Category: Education 2143

Research Methods & Processes

Justification of the selection of the research methods and processes

The systematic processes applied in the planning of actions and the subsequent analysis of data play an important role in any research process. They form the basis for understanding how the project was carried and the objectivity in the process of collecting data. In the development of my research project which was a case study of the Royal Caribbean Limited (RCL), I applied research methods and processes that ensured in-depth understanding of the operational challenges that the company faced and the general perspective of the cruise ship industry in general. Therefore, the selection of descriptive analysis and application of the secondary data collection method resulted in a comprehensive knowledge of the industry and hence solutions that could be devised based on both the internal and external issues affecting the company.

I believe that the selection of inductive approach gave me the room to review different perspectives related to the company. Also, the approach ensured that different strategies could be applied to understand the core problems that affected the industry. This was concerning the international business environment, strategy management, marketing management, human resource management and the organisational behaviour problems. Despite the broader perspective provided by the inductive approach I employed, I also noticed that it sometimes served as a limiting factor because most of the solutions were generalised.

Explanation for readers

Even though the application of the research process provided a comprehensive view of the industry, it revealed pertinent issues and trends in the industry. For example, the secondary data I used in the study was able to identify the various competitors in the industry, how they have been able to overcome the challenges of health, safety and environment and the general view of the cruise ship customers.

Therefore, reflecting on these issues you will be able to understand the analytical basis for the study. As noted, this may leave you eager to know the actual dynamics within the industry in terms of the statistics and actual incidents and you may regard it as a major source of discrepancy in the research process. You will also notice that the secondary data does not provide the current trends. This is a shortcoming I realised. To overcome this, the most recent available secondary data were used.

Explanation for a future employer

From the case study, I have realised comprehensive analysis plays a critical role in management. It entails examining all dimensions of an organisation to devise a strategic management process that relates to overall organisational goals. As a result, the research processes gave me a critical insight which aligns me to better management which is based on many factors. In the current competitive environment, strategic management relies mainly on timely data to understand the dynamics in the industry and hence device the right solution to problems at hand. Also, the research has prepared me on how to apply methods that address systematic issues within an organisation and hence devise long-lasting solutions

Literature & Sources

The most important literature sources to justify the research

To devise solutions for my study, I used various management models. They included operational models, strategic models and tactical models. Various academic sources were used to explain the models and their applicability in the research project. Some of the crucial models used included SWOT analysis, root cause analysis, EFQM Excellence Model, the 7-S Framework, Belbins Complementary Roles and others.

Justification of the sources

Models present a systematic way of understanding happenings in an organisation. It is through the models that a business can be comprehended. However, it is worth noting that there is an aspect of generality and broad application when dealing with models. The basis of my research project was to solve a business issue by devising strategies that will ensure that the customers get value for their money. For instance, the cruise ship industry has been growing steadily.

However, there are operational challenges that limit the industry from achieving its full potential. Hence, there is a need to analyse the challenges and ensure that customers get excellent services. It is worth noting that the cruise ship industry is service intensive. Therefore, perceptions play a great role in determining success or failure. As such, there was the need to use sources that reflected on the happenings in the industry. Specifically, the sources were fundamental in ensuring that challenges in the industry were examined and a clear framework drawn to solve the issues.

The focus of the study was on a specific cruise ship company which needed to improve its service delivery in the fields of health safety and environmental sustainability. The application of the various models was imperative in determining a sustainable way to deliver the value to the guests and the society at large. For example, the use of the 7-S framework was important in understanding the internal management issues that affected the performance of RCL. The 7-S factors served as the basis for an excellent start point in the identification of what the company required to succeed. This was mainly concerning the internal business environment.

Belbins Complementary Roles model was also crucial in determining the strengths of the employees and their capabilities in the organisation. It is through the model that an organisation can build mutual trust, understanding and help in the creation of productive human resource capital. The model describes roles based on six factors which include mental abilities, values, motivation, role learning, experiences and restrictions. Thus, its use in the study was critical in solving human resource issues that could derail the performance of the company. Another model used was the SWOT analysis that was critical in the analysis of the company and formed the basis for designing strategies to help the company gain a competitive edge.

Knowledge from Research

Areas of knowledge gained from undertaking the research

In my education career, I have held a strong view that I should acquire knowledge in major areas of my specialisation to better my professional future practice. This is based on the belief that knowledge is very important in the execution of management mandates. Therefore the study I undertook about the safety, health and environment helped me gain knowledge in various domains. The key areas of knowledge were analysis skills, general business knowledge, technical domain knowledge and interpersonal knowledge.

Justification of importance of the knowledge

These four areas of knowledge are important in management practice and my academic journey. In my current education, they will keep playing a critical role in analysing different situations and a basis for building my skills. Also, the domains will serve an important role in my career as a manager. Managers are tasked with reviewing various issues to devise amicable solutions. Thus, for managers to be effective, these key areas of knowledge are critical.

In my context, the business domain knowledge helped me understand the broader industry of the cruise ship industry, the competitiveness and the factors that influence ships line. Even though the study centred on the cruise ship business, knowledge helped me understand the dynamics that influence business operations. For example, the knowledge about regulations and other external factors that directly affect the competitiveness of any business. I dream that in my practice, I will be creating value for the organisation I will be working for. The knowledge places me in a better position to identify both internal and external issues affecting business and hence become more efficient.

In the contemporary world, technology is used in different spheres of managing businesses. For instance, in the project, I realised the significance of technology in ensuring safety, health and adoption of environmentally sustainable practices. In this area, I acquired a general understanding of how technology can be used to address business problems. Even though my practice is not aligned with technological development, the knowledge of how technology is used to solve diverse issues in contemporary society makes me more relevant in the business world. Concerning the knowledge area of business analysis skills, I have acquired a clear understanding of principles, management, requirement elicitation and how I can apply them to solve business issues to realise value for the stakeholders.

Aspects of Learning from Research

Aspects of learning during the MBA programme

The undertaking of the MBA programme has helped me to become the professional I have always desired to be. As I learned the various units, one key skill I achieved was that of leadership and management. The programme trained me to be able to understand complex problems, analyse them and think strategically. After my undergraduate programme, I realised that I had soft skills such as those of teamwork, cross-cultural understanding and leadership.

These traits are very important for business management. Undertaking the MBA programme helped me enhance my soft skills. For example, concerning leadership, I have acquired critical thinking skills that are needed by leaders to address various issues in an organisation. In the course of the programme, most of the tasks needed group work. This was critical in helping me understand group dynamics and how to transition to teamwork where every member has a critical role to play. Besides, working in teams made me encounter people from different cultures. In the cross-cultural interactions, I understood the importance of tolerance, cultural inclusivity and thus achieving the capability to work with people from different places.

Aspects of learning during the research

Through the research, I learned and acquired skills of summarising, organising and synthesising information. During my project, I came across a lot of data. The voluminous data contained different information some of which was not applicable in my research. Thus, through my analytical skills which I had learned in class, I was in a position to synthesise the data, organise and summarise it to have a clear understanding of the phenomenon under study. Also, the research process enhanced my comparison skills.

Knowledge application

In the MBA programme, one of the major achievements has been the transformation I have experienced. The transformation has equipped me with diverse knowledge not only in the area of specialisation but in many diverse fields. For example, I have acquired practical experience. This has been through the integration of the theory I have learned in class with my research and practice in different business situations. For example, it was through the application of knowledge of strategic management models that I was in a position to undertake my research project successfully. Thus, I can transform the class knowledge to a real business situation.

Critical Thinking

In carrying out my research, I discovered that it is a systematic process that requires the application of critical thinking. This is against my earlier perspective that considered research project as a simple endeavour where data is collected and analysed for presentation. Therefore, the most important discovery was that the critical thought process plays an important role in devising solutions to everyday problems even those that seem simple.

For example, in the analysis, evaluation of evidence and providing solutions to the various problems I had identified in the case study, I realised the value of reasoning. Also, I recognized the aspect of thinking out of the box which gives a new perspective to solve problems. Besides, I realised that the critical thought process is not instant; it is a process that integrates different situations to solve issues. It requires the integration of experience and thinking of what will happen next. For instance, putting into consideration the business environment is also not static and strategies need to resonate with time.

For example, during the analysis of the issues that were affecting my case study brief, I realised that there was a tendency by RCLs management to rely on current happenings in the industry or planning based on past events. The critical analysis made me realise that such approaches gave a blind eye to the unforeseen future. The management was based on what is happening and thus the issue of next step never arose.

Similarly in my analysis, I used strategic models such as SWOT analysis to examine the company. In the process, I identified the internal and external issues that affected the ability of the company to compete well. However, the analysis never went to the next step. Thus, as I tried to look for solutions I discovered that after the analysis there was the need for critical thought to formulate the next step, i.e. answering what if questions. Besides, the critical though informed the application of scenario planning.

Concerning the importance of critical thought, I also realised the perils that relate to the process. For instance, the tendency to be limited by the belief of solving issues based on experience. The critical thought requires a manager to move beyond the obvious. It entails the use of stimuli from multiple sources. In the study, reliance on secondary data appeared to hinder the critical thought because I was tempted not to question beyond the content in the documents I was using as the primary sources of my data.

Difficulties and Barriers

Difficulties and Barriers within the research

Research does not take place in a vacuum; it requires finding answers to pertinent questions. To get the answers, rigorous processes are undertaken. As I was undertaking the research, there are various challenges related to the process. One of the challenged was to come up with a clear methodology that will help me to collect the information I required. For example, I had a preference for a specific research design. I thought that basing my research on the design, it will be easy. I thus failed to understand that a workable methodology for any research originates from research questions and it is not the personal preference. At first, this was a major difficulty and derailed my research process.

For any research to be complete, the collection of relevant data is very important. In my case, one barrier was the frustration with accessing the content that I required. This is related to restriction in accessing data that is protected. The other difficulty was the ability to stay motivated and working within my plan. During the research process, some challenges like the inability to access the required data lowered my motivation to keep working. Also, other personal commitments seemed to derail the process and hence most of the time I had to work extra time to regain my timeline plan.

Difficulties and Barriers while completing the major project

After I completed my study and had the data, I realised that making sense of the collected data was another challenge. This is related to how I was to synthesise the data and break it down to answer my research questions. The data needed to be analysed, draw comparisons and generalisation concerning the outlined research objectives. There was a challenge of bias in which I relied on personal perspective to draw solutions.

In essence, this negated drawing answers from the data and hence some answers were not evidence-based. It is worth noting that information gives a greater sense of the situation and thus actual data is critical in devising workable solutions. However, through consultation, I was able to overcome the difficulties. The other difficulty is related to a presentation of the data in a format that is easy to comprehend. I realised that though I had the right data which was synthesised and analysed, the target audience required an easily comprehensible presentation. I solved the difficulty by arranging the data based on the research questions.

Professional Development as a Manager

Managers are tasked with planning, delegation and execution of projects that are to propel their organisations to the desired levels. Like any other profession, there are fundamental skills that are required for an individual to be an effective manager. The skills are not innate; instead, they are learned and developed. In the course of the research, I learned key management skills related to the project.

One critical skill was that of problem-solving and decision making. In any research, the main goal is to understand and devise solutions to a problem. I learned this skill because I was tasked with planning for my research, generating the required resources and hence I managed to complete the task. Todays managers work in an environment where different codes of ethics inform their daily practices. Similarly, as I was working on my project, there were codes I had to observe to ensure professionalism. For example, during the process, there were ethical dilemmas that I had to overcome. This ensured that the problem-solving process was not negatively influenced or did not infringe on the rights of other people.

Teamwork is an essential trait for managers. Managers need to collaborate with other managers and the workforce to work towards achieving the goals of the company. In the past managers were accused of being lone workers who specialised in giving orders. In the contemporary business world, this is not the case. Professionalism is measured by how well the manager works with other people. Thus, teamwork was a key skill I learned as I carried my research. For example, I realised decisions in the RCL were made based on intensive consultation. Also, I noted that in cases where teamwork was not embraced, there was the likelihood not to achieve the desired results. Therefore, for my professional development, I now understand the value of teamwork.

The other critical skill was time management. The ability to prioritise various tasks and strive to meet the strict timelines enabled me to complete the project. In the process, I was in a position to recognise and respond to changing priorities. This related to the design of the project, the selection of the research materials, data collection and analysis. This skill was anchored on the enthusiasm which enabled me to motivate myself. Managers are required to have the skills to motivate their staffs to increase productivity. Therefore, the ability to undertake the research made me understand the inherent values I had.

Achieved Objectives

Generations of solutions that enhance the management of any organisation are the basis for research projects. Objectives are easily formulated. However, devising processes to ensure that the objectives are achieved is a great challenge for many researchers. In the context of my MBA project, five objectives guided the research. The overall goal was to tailor-make strategic management processes that will create value for RCLs customers. The objective included:

1. To find out the international challenges that hinder the ability of the RCL to implement the strategic management goals of enhancing security, environment and health concerns.
2. To establish management problems that the company has faced in the endeavour to enhance the satisfaction of its guests in areas of health and safety.
3. To investigate the marketing strategies based on the business environment that can be adopted by RCL to increase its market share.
4. To explore human resource management practices and policies that can be used to align the individual performance of employees with the strategic goals of RCL.
5. To examine the overall organizational culture and its role in overcoming the challenges being faced by the company.

To achieve, the objectives, pertinent data was supposed to be used to form the basis for the solution. To a larger extent, all five objectives were achieved. However, it is worth noting that the outlined objectives could have been conclusively addressed if the research combined both the primary and the secondary data. For example, the first objective could have been fully addressed if a manager could have been interviewed to outline the challenges RCL was facing at the international level. Instead, the objective was met by reliance on secondary data that may not contain the actual experiences on the ground.

This implies that the solutions that were based on the secondary data may not address all the issues that I sought to find out and address. Nevertheless, the reliance on the secondary data for the case does not imply shortcoming in the study. The study procedures and methodology informed the research process. Therefore, I believe that I have achieved what was I had outlined in the objectives. There is a clear knowledge of the issues that RCL faces in the effort to ensure the safety, health and environmental sustainability and hence the ability to devise solutions that will lead to competitive advantage.

Findings & Outcomes

Applicability of study findings in solving real business challenges denotes the importance of the research. As such, findings and consequent recommendations should be integrated into the overall business plan. The feasibility of the recommendations is mainly based on the environment of operation. Concerning the RCL, recommendations were twofold. First was to improve the management processes in the organisation and hence improve productivity. The second was to ensure that the safety and health of the guests are not compromised. The finding and the subsequent recommendations are very useful because they provide long term solutions to the company. They are not only based on the profitability of the company but also on enhancing the society through environmentally sustainable practices.

Having conducted the research and got the relevant findings, it is an achievement that is very important for my academic progress and in my future professional life. It pointed to the ability to systematically solve problems that arise in the businesses by being able to carefully diagnose the issues. In the current job market, employers are looking for problem solvers. Thus, it shows my future employers my capability to execute tasks assigned.

It is worth noting that the recommendations were followed by an action plan. This is a depiction of a clear roadmap to solving issues which is a critical requirement for most employers. The action plan contains the practical steps that should be taken by the management. They are based on systematic solutions rather than concentrating on solving individual mistakes. Even though the action plans are anchored on practicability, they lack a clear timeline for implementation. This may affect the feasibility of my recommendations.

After carrying out the study, I proposed solutions based on the five problems I had identified. One key aspect of the solutions is that they were cantered on practical management practices that touched on the business environment, strategy management, marketing, organisational behaviour and human resource management. Concerning marketing, I recommended a corporate social responsibility program that will enhance the image of the company and at the same ensure that the environmental issues are solved. These four aspects touched on the core issues that have a direct influence on the performance of any business.

Thus, I believe that they made me understand the dynamics of the businesses. For example, the major issue being addressed was safety, environment and health. However, solutions were devised based on a business perspective that promoted the competitiveness of the company in the industry.

Therefore, the findings, recommendations, and action plans provided depict my professional development. They also show my ability to work in a competitive environment.

Professional development of an educator involves lifelong learning, compliance with standards and setting new ones, sharing knowledge and experiences. Another important component is doing comprehensive secondary sources research as well as observation and even implementation of some surveys. This paper includes an example of such elements of professional development. The focus is made on one of the standards for early childhood professional preparation.

Standard 2 involves the focus on the development of family and community relationships. This standard includes three basic elements: understanding family and community characteristics, the involvement of communities and families through respectful, reciprocal relationships, and engagement of families and communities in the development and learning of children (2010 standards for initial early childhood professional preparation, 2011, p. 1).

This is an important standard to consider as it implies a holistic approach to education. The educator engages the family and community, which involves the focus on such spheres of childrens lives as the culture, socialization, emotional wellbeing and so on. Importantly, a proper environment is created as parents are more eager to participate in their childrens school life which is beneficial for all the stakeholders and the entire community (McFarland-Piazza, Lord, Smith & Downey, 2012).

According to Colker (2008), perseverance is one of the basic characteristic features of an effective teacher. This feature is manifested in the educators ability to understand the students needs through understanding their families and the community. Research on the standard in question may significantly improve an educators professional skills. For example, I will know more about strategies that can be employed to help me understand the family and community. I will also learn more about the ways to engage family and community into the childrens school life.

It is possible to implement a brief survey that will involve asking an early childhood professional the following questions.

1. What communication strategies to address families and communities are effective? It is often difficult to reach parents and, especially, community.
2. Is the standard achievable within the context of diverse communities? It is important to know whether educators see the standard effective and know childrens and their parents needs.
3. What specific activities aimed at engaging families and communities can be employed? This can be used in my professional life.
4. Have you had difficulties engaging families and communities? I will be able to avoid mistakes or develop the most efficient strategies.
5. How exactly does childrens behavior change? I will understand whether the strategies used are effective.

The introduction to the survey will involve the purpose of the survey and its brief description. The purpose of the research is to examine strategies educate use to meet Standard 2. The engagement of family and community has proved to be effective as it positively affects the childs development (Feeney, Galper & Seefeldt, 2009). Many educators have difficulties with engaging families and communities effectively. Therefore, it is crucial for a novice as well as seasoned teachers to share experience and their perspectives.

On balance, it is possible to note that the engagement of families and communities is crucial when it comes to meeting educational goals. Children benefit from this involvement as they gain knowledge in the proper environment. To achieve the standard, educators should train and implement research as well as share experience with their peers.

Reference List

2010 standards for initial early childhood professional preparation. (2011). Web.

Colker, L.J. (2008). Twelve characteristics of early childhood teachers. Beyond the Journal: Young Children on the Web. Web.

Feeney, S., Galper, A., & Seefeldt, C. (2009). Continuing issues in early childhood education. Upper Saddle River, N. J: Merrill/Pearson. Web.

McFarland-Piazza, L., Lord, A., & Smith, M., Downey, B. (2012). The role of community-based playgroups in building relationships between pre-service teachers, families and the community. Australian Journal of Early Childhood, 37(2). Web.

Introduction

Dyslexia has been qualified as a learning disability, which means that this condition can significantly decrease the effectiveness of learning without having an impact on the development of a person in every other aspect (Tunmer and Greaney 232). Still, in the modern world, where reading is almost a must, dyslexic people, who are perfectly capable in every other aspect, have problems in receiving education and qualifications, which, in the end, affects their choice of profession and has adverse effects on their position in the society and self-esteem (Vanninen and Määttä 36).

Upon recognizing dyslexia as a specific condition that results in specific needs, governments began to encourage the development programs aimed at helping the people who suffer from reading disabilities (Miles 73-74; Etscheidt 182). Almost immediately a view appeared, according to which, by diagnosing the children with dyslexia, teachers label them, effectively decreasing their chances of socialization (Miles 70-74). Despite the fact that this view does have some ground, the labeling is a crucial step towards the treatment and management of the problem. In this paper, the flaws of the opposite opinion are going to be highlighted, and the necessity of labeling is going to be grounded.

Dyslexia: General Information

Dyslexia can be defined as persistent literacy learning difficulties (especially difficulties in word recognition, spelling, and phonological recoding) in otherwise typically developing children (Tunmer and Greaney 232). It can become a significant difficulty in the elementary school that is bound to affect the educational process and, in the end, may also have a somewhat adverse impact, on the whole course of a persons life (Vanninen and Määttä 37). To illustrate this fact, it would suffice to point out that the level of education is especially important for the future employment. According to Jones, the level of unemployment among the disabled (all kinds of disability) is 50% compared to the 20% among the people without disabilities, and it is the education level that employers and researchers blame for the discrepancy (32-36).

In fact, dyslexia is responsive both to measurements and treatment (Vanninen and Määttä 38). The connection of the problem to central nervous system failure allows scientists, researchers, and practitioners to create programs that allow dyslexics to train the brain, and people of different age are receptive to this treatment (38-40). This discovery, though, is a relatively recent occurrence just as the acceptance of dyslexia as a factor that needs to be taken into account on the governmental level.

For example, in Britain, the first attempt to legally define the specific needs of dyslexics took place in 1970 in the form of the Chronically Sick and Disabled Persons Act (Miles 73-74). In the US, the first education act that mentioned dyslexia appeared in 1986 and its name was changed in 1990 to the Individuals With Disabilities Education Act (IDEA) that it has been sporting until the recent day (Etscheidt 182). With time the Acts were, obviously, revised and changed, as more information about dyslexia (as well as other disabilities) emerged in the process of scientific research.

As a result, nowadays, under the US IDEA schools now provide early intervention, supplemental, and individualized instruction for children in underperforming schools while the teachers are expected to address a wide range of individual differences in cognitive, academic, and behavioral development (Etscheidt 184). Therefore, the difficulties of dyslexia have been recognized and addressed on the governmental level, at least in the countries that pride themselves in being developed.

The Problem of Labeling

As shown above, nowadays, the attempts of acknowledging the needs or, possibly, the rights of the dyslexic people are being made in the education process. Etscheidt calls such an approach rights-based and demonstrates that its primary flaw consists in labeling the children with limited abilities as different, assigning an otherness status to them (188). According to the author, apart from being psychologically difficult for a number of children, this label decreases their motivation for change (Etscheidt 188).

In other words, this becomes an educational variant of a sticky floor for the children with learning disabilities. The solution to the problem as suggested by the author consists of the revision of the system of education (Etscheidt 187-188). The author does not provide any consistent plan for this process, which is why it will not be assumed here that she offers the ridiculous idea of lowering the standards and expectations for all the children. Instead, this paper will contain an attempt of responding to the claim by, in turn, highlighting its flaws.

In the book devoted to the history of dyslexia research, Miles argues that there is nothing defeatist and, therefore, discouraging in calling a dyslexic child dyslexic, mostly, because it is not the end of the treatment but, instead its beginning (71). This is a signal for those around the child to provide the necessary support or, in other words, the first step towards changing the situation; therefore, if anything, the label should be regarded as encouraging. Apart from that, Miles recalls a mother pointing out that her child prefers being called dyslexic to being called dumb (71).

This is another dimension of the problem. The mother, in fact, expressed the opinion that the differences of the children are obvious to anyone around them and themselves. Therefore, attempting to hide it is, in effect, pointless. On the other hand, demonstrating dyslexic children that it is not their fault and that it can be changed with time could hardly be called counterproductive and might, in fact, motivate the child to outperform him- or herself.

Obviously, there is another level of labeling problems hinted by Etscheidt (188). One of the reasons for decreasing motivation in dyslexic children could consist not in the lowering self-esteem, but in the realization of the fact that different expectations apply to them. As a result, a child may use the diagnosis to justify laziness and low effectiveness of the problem management. It should be pointed out, however, that such an effect can be mitigated without the prohibiting of labeling but with the help of an attentive specialist or parent, who is capable of noticing the problem and explaining to the child why it is a bad idea to neglect studies.

Therefore, it can be concluded that the psychological difficulties of being different need to be taken into account while working with DC, but there is no use in refusing to name the disability. In fact, by depriving the children of the information concerning their specifics of development, we refuse them the chance of understanding themselves and, in future, making informed decisions about the actions that are in any way related or affected by the problem. As a result, such an action could be considered a crime.

Dyslexia Can Be Managed

Apart from the flaws of the counterclaim, there is another important point that proves the necessity of labeling. It consists in the fact that dyslexia can indeed be managed, and the label is the first step to this management. According to Miles, the supposition that damaged brains cannot be repaired has been a significant counterargument to accepting dyslexia as an important education factor (71-72). In other words, helping children with learning disabilities was not regarded as a worthwhile occupation. This idea has long been in the way of admitting the specific needs of dyslexic people, but the fact that brain can be repaired or, rather, trained, has rendered this argument ineffective (Miles 72).

This stance also betrays the pragmatic approach towards education, one that no politician will admit having but that is obvious from the dependence of educational institutions funding on their results, even nowadays. Obviously, all the programs connected to the children with disabilities need to be (and generally are) held accountable for the results; any funding gives an opportunity for its misplacement, which can be avoided only with the help of sufficient control. Still, the programs for disabled require a special, customized approach (Clawson and Luze 203-204).

To illustrate, it can be noted that dyslexia is responsive both to measurements and treatment, but this response may be inferior to the expectations (Vanninen and Määttä 40). According to Vanninen and Määttä, even in case the necessary support is provided during the young age, it is not uncommon for dyslexia to transfer to the adult age (37-38). Dyslexic people need to proceed to practice their reading skills: otherwise the latter will soon decrease. The fact that dyslexic people tend to be practical about their future choices, acquiring a profession that does not require reading, has allowed scientists to confirm the necessity of constant exercises for the dyslexics of any age (Vanninen and Määttä 37-38).

This problem shows the importance of explaining the dyslexics the specifics of their condition; it also shows that it is the treatment and management of dyslexia that is being spoken about, not the cure. Therefore, the chance of the management being somewhat ineffective and short-lived (useless, in pragmatic wording), is rather high.

Thankfully, nowadays even the chance of improvement is considered sufficient, even though funding difficulties are not rare (Clawson and Luze 203-204). In these conditions, detecting, diagnosing and labeling children is, therefore, the primary (if not the only) way of attracting these hard-to-reach funds and providing the dyslexics with the help they need. The system, definitely, can be imperfect; however, it is difficult to imagine the level of reorganization required to change the system of funding and consequent control of its allocation. It is much easier, it seems, to accept labeling as the necessary evil and work to mitigate its results on the individual level.

Conclusion

Dyslexia is a condition that affects a childs learning abilities; apart from that, naturally, the self-esteem of a person labeled as different tends to suffer, which is particularly noticeable among children. This fact has inspired the opinion, according to which labeling children as dyslexic is counterproductive in the terms of their socialization. The choice of words (labeling instead of diagnosing) is, obviously, aimed at provoking an emotional response from the audience; however, all the rational arguments point to the necessity of this labeling.

Indeed, labeling is the first step towards the management of the problem. At the same time, the position of the opponents of labeling sports a number of flaws that allow one to conclude: all the problems that arise as a result of labeling can easily be mitigated with the help of taking them into account. In other words, to render labeling harmless, one simply needs to pay a little more attention to the children who need it so much.

Works Cited

Clawson, Carolyn, and Gayle Luze. Individual Experiences of Children with and without Disabilities in Early Childhood Settings.Topics in Early Childhood Special Education 28.3 (2008): 132-47. ProQuest. Web.

Etscheidt, Susan. Truly Disabled? An Analysis Of LD Eligibility Issues Under The Individuals With Disabilities Education Act. Journal of Disability Policy Studies 24.3 (2012): 181-192. SAGE publications. Web.

Jones, Melanie. Disability, Education and Training. Economic and Labour Market Review 4.4 (2010): 32-37. ProQuest. Web.

Miles, Tim. Fifty Years in Dyslexia Research. Chichester, England: John Wiley & Sons, 2006. Print.

Tunmer, William, and Keith Greaney. Defining Dyslexia. Journal of Learning Disabilities 43.3 (2009): 229-243. SAGE publications. Web.

Vanninen, Petri, and Kaarina Määttä. Secondary Education Students With Reading Disability  Findings From Two Remedial Training Experiments. Studies for the Learning Society 3.1-2 (2015): 38-46. Walter de Gruyter Database. Web.

Writing a grant proposal is a challenging task. To win, the applicant should consider multiple factors. Establishment of a budget for the project and provision of an eloquent rationale supporting it are among the most important things one must take into account. In her post, Tylisha says that these areas are associated with the greatest difficulties for her. I think it may be the case with many applicants because not everyone has a clear vision of the scope of an endeavor, of what is to be done exactly and at what cost. At the same time, the budgets and significance of the grant project are usually firstly evaluated by the committee. Thus, having a clear vision of what one wants to achieve is important.

Vandenbroek (2010) suggests starting writing the proposal by visualizing the desired results of the project realization. The applicant should demonstrate the committee what impact the work has on the social environment, etc., and these effects must be significant and valuable. At the same time, one should remain realistic. Vandenbroek (2010) also recommends evaluating personal/organizational strengths and weaknesses to develop a plan which will be possible to realize.

When you have a vision of what you want to achieve, it becomes easier to identify the budget. However, the research of the background, needs, and suppliers, etc. is still required. As stated by Ward (2012), the budget should include brief explanations of each item, including the basis for the cost listed (p. 15). It means that the applicants choice should be justified and correlated with the overall mission of the project.

Overall, I consider that a winning research proposal is exclusive of any inaccuracies, i.e., in calculations, language use, and contents. The applicants thus should check the forms multiple times because errors may give a reason to think that the person/organization will be as sloppy when implementing the grant funds.

References

Vandenbroek, A. (2010). Grant writing without blowing a gasket. Library Media Connection, 28(6), 28-30.

Ward, D. (2012). Writing grant proposals that win. Burlington, MA: Jones & Bartlett Learning.

Early childhood practitioners meet with a daily challenge of ensuring that all children, including those with special needs, acquire the necessary skills for development. Helping a child with a particular requirement is never easy; one needs unique skills, creativity, and perseverance. In the direction of offering some options to special education practitioners, Kelle and Juane explore the use of peers (in a reverse design model) to develop social skills for children with autism disorders.

In their study, Kelle & Juane (2000) explore educational approaches that can mitigate the problem of poor social development among children with autism disorder. All educational practitioners meet with socially challenged children, such as those with autistic disorders, during practice. As the authors noted, educational practitioners need to employ effective and tested approaches that bring the social skills of special children at par with those of their peers. Considering the capacity for special children to participate positively in the development of society, educational practitioners need to mitigate the problem of poor social development among special children.

The authors provide essential details needed for this particular research. Here the authors explain critical social deficiencies present in each of the targeted participants. Besides, the authors state defining elements present in the research setting. Here, the authors provide information on the number and availability of trained professionals, regular social class around the school environment, and the number of children per class, among other details. One finds the description of the research setting adequate for understanding this particular study.

Besides, the authors fully describe the procedures they followed while recording dependent variables. After defining four key social elements, the authors and other fellow participants recorded the number of times these key social elements occurred. To protect the reliability of this particular study, two observers recorded data separately (Kelle & Juane, 2000). Since the authors used a simple, cheap, but reliable method to collect data, educational practitioners can easily apply a similar method during practice.

Besides, the authors provide all essential details about the research setting as well as procedures followed. Apart from describing the research setting, the authors provide information on how they prepared participants for the experiment, how they conducted the experiment, and how they analyzed collected data from the experiment. To some extent, the design of the experiment conflicts with my beliefs about good teaching practice for educational practitioners. It appears unethical to introduce positive intervention measures in a group before withdrawing these same measures later; hence, not advisable for practitioner practice. However, the authors provide adequate details about the intervention measures that they used.

The authors show the benefits of encouraging peers to interact actively with their special needs peers. As the authors explain, such a direction increases the rates of social activities present among targeted participants (Kelle & Juane, 2000). The authors observed the pace of social interactions to increase by more than 300% for both participants (Kelle & Juane, 2000). However, one would still want to know if such a change remains long term without intervention measures.

An essential thing that one learns from this particular study is the role of peers in developing social skills among special needs children. Also, one learns that encouraging peers to engage actively with special needs children is a productive approach in helping special needs children develop social skills. Moreover, one sees that this particular study was partly successful due to efforts the authors undertook to prepare all participants for their research; thus, an important direction to follow during practice. An early childhood practitioner can use the resources of peers in the classroom to help learners with special needs to develop social skills. Undertaking such a task requires a first childhood practitioner to find creative ways of encouraging his children to engage actively with their special needs peers.

Reference List

Kelle, M & Juane, H. (2000) Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30 (3), 183-192.

As the cost of education in the United States grows, more and more young people find themselves unable to pay for the degree. Hall mentions the fact that the cost of attending institutions doubled during 1980-1990 and experienced the same changes during 1990-2000 (par. 2). This fact helps to understand the range of the problem, as such tendencies are, unfortunately, not accompanied by the same volume of growing incomes among American average families.

Such a situation can cause serious complications for the future of US society. Cruz analyzes the problem of affordability of higher education and emphasizes its direct relation to the ability of the youth coming from low-income families to become a potential middle class (par. 3). The existence of this opportunity is of vital importance, as promoting the growth of the middle class is an essential step towards eliminating inequality among the population of the country (Cruz par. 15).

Student loans are not able to solve the problem, as after graduating from higher education institutions the students from low-income families find themselves severely in debt. Cruz gives an example of a 19-year-old student who has a partial scholarship and will still owe nearly seventy-five thousand dollars after graduation (par. 4). Even students with scholarships and part-time jobs are hardly able to manage to graduate from college or university without being in debt if their parents cannot provide corresponding financial help. Such situations are common all over the United States and can prevent potential students from regarding higher education as a considerable opportunity.

Analyzing the causes of the current process related to price rises in education and tendencies involved in it can help to reveal the possible solutions. The first cause of the process can be identified as reductions in spending on higher educations by state and federal governments. Hall mentions this tendency as the reason for transferring the costs to students (par. 3). However, the author emphasizes that there are many other factors, including huge spending for athletic programs, extravagant recreational facilities, and specialized food services (Hall par. 3). Such services appear to be luxuries, which are not essential for providing efficient education.

Therefore, spending on them could be reduced in the current situation. Besides, the author claims that universities might have a private interest in increased costs due to their inclination to promoting selectivity (Hall par. 3). Cruz mentions another problem causing the issue of costly education related to negative tendencies of investing a considerable amount of grant aid on wealthy students (par. 7).

Such actions can be considered inappropriate in the current situation, as benefiting families with low income should be the primary priority. Besides factors related to institutions programs and priorities, and economic factors can also be considered as the cause of low ability of students to pay for education. Hall emphasizes the contribution of economic crisis and corporate deregulation to the income divide causing reducing paying capacity of lower and middle class. The analysis of the causes of the crisis in the affordability of education mentioned above reveals the high importance of providing corresponding policies regulating the spending of the institutions and stimulating economic stabilization in the country.

The potential solutions should take into account both the interests of prospective students and educational institutions. Such a strategy will help to provide the appropriate level of supply and demand for higher education. Cruz suggests that federal policymakers should lower the income caps for higher education tax credits and deductions (par. 12). Hall also pays attention to the importance of federal regulation of the activities of institutions related to spending huge amounts of money for non-educational facilities, such as dining rooms or athletic facilities (par. 5).

Such services do not play an essential role in providing the functioning of educational institutions and can be regarded as providing extra opportunities for non-academic activities. As such activities are not directly related to the process of receiving knowledge by the students, policymakers should encourage the institutions to plan the distribution of investments based on the primary priorities, which include providing low-income students with the opportunity to get higher education.

The reductions in investing in this sector will help to use the saved money for grants and scholarships supporting the students with low paying capacity. Besides, Cruz states that instead of offering grants for elite students, the institutional policymakers should focus on providing the maximum range of opportunities for those categories of students who need the financial support most (par. 14).

Such a strategy will help to attract talented students who find themselves unable to pay for higher education. Both authors stress the importance of dealing with the problem of student loans and creating regulations making the institutions of higher education ensure providing the appropriate skills and career opportunities able to compensate the costs spent on education by the graduate. The analysis of the articles helps to identify current problems in American higher education related to the expensiveness of high education and inappropriate paying capacity of potential students, explore the major causes of the process, and find possible solutions for the existing problems.

Works Cited

Cruz, Jose. College Affordability: Damned If You Go, Damned If You Dont? 2012. Web.

Hall, Amanda. College Affordability and the Growing Cost of Education. 2013. Web.

Early childhood education requires additional attention today as this is the base of the further effective education. National Association for the Education of Young Children (NAEYC) Initial and Advanced Standards for Early Childhood Professional Preparation Programs are important to be explored by the relevant professionals to improve professional and personal skills to become a better advocate for young children and their families.

Considering the chosen individual standard (STANDARD 4), the paper aims at exploring and summarizing it, creating a list of five questions to ask an early childhood professional about aspects of the standard, describing the rationale for asking each question, and finding the contact information for an early childhood professional willing to provide email responses to the questions, and explaining the purpose of the assignment used in the process of asking these questions.

Professional Preparation

STANDARD 4: Using Developmentally Effective Approaches

The standard defines the particular requirements to the qualification of early childhood educators in terms of the developmentally appropriate approaches (NAEYC, 2011, p. 1) they utilize in daily practice. Such choice was made because early childhood educators must realize the importance of the personalized approach to each child depending on the level of development (Barbour & Lash, 2008; Colker, 2008). Knowing more about the standard will help to determine and apply the most effective approaches to children and their parents as well as improve the professional and personal skills in the area of being a more effective communicator.

Five Questions and Rationalities

Could you please provide me with effective arguments that I could use to justify my requests to the authorities regarding the provision of special programs and/or materials to educate children? This question is important to ask to know how to communicate with appropriate authorities to have the necessary support from them (Tarrant, Greenberg, Kagan & Kauerz, 2008). Could you please explain how to develop positive relationships with family members and children? The question is needed to develop communication skills. What technologies and tools would you recommend increasing the effectiveness of education?

The question is needed to become aware of the new technologies and tools used in the area of early childhood education. Could you please tell me what are the most effective teaching/learning approaches that you use in your daily practice? The question is needed to be aware of the best possible approaches to early childhood education used by prominent professionals in this area. How often should I visit specialized courses aimed at improving my professional skills? The question is needed to know the trends in the area of early childhood education.

Contact Information and Explanation

Mr. John Smith is a professional psychologist working with children in the Department of Early Education and Care. Merry is two years old, and she has communication problems. It is hard to find the appropriate approach to her to develop an effective and targeted program of development.

Conclusion

Summing, the paper explored and summarized the chosen standard, provided a list of five questions to ask an early childhood professional about aspects of the standard, described the rationale for asking each question, and provided the contact information for an early childhood professional willing to provide email responses to the questions, as well as explaining the purpose of the assignment used in the process of asking these questions. The next steps are a further development of the professional and personal skills according to other NAYEC standards to become a better professional in the area.

References

Barbour, N., & Lash, M. (2008). The professional development of teachers of young children. In Feeney, S., Galper, A., & Seefeldt, C. (Eds.), Continuing issues in early childhood education (3rd ed.) (pp. 159-185). New York, NY: Pearson. Web.

Colker, L.J. (2008). Twelve characteristics of early childhood teachers. Beyond the Journal. Young Children on the Web. Web.

NAEYC. (2011). 2010 Standards for initial early childhood professional preparation. Web.

Tarrant, K., Greenberg, E., Kagan, S.L., & Kauerz, K. (2008). The early childhood education workforce. In Feeney, S., Galper, A., & Seefeldt, C. (Eds.), Continuing issues in early childhood education (3rd ed.) (pp. 134-158). New York, NY: Pearson. Web.

The drive of the Therapeutic Crisis Intervention (TCI) system is to make available a crisis deterrence and intercession model for residential teen care establishments that will be of great assistance in many cases such as averting crises from happening, de-intensifying possible crises, efficiently handling critical crises, minimizing potential and genuine damage to children and working supervisors, finding productive ways to cope with traumatic conditions, and creating a learning circle in the interior of an organization (TCI for Schools Training of Trainers, 2016).

A restorative circle is a multipurpose curative practice that can be used preemptively, to build relations and develop community or reactively, to reply to misconduct and complications. Circles provide a chance to express ones thoughts and pay attention to one another in an atmosphere of security, dignity, and equivalence. The Restorative Circle technique permits individuals to reflect on their background and express their outlooks. The circle has an eclectic assortment of determinations emphasizing the skills of resolving conflicts, making the decisions, discussing the information, and building relationships.

Circles offer a substitute for modern meeting procedures that frequently depend on hierarchy, overall standing, and present disputes (Boyes-Watson & Pranis, 2015). Therapeutic Crisis Intervention and Restorative Circles represent the cohort of the most powerful tools in the educational field and both of them are an absolute compliment to the Universal Design for Learning in terms of the flexible tactics that can be personalized and attuned to individual requirements while being an outline for developing and accepting teaching goals, approaches, resources, and assessments that would eventually work for every student.

The concept of the Universal Design for Learning

The notion of the Universal Design for Learning (UDL) suggests that teaching, education and consequently, evaluation, should be available to all learning styles, experiences, and aptitudes in the teaching space. The goal of the UDL is to plan an educational environment in which all students have equivalent and sufficient prospects to be epitomized and to be capable of engaging and stating themselves just like any other student.

The key idea behind the UDL is that the teaching and evaluating practices should not emphasize the fact of accommodating students with disabilities, students whose mother tongue is not English or students who are exposed to the struggles of altering workplace, family and other vows on top of the studies.

The emphasis is on recognizing that all students study and manifest themselves in dissimilar and specific, but similarly effective ways. The UDL proactively syndicates the knowledge of brain systems with the three fundamental principles to empower teachers in forming an all-encompassing curriculum, which takes on the variety of students by refining the learning goals, approaches, and accomplishments for all students.

The context of the UDL entails that educators project learning that is deliberate, and leads to a profound understanding of subjects by the means of an open inquiry by the learners, to build a trustworthy knowledge base from the content studied, and reaching the academic targets set. When designing the UDL for the teaching space, educators must support the approaches that generate the reliable learning experiences for students with diverse capabilities, debilities, backgrounds, linguistic skills, and learning styles, by using resources and educational experiences founded on skills required, assets possessed, and the numerous aptitudes.

By doing so, teachers produce an accurate act of inclusion for children by the means of which they can display their acquaintance with the subject in a way that is as exceptional as they are, and rejoice their accomplishments with colleagues because their education is built upon their developmental level irrespective of age or grade level (Katz, 2013).

TCIS and Restorative Circles in the UDL

The three perfect examples of the UDL that incorporates the principles of the Circles and follows the guidelines of the TCIS are daily check-ins, reflective activities, and conflict resolution.

Daily check-ins

A nice way to start up the class check-in might be by having the students make themselves comfortable and go through a sample of pre-set, low-danger questions. As soon as the trust has been reached, the circle can be of assistance in helping students process stimulating sentiments (E.g., anxiety, irritation, anguish, etc.) by giving a harmless place for students to express their feelings and dwell on the momentous events happening in their lives (Katz, 2013). The UDL design is called up to diminish the risk and upsurge student involvement, where teachers can offer various options for student expression.

Reflective activities

In terms of the UDL, a Restorative Circle can be a chance to implement the instructional activities (E.g., provocative topics in literature, present events, etc.) on a more profound level by having students express their views. For instance, a student might choose to discuss how their individual experiences are or are not mirrored in a book being read in class or how they felt an activity offered them an opportunity to exhibit a strong point or further develop talent.

As the conversation travels around the circle, students speak and listen to their colleagues while asking and responding to one anothers questions (Katz, 2013). Following the TCIS guidelines, educators can lead this process toward the learning and community fortification by asking an open question about a subject or movement and giving a list of sample sentence chunks for students to compose challenging questions and answers.

Conflict resolution

Restorative Circles can be used for conflict resolution for both definite (e.g., interpersonal conflict) and universal problems (e.g., problems with class rules). Conflict resolution circles can be planned or spontaneous (Katz, 2013). An example of a scheduled circle compliant with the UDL could embrace an approach when students would be free to submit incognito written issues during the day. A student or the teacher would then choose a problem from the container with all the written issues before beginning a planned circle.

As a group, while in obedience to the group arrangements (e.g., reciprocated respect, discretion), students work cooperatively to find a reasonable and inclusive resolution to the problem (Katz, 2013). The necessity of a spontaneous circle may get up when a conflict happens in the teaching space and relationships need to be fixed in that particular moment. The TCIS refers to the role play as one of the strategies to use within a conflict resolution as this can be an actual way for students to gain a better sense of compassion.

Conclusion

Participating in Restorative Circles, students will learn to recognize and habitually use practical, optimistic ways to shape and uphold a peaceable teaching space community. They will also learn how to ask restorative questions and gain insight into conflict resolution and other forms of communiqué. The UDL will help students recognize how they are impacted by certain situations when they use effective sentences and invigorating questions. With the Restorative Circles, it will be expressively, emotionally, and substantially safe for students to share their thoughts on struggles, problems, and actions that are affecting them.

References

Boyes-Watson, C., & Pranis, K. (2015). Circle Forward: Building a Restorative School Community. St. Paul, MN: Living Justice Press.

Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education. International Journal of Inclusive Education, 36(1), 153-194. DOI:10.1080/13603116.2014.881569

TCI for Schools Training of Trainers. (2016). Ithaka, NY: Cornell University Press.

References

Howson, J. (2006). Taking control of your teaching career: a guide for teachers, Alabama, Al: Routledge. Web.

Jewitt, C., & Oyama, R. (2007). Visual meaning: A social semiotic approach in handbook of visual analysis. London, UK: Sage. Web.

Unsworth, L. (2008). Describing visual illiteracies in teaching multi-illiteracies: changing contexts of texts and images in classroom practice. Buckingham, UK: Open University Press. Web.

The peer-review cycle is a time-consuming process that requires a considerable amount of effort. Some essential steps of a peer review include ideas, grants, and research. The first step- finding an interesting idea or a fresh, relevant perspective can be hard due to the abundance of research. Secondly, research can be expensive. Therefore, it is critical to find an organization that will pay the researcher for his work. Sometimes, it can be a challenge because each proposal has to go through the selection process. The most important step is conducting research. This process requires careful execution because a single mistake in data collection or calculations can affect the validity of its results. Editor- is the person who sees research first and based on the criteria such as content, creativity, contribution, and clarity he/she decides whether it will be reviewed or not. Reviewers in their turn carefully examine each step of research and its quality. For instance, they define if the study brings new ideas to old concepts, the appropriateness of used methodology, reliability of sources, and cohesion of conclusion (Lee, Sugimoto, Zhang & Cronin, 2013). Another difference is that the editor knows the author and can directly contact him, while reviewers lack this privilege, and therefore, a review is not prejudiced.

How to identify a peer-reviewed article

Often universities offer a subscription for research databases such as Medline and PubMed for the students. Databases usually provide reliable, authentic, and peer-reviewed articles. It is easy to determine a peer-reviewed article by looking at the authority of its publisher and the author. This information is provided on the title page of an article. It mentions their expertise and what organization or university they are affiliated with. Looking at the credibility of sources on the reference page is also useful.

I chose the article Prevalence of experiences of domestic violence among psychiatric patients: a systematic review (Oram, Trevillion, Feder, & Howard, 2013). It was published in the British Journal of Psychiatry, which is one of the leading peer-reviewed psychiatric journals. The authors work in appropriate institutions and have other publications as well. This article also has verifiable sources. Therefore, I can determine that it was peer-reviewed by highly professional experts and non-stakeholders.

References

Lee, C. J., Sugimoto, C. R., Zhang, G. & Cronin, B. (2013). Bias in peer review. Journal of the American Society for Information Science and Technology, 64(1), 2-17.

Oram, S., Trevillion, K., Feder, G., & Howard, L. M. (2013). Prevalence of experiences of domestic violence among psychiatric patients: systematic review. The British Journal of Psychiatry, 202(2), 94-99. Web.