion strategies; large-scale assessment and accountability (Stephens and Joseph, 2001). Administrative Competency and Leadership. Lowe & Brigham (2000) stated that numerous special education authorities have cited the importance of the principal’s ability to be the school’s instructional leader. In special education, the principal’s role as the instructional leader will often determine the efficacy and the quality of special education services. But research and authoritative opinion generally reveal that principals are not sufficiently knowledgeable about important aspects of the education of students with disabilities. A major explanation as to why they are typically uninformed about special education is that their professional preparation may be inadequate. According to Lowe & Brigham (2000), most school administrators do not receive sufficient training to supervise the instructional practices used by special educators. In an effort to both validate and consolidate previous work in the area of critical skills for principals in relationship to special education, Stevenson-Jacob, et. al. (2006) asked elementary and middle school principals what they considered to be critical competencies. Information was gathered on the principals’ background, training, assignments, and specific practices related to administering special education at the building level; and it was found that elementary and middle school principals agreed on eight critical competencies that principals need: (1) managing the education of students in the less restrictive environment (LRE); (2) collaborative teaching strategies; (3) the case study approach; (4) general/special education procedures; (5) parent rights; (6) state/federal requirements; (7) state/federal statues: and (8) recruitment, selection, orientation, and supervision of staff (Stevenson-Jacob, et. al. , 2006). To help administrators increase their awareness and sensitivity with issues that affect their interaction in the school, Hoy & Miskel (2001) conducted a survey with students with special needs, their teachers, and their parents in the school district. The study concluded that administrators who would like to become more competent with curriculum delivery issues must participate fully in the planning processes of the IEP and IFSP because by engaging in this process it signals its importance and administrators gain a more complete understanding of the curricular issues that face parents such as: tasks that are too difficult for the child; homework assignments that are too long and that require prerequisite skills; implementation strategies that work and should be continued; teachers who are either unwilling or unable to make accommodations for students with special needs (Hoy & Miskel, 2001). The major barrier seems to be lack of systematic and sustained programs for professional development in special education tailored to the needs of the special education administrator or principal. Therefore, educational leaders must be knowledgeable of the special education placement continuum to ensure that students receive instruction in the environment that will maximize their academic and social skills. In order to eliminate increasing challenges and to maximize quality of services provided to children with disabilities, it is vital to prepare school leaders and administrators with sound knowledge based in special education. Course work in the foundations of special education and legal aspects of special education along with advocacy for children with special needs ought to become a core area in school leadership preparation. The administrator preparation programs should place more emphasis and time on core special education competencies for principals who can effectively lead special education programs in schools. School principals must have the opportunity and the incentive to participate in sustained and systematic special education programs. Attitude toward SPED Programs and Practices. Goddard & Goddard (2000) cited the highly important roles that administrators play in the education and lives of children with disabilities as they evaluated how the administrators are impacting on the progress of the students with special needs. The result of their study emphasized that administrators can create a climate that supports all students with the awareness of key concepts in special education and important curriculum and environmental considerations that will enhance instruction (Goddard & Goddard, 2000). They (Goddard & Goddard, 2000) further explained that issues pertinent to the population of special needs students demand the focused time of concerned and knowledgeable administrators, and as such, will encourage the development of programs that will increase accessibility like: flexible course schedules, stipends or scholarships to cover costs of tuition, materials, child care, transportation, distance learning and video-conferencing technologies. Another area of special education that principals need to know and understand is the concept of â€Å"inclusion† and what an inclusive philosophy should reflect. The principal is the educational leader of the school, and as such, his or her attitude and philosophy regarding students with special needs sets the tone and is critical for determining how students with disabilities access the general education curriculum. Inclusion has been introduced way back in the 90’s and the law has been explicit about the regulations in terms of a continuum of services; however, many inexperienced principals still have difficulty interpreting what this means. Salisbury and McGregor’s study (2002) of five elementary schools engaged in inclusive practices showed personal attributes similar to those found in the transformational leaders. The transformational leader, according to Salisbury and McGregor (2002) had â€Å"a greater impact on teacher motivation to perform beyond expectations†; and the behaviors associated are charisma, inspiration, and consideration of individual teacher needs while they strive to develop shared values and beliefs, meanings, and commitment to common goals. The study further showed that principals â€Å"tended to be leaders who shared decision-making power with their staff, extended the core values of inclusiveness and quality to initiatives throughout the school, and actively promoted learning communities and change through collaborative, intentional, and supportive practices† (Salisbury and McGregor, 2002). In another study done by Kuaun (2002), which attempted to describe the profile of the school administrators (age, gender, civil status, educational attainment and length of service) and verified any significant difference on the perception of school administrators from regular schools with SPED classes and from SPED schools regarding the inclusion of children with special needs. The researcher employed the descriptive method utilizing a questionnaire which consisted of two parts: personal information from 66 respondents and 48 close-ended type of questions about inclusion; and administered them to sixty-six (66) school administrators (36 from regular schools with SPED classes and 30 from SPED schools) from twenty-two (22) schools in Metro Manila (Kuaun, 2002). The findings indicated that majority of the school administrators are female, married, aged 51 to 60, with an educational attainment of Master’s degree (from the regular schools with SPED classes) and Masteral units (from special education schools); and that majority from the regular schools with SPED classes have served longer as school administrators than the respondents of special education schools (Kuaun, 2002). Finally, the study concluded that both groups appeared to have a positive perception on inclusion of children with special needs as indicated by a no significant difference on the means scores in their inclusion perceptions (Kuaun, 2002),. This positive outlook towards inclusion was manifested in the study of Causton-Theoharis and Theoharis (2008); they cited that inclusion and the sense of belonging are seen as essential conditions for educating each child. The commitment of the principal under study implemented an inclusive philosophy which meant no self-contained special education classrooms, no resource room pullout programs, no kids sent to other schools (Causton-Theoharis and Theoharis, 2008). All the kids (kids with significant disabilities, kids with autism, kids with serious behavior issues, kids with learning disabilities, kids in wheelchairs, kids who were high flyers, kids who were learning English) needed to be an essential member of the classroom and school community; thus, the general education teachers and specialists (special education, English as a second language, reading, etc. ) had to co-plan and co-teach (Causton-Theoharis and Theoharis, 2008). The same staff was used but arranged differently in all aspects of the school which included: the after-school programs, reading interventions, the physical arrangement of classrooms and dramatic changes on the playground (Causton-Theoharis and Theoharis, 2008). Because of the special education administrator’s commitment to educate all their students together, the school under study realized the substantial achievement gained by bringing students with disabilities in the center of the discussion about school reform and in the center of the general education classroom. In another research, the findings of McClean (2007) revealed that many administrators are willing to accept having inclusive schools; and most believed that schools are generally ill- equipped to run inclusive programs. Based on the study McClean (2007) conducted in Barbados, about (20%) twenty percent of the administrators surveyed believed that students with disabilities should be educated in special schools or classrooms only because they shared in the opinion that the inclusion of students with disabilities would retard the progress of students in the general education classroom. While majority of administrators, (80%) eighty percent, wanted to have inclusive programs in their schools but were uncertain how to implement and manage these programs without the appropriate mechanisms for success (McClean, 2007). The study further discussed that the success of inclusion is determined by the principals and the teachers (whether special or regular education) who are committed to providing the necessary support; are giving the vital input to make the inclusive process their own; and are not threatened or disadvantaged by the implementation and management of any inclusive programs at their respective schools (McClean 2007). The study concluded that the success of inclusion will ensue by winning the hearts and minds of all stakeholders which include the principals, teachers, parents and students, officials of the Ministry of Education and the wider communities. Abell’s study (2006) examined the attitudes and factors valued by Kentucky directors of special education (DOSE) who are currently implementing the universal design for learning (UDL) principles within their school districts to further enhance the inclusion of student with special needs. The purpose of the study was to provide new information to DOSEs by researching leadership issues and aspects involving district level UDL implementation. Department level professional development and technology implementation issues were also explored. The survey was sent to the 176 respondents and the result found no significant differences in DOSE’S gender, education level, or years of administrative experience in relation to the DOSES own level of educational innovation (Abell, 2006). The study showed that the UDL implementation was found to be significant with regards to district acquisition of curriculum in digital formats and the technology infrastructure to run it but it was not a significant predictor, likewise, there was no significant relationship between DOSEs knowledge of UDL in relation to the size of their district special education population (Abell, 2006). The Universal Design for Learning principles call for curriculum flexibility in relation to content presentation, student expression, and student engagement. UDL is a new approach for teaching, learning, and assessment, that draws on brain research and new media technologies to respond to individual learner differences (Center for Applied Special Technology, 2008). It is important to the field of special education that administrators are open and flexible to various strategies to find the best possible intervention for students with exceptional needs in an inclusive setting. The studies raised important points, because administrators play a pivotal role in setting the climate in schools. School administrators who believed in integration created program options for its promotion; while those opposed to it have even sabotaged any efforts. A supportive school climate can also be enhanced when administrators set the occasion for teachers to have mastery experiences with the curriculum and with students’ progress in the curriculum. Administrators who are knowledgeable about the curricular needs of students with disabilities and how special education and general education curricula intersect will be better prepared to face the challenges of educating all students successfully. There are hosts of ways that administrators can become familiar with current and emerging issues in special education. This was validated by Bakken, et. al (2006) in their study â€Å"Changing Roles of Special Education Administrators: Impact on Multicultural Learners. † Bakken, et. al (2006) mentioned that special education administrators must take active part in the education of their students and they suggested the need to develop and practice highly effective communication skills because they believe that effective partnerships are built on communication. Other important considerations include an awareness of best practices in special education, effective instructional presentation strategies, curricular adaptations that support individual student progress and a variety of evaluation methods. By being student-centered; students know when they’re cared about and know when an administrator makes a difference in a school and in their lives. It is evident that supporting students with special learning needs is more successful when the principal’s attitude is positive and sympathetic. At the same time it must be recognized that a great deal of effort and time go into building a successful service delivery of special education programs. It takes a strong instructional leader to ensure that all children are able to succeed and achieve in class. It takes a strong instructional leader to ensure that all children and their teachers receive the supports and services they need to learn and develop. It also takes a strong instructional leader to create a positive learning climate that embodies a unifying philosophy of respect for all children and stakeholders in the total school community. Problems encountered. Tate (2009) conducted a survey of 108 special education administrators in North Carolina in order to identify their characteristics (which included licensure, teaching experience, LEA information, and personal demographics) and factors that contribute to their staying or leaving the field using two open-ended questions that addressed the least and most satisfying.