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Causal effect of financial crises in UK banking industry research proposal paper

Introduction The United Kingdom banking industry is the third largest next to the United States and Japan. The global financial crisis affects all international financial institutions and like in the United States, the British banking industry is heavily affected. In 2008, many British banks have capital deficiency after markdowns. Unstable mortgages securities are the main cause of this problem because their values dropped drastically. This crisis expanded during the year 2007 and 2008 when banks lose trust their counterparts with each other. The British government has addressed this problem through mixed capital injections and asset guarantees. In 2009, the British government decided to inject into The Royal Bank of Scotland (RBS) £25.5 billion as capital and guarantee assets of £325 billion, increasing the government’s ownership to near 95%. The government also agreed to insure up to £250 billion of assets, holding a 43% ownership stake. In March 2009, the government agreed to insure an additional £260 billion, pushing itself to 75% of ownership. The asset guarantees are through the Asset Protection Scheme, a program to “provide protection against credit losses occurring on specified pools of assets above a certain threshold. The British treasury unveiled a multi billion package in an effort to restore confidence in the banking system. Under the proposed plan, at least £200bn will be made available to banks under what is known as the Special Liquidity Scheme that was set up by the Bank of England. In addition, the Treasury is making available another £50bn to a number of banks if they need to repair their balance sheets. The banks involved in the plan are: Abbey, Barclays, HBOS, HSBC, Lloyds TSB, Nationwide, Royal Bank of Scotland and Standard Chartered. The British government has also committed to help banks refinance short and medium term debt. The government is prepared to guarantee this to the tune of £250bn. Britain's biggest mortgage lender, Halifax Bank of Scotland, lost 13% of its value due to fears that its profits will be severely affected by the global credit crunch. Both Barclays and Royal Bank of Scotland had nine percent wiped off their share price as the FTSE 100 index has plunged by almost four per cent to a two year low. Fears grew that another major investment bank could be in serious trouble following the near collapse of Bear Stearns. Literature Review   According to Sanat Rao, Finacle Associate Vice President & Global Head-Sales,  Associate Vice President & Global Head-Sales- Finacle having recorded rapid growth in the past decade is poised to grow further. In an era of mergers and acquisitions, competition is severe. A 2005 study by AT Kearney forecasts a drastic reduction in number of operating banks in Europe by over two-thirds within the next 10 years. To compete successfully, meet regulatory requirements and satisfy customer needs, banks need to invest in technology not only in deploying peripheral applications, but also in modernizing obsolete core solutions.   On the other hand, according to Gordon Rayner (2010), Chief Reporter of the Telegraph news agency, the United Kingdom will face a financial crisis in decades because the financial crisis engulfing the British economy has lurched to a new low as £51 billion was wiped off the value of the country's top companies. Meanwhile, in the economic synopses written by Richard Anderson and Andrew Mullineux (2009), the root of the problems of British banks is like the problems in the United States. The problems in mortgages and the devaluation of its value made British banks experienced a downfall.   Objectives of the Study   The study aims to determine the effects and implication of the global financial crisis in the United Kingdom’s banking industry. The study also aims to determine the cause of the global financial crisis. The study will also seek the possible ways how to resolve the effects of the crisis. The study seeks to answer the following questions:   1.    What are the effects of the global financial crisis in the United Kingdom’s banking industry?   2.    What are the implications of the crisis to the banking industry?   3.    How does the government react to address this financial problem?      Methodology   The study is about the effects of the global financial crisis in the United Kingdom’s banking sector. The researcher gathered data from articles and published material available to be able to answer the research question. The researcher also use data derived from the internet to supply basic information about the study. Current news articles are also use to determine the development of the resolution of the problem.               Conclusion   The British banking industry is hugely affected by the global financial crisis. Many British banks experienced deficits because of problems in mortgages securities just like in the United States. The British government inject mixed investments and and allow loans to banks to resolve the problem.  The government wants investor to trust in the stability of the banking system. It ensures that it will provide ample amount of mixed investment in the monetary flow to prevent bank collapses.     References   1.    Federal Reserve Bank of St. Loius, British Banking in Crisis[Online] Available at: http://research.stlouisfed.org/publications/es/09/ES0916.pdf[Accessed 19 Feb 2010] 2.    Telegraph, UK bank bail-out: The key points [Online] Available at: http://www.telegraph.co.uk/finance/financetopics/financialcrisis/3156699/Financial-crisis-UK-bank-bail-out-The-key-points.html[Accessed 19 Feb 2010]   3.    Telegraph, Britain's banking crisis 'may last for almost a decade'[Online] Available at: http://www.telegraph.co.uk/finance/newsbysector/banksandfinance/4298934/Britains-banking-crisis-may-last-for-almost-a-decade.html[Accessed 19 Feb 2010]   4.    UK Banking Industry [Online] Available at: http://74.125.155.132/search?q=cache:8bdwo2iGZboJ:www.infosys.com/finacle/finacleconnect/Issue_07/images/kali.doc+Uk+banking+industry&cd=9&hl=tl&ct=clnk&gl=ph [Accessed 19 Feb 2010]

Causal effect of financial crises in UK banking industry research proposal paper

Introduction The United Kingdom banking industry is the third largest next to the United States and Japan. The global financial crisis ...

Staphylococcus aureus and its nursing implications

Staphylococcus aureus and its nursing implications               It is stated that no matter one perceive how healthy they are, an individual probably have experienced staph infections in particular on the skin, nose or throat. Staphylococcal infections, or simply staph infections, cause no problems or relatively minor skin infections but is considered deadly when bacteria burrow deep into the body as it can invade bloodstream, urinary tract, lungs and heart. Most staph infections are treatable prior to becoming resistant to all currently available medications. Staphylococcus aureus is the most common staph infection. In this paper, how such bacterium implicates the nursing practice will be discussed. The discussions will be built on issues of characteristics, types, route of transmission, disease, treatment and preventive measures. Because Staphylococcus aureus is regarded to have been common in hospitals, prevention will be discussed on the context of healthcare worker hygiene.                  Staphylococcus aureus refers to the faculatatively anaerobic, gram-positive coccus spherical bacterium that occurs in microscopic clusters that resemble grapes. Bacteriological culture of the nose and skin of normal humans perpetually yields staphylococci. Kenneth Todar who wrote a book devoted to Staphylococcus aureus states that the important phenotypic characteristics of Staphylococcus aureus are nonmotile and nonsporeforming and fermentation of glucose produces mainly lactic acid. According to him, Staphylococcus aureus is also catalase and coagulase positive. Staphylococcus aureus forms golden yellow colony on agar while the normal flora of humans found on nasal passages, skin and mucous membrane. Further, pathogens of humans cause a wide range of suppurative infections and also food poisoning and toxic shock syndrome.               Twenty percent (20%) of humans are said to have long-term carriers of Staphylococcus aureus hence the spread of the bacteria is because of human-to-human contact. It can be spread through contact with pus from an infected wound and skin to skin contact with the infected person via the production of hyaluronidase which destroy the tissues. In addition, contact with objects used by an infected person including towels, sheets and clothing and also athletic equipments could be carriers of bacteria. Recently though, it was discovered that it can be transmitted through pets such as dogs, cats and horses.                   The range of illnesses from minor skin infections caused by Staphylococcus aureus as pimples, impetigo, boils, scalded skin syndrome, and abscesses to sever conditions as pneumonia, meningitis, osteomyelitis, endocarditis, septicemia and toxic shock syndrome. Nevertheless, although there is no vaccine that is generally available to humans to be immune of Staphylococcus infections, it can be treated with vancomycin or an alternative apart from penicillin. This could be combined with therapy that uses sulfa drugs and minocycline or rifampin. Duration of treatment depends on the site and severity of infection, however.               As a nurse, one of the most effective techniques to prevent the spread of the bacteria is through emphasizing the importance of basic hand washing especially for children. Bacterium is able to be transported by nursing staff through hands, requiring consistent self-sanitizing. Alcohol is a proven sanitizer against Staphylococcus aureus. Nurses should be particularly concern with their contacts on patients as they can be carriers. They should also be careful in detecting symptoms of Staphylococcus aureus in their patients specifically those with wounds. Aside from this, transmission could be prevented by means of cleanliness in the surrounding like in the hospitals where the use of gloves and privacy curtains are common. This requires effective routine and terminal cleaning. Minimizing the spread also means effective participation in reporting to alert the community about the presence of the bacterium.

Staphylococcus aureus and its nursing implications

Staphylococcus aureus and its nursing implications It is stated that no matter one perceive how healthy they are, an in...

Key Informant Approach

Key Informant Approach Gathering together key informants or experts to provide input for a situation analysis is one method for identifying issues. Key informant data can be used alone or in conjunction with another approach. This approach requires the careful identification of a select group of formal and informal leaders, influential leaders or experts. It provides for structured contact with these informants, usually through direct interviews or a focus group format. Description of the Process 1. Begin by identifying the key informants to be interviewed. These are individuals expected to have particular or “expert” knowledge about the county, its people, environment and issues.Use the Diversity Matrix in Appendix 1 as a basis for identifying key informants. It might be desirable to ensure that you have key informants representing each demographic characteristic and each value orientation as well as any other key groups in the county. Who might the key informants be? • Human Services administrators and/or staff • Public Health staff • School administrators • CESA representatives • 4-H leaders association • Youth group leaders • Clergy • W2 administrators • Agriculture students • Equipment dealers • USDA FmHA County Supervisor • USDA CS District Conservationist • Agricultural loan officers • Veterinarians • AMPI/Morning Glory Farms field manager • Chamber of Commerce representatives • Zoning administrator • Bankers • Law enforcement officers • Head Start staff • Hospital administrators • Towns’ association chairperson • Village presidents • Solid waste department managers 2. Determine how many key informants you will interview. This depends upon the size and diversity of the county and the number of areas/communities/stakeholder interests that are present. The time and energy available for conducting the interviews also determine it. 3. Decide when and how you will interact with the key informants. The core planning committee may decide to conduct a series of individual interviews with 10-15 selected key informants. It is often convenient to meet with key informants at their work or meeting place (as indicated in the example invitation letter). Or, you may choose to bring together several groups of key informants for focus group interviews. 4. Determine the questions that will structure the interviews. [See examples under Focus Group Interviews in Appendix xxxx] Possible questions might include: • What are the key needs and concerns facing youth in ______ County? • What are the key needs and concerns of our families? • What do you see as the number on priority issue affecting agriculture in _____ County during the next four year? • What issues are facing our communities and towns? Our business? Our environment? • What are some of our strengths in this county that we can use as we build our future? 5. Summarize the narrative responses. Record the results and list those who participated in the interviews in the report. Involvement of Oversight Committee The oversight committee helps identify the individuals to interview. Perhaps there are key informants or experts in their district or members of other committees they come in contact with who could provide useful information. Areas of Consideration This approach takes time, but gives staff the opportunity to ask probing follow-up questions to clarify the concerns and needs that are identified. It also gives county staff access to individuals who may be influential in the county and who can be involved in later program development and implementation. This approach has another pay-off for Extension: those who are interviewed perceive UW-Extension as recognizing their exper tise and as being concerned about addressing important issues. Date _________________ _________________ _________________ Dear _______________; Every four years, UW-Extension staff from across the State engages in a comprehensive program planning process. The results help guide our program efforts and direct University resources to meet the needs of Wisconsin citizens. It is that time again when we seek input from people around the county in order to identify concerns and needs so that we can set our programming priorities. This time we have added a “Key Informant Approach” to the process. Key Informants are folks like you who come in contact with the issues and needs of _____ County residents on a daily basis. We want to access your expertise. Your ideas will be shared with the citizen committee as they identify the top priorities for ____ County. We will be joining you at your ________ meeting on _________________ at _________. We will be asking you to identify the major concerns and needs of the county, what you would like the county to look like in five years and what assets we have in ________ County that can help us with building a bright future. We look forward to meeting with you on ________________. Sincerely, County Office Department Head, Chairperson of Oversight Committee

Key Informant Approach

Key Informant Approach Gathering together key informants or experts to provide input for a situation analysis is one method for identif...

Thesis Statement Essay Instructions on Romania

Thesis Statement Essay Instructions on Romania

I just need a really good thesis statement that is at least 3 sentences long.

Best Practice Vs. Best Fit Approach to Strategic Human Resource Management

Best Practice Vs. Best Fit Approach to Strategic Human Resource Management Introduction             Due to the different changes that are going on in the business world, as well as the realization of different businesses and firms that the employees are considered as an asset as well as important resource of the organization, more and more companies are focusing on planning and implementation of different strategies that will focus on the integration or connection of the human resource with the success of the entire business, together with the process of setting standards, goals and visions.             The strategic human resource management or SHRM is considered as a complex process that is continuously evolving and studied, as well as discussed by academics and managers. It is considered as one of the primary factors that help to improve the performance of the business (Armstrong & Baron 2002). Above all, it is considered as a primary approach in human resource, with connection to the intentions of the organization regarding the future direction that they want to take, thus it focuses on the longer term about the issues of the people and the macro-concerns regarding the structure, quality, culture, values as well as commitment, together with the matching resources for the future needs (CIPD 2008).   Best Practice versus Best Fit Approach to SHRM Best Fit Approach             The best fit approach focuses on the importance of making sure that the HR strategies are suitable to the different circumstances of the entire organization, together with culture, operational processes as well as external environment.  Thus, it focus on the idea that different human resource (HR) strategies have to focus on a given needs of both the organization and its people (Armstrong 2006, p. 138).  Due to the said reason, most of critics and commentators believe that best fit approach is more important and vital than the best practice.             Figure 1 shows the processes and aspects that are needed and included in the best fit approach. It focuses on learning what works, and what does not work, in connection to the organizations, thus, it is up the firm to decide what may be pertinent and applicable in the general terms and what lessons can be learnt that can be adopted in order to fit the company’s given strategic as well as operational requirements.             The process starts with the analysis of the business needs of the firm within its context such as culture, structure, technology and process that indicate what has to be done. Afterward, it can be useful in order to choose and mix different best practices ingredients, as well as develop an approach that applies those that are applicable in a way that is aligned in order to identify different business needs (Armstrong 2006, p. 139).             On the other hand, its flaws focus on the limitation of the search for contingency or matching model of HRM as well as the difficulty in showing their interconnection, as well as the way that changes in one variable that have an impact on others (Armstrong 2006, p. 139). Figure 1 Best Fit Model of Strategic Human Resource Management                                                                                                          Adopted from: (Shields 2007, p. 100)                                             As a result, the best fit approach has a huge appeal to the HR practitioners due to the fact that it positions them as the first-level strategic partners in the process of management decision-making. This is because, the rejection of a one size fits all approach helps to widen the range of good judgment that are available to them (Shields 2007, p. 101).   Best Practice Approach             On the other hand, the best practice approach speculate that there is a exact set of human resource practices that can be applied in almost any organizational context that helps to increase the performance that helps to deliver outcomes that are valuable for all the stakeholders, particularly employees. However, the effect of the performance is said to be stronger and more influential if all of the said practices are packed together in order to balance and harmonize each other, thus create positive synergies between them. As a result, the said approach covers different related prescriptive models of human resource management such as high-commitment, high-involvement, high-performance work system, and mutual gains models (Shields 2007, p. 90).               The best practice approach is based on the idea that there is a set of best HRM practices and that applying them will help to superior organizational performance. The best known set is Pfeffer’s (1994) model that shows that seven important HR practices of a successful organizations which are: employment security, selective hiring, self-managed teams, high compensation contingent on performance, training, reduction of status differentials and sharing information  (Armstrong 2006, p. 65) (see Appendix A).             There are different critics and commentators that are attacking the idea of best practice. This is because the best practice or universalist views by pointing out the discrepancy between a belief in best practice as well as the resource-based view that pertains on the intangible assets that includes HR, which allows the firm in order to do better than its competitors. The major question is how can the universalism of the best practice be squared with the view that only some resources and routines are significant and vital by being rare as well as imperfectly limitable? Aside from that, it is also hard to accept that there is a universal best practice, because one practice that have been successful for one organization, doesn’t necessarily mean that will work on others (Armstrong 2006, p. 65).   Intel in Ireland             Intel is a company that offers products and services regarding convergence of computer and communications technologies, together with the activities that focuses on the manufacturing of chips, boards systems, software and network and communications equipment. As of now, the company holds the 15.3% of the semiconductor market in the world (IDA Ireland 2009).             Currently, the Irish operation employs about 5,000 people that are directly and indirectly in the field or profession of engineering, technical as well as operational activities (IDA Ireland 2009).             Pfeffer explained employment security as vitally strengthen and support the other six HR practices due to the fact that it is considered as unrealistic to ask the employees to provide their ideas, hard work as well as commitment without some expectations of security on their part (Marchington & Wilkinson 2002, p. 179). In connection to this, because Intel is a huge multinational company, it implements and applies a massive hiring and selection process, with the help of the Internet or their web-based tools. This is supported with the comprehensive compensation and benefits package that is designed in order to attract, retain and reward the people that are necessary to help the company to create longer-term growth and profitability (Intel Ireland n.d.). However, the major problem of Intel is its lay off as well as downsizing, as part of development phase. However, Pfeffer (1998) stated that compulsory lay-offs and downsizing weaken and challenge employment security. As a solution, he recommended the following: proportionately reducing the working hours, in order to spread the pain of reduced employment cost in the entire workforce; reducing wages to reduce the labor costs; freezing the recruitment process in order to prevent overstaffing as well as putting the production workers into the sales in order to build up the demand (Marchington & Wilkinson 2002, p. 180). In terms of the selective hiring the organization is clear about the different critical skills as well as attributes that are needed, as well as the choices that are considered as a basis of the said attributes that are hard or impractical to change, as well as to train the people in the said behaviors as well as skills that can be easily learned (Armstrong 2006, p. 64).             On the other hand, the company is not focusing on the self-managed teams that are also important aspect of the SHRM. This is because the company focuses on the hierarchical flow of communication as well as power. Thus, it will be important because it can help the employees to pool their ideas to produce better as well as creative solutions in order to work the problems (Armstrong 2006, p. 64). In connection to the security aspect, it is important to consider the compensation contingent on the performance. The company is offering different benefits and bonus that enables the employee to have motivation. The said compensation is contingent on the organizational performance (Armstrong 2006, p. 64).             In terms of training, it can be said that the company is handling it with expertise; this is due to the implementation and establishment of the worldwide training organization which is the Intel University that focuses on the culture of the company, career and manager development as well as new employee orientation and integration. In addition, in order to encourage education, the company offers reimbursement for work-related coursework, certificates, degree programs as well as foreign language training to the qualified employees (Dell Ireland n.d.).             Furthermore, in order to ensure good working environment, it will be important to focus on reducing the status differentials that enables to tap the ideas, skills as well as efforts of all the people (Armstrong 2006, p. 65).             The most important aspect is the communication and information sharing inside the organization. This focuses on the financial performance, strategy and operational measures that convey a symbolic and substantive message that the employees are being trusted and reduce the role of the grapevine in the process of spreading the humors. It is also important that communication is a great support to team working because it helps to encourage the team members to offer and provide their ideas (Marchington & Wilkinson 2002, p. 184).   References   Armstrong, M (2006), A Handbook of Human Resource Management Practice, Kogan Page Publishers   Armstrong, M & Baron A (2002), Strategic HRM: the key to improved business performance. Developing practice. London: Chartered Institute of Personnel and Development, viewed 6 January 2008, <http://www .cipd.co.uk/bookstore>   CIPD (2008), Strategic Human Resource Management, viewed 6 January 2009, <http://www.cipd.co.uk/subjects/corpstrtgy/general/strathrm.htm>   IDA Ireland (2009), Intel, viewed 7 January 2009, <http://www.idairelan d.com/home/case_study.aspx?id=244&content_id=13>   Intel Ireland, Intel, viewed 7 January 2009, < http://www.intel.com/>   Marchington, M, Wilkinson, A, Sargeant, M (2002), People Management and Development: Human Resource Management at Work, Chartered Institute of Personnel and Development Publishing   Rusu, A (2006), Intel to Lay Off 10,000 Employees, Softpedia, viewed 7 January 2009, <http://news.softpedia.com/news/Intel-to-Lay-Off-10-000-Employee s-34504.shtml>   Shields, J (2007), Managing Employee Performance and Reward: Concepts, Practices, Strategies, Cambridge University Press       Appendices   Appendix A: Pfeffer’s Model of Best Practice     Adopted from: (Armstrong 2006, p. 65)

Best Practice Vs. Best Fit Approach to Strategic Human Resource Management

Best Practice Vs. Best Fit Approach to Strategic Human Resource Management Introduction Due to the different changes that...

Case Study

Case Study   I.              Case Study A. Initial Student Profile Information In this case, the student who has been observed is Katrina Gonzales, a 10 year old student. It has been noticed that the student is having problems in terms of reading and learning languages. The students can be considered as an extrovert person. She loves being at the center of attention among her peers. In terms of her study habit, the student has this attitude of being lazy specifically in doing her works in reading. The student is having a problem in comprehending reading and learning language skills. She finds it hard to understand and analyze most of the readings tasks provided by the teacher. The disability of the student being observed has been a major factor why the students could not easily comprehend not only in this area but also for some field of studies that requires reading efficiency.  Although, the student is trying her best to reach the expectations of both her parents and teachers, the problem hinders her to learn more even in different subjects.  The student is also having difficulties in spelling.   B.  Student’s Assessment:             To be able to have a workable solution, the Bader informal Reading and Language Inventory has been used so as to identify specific areas of weakness for Katrina. The first assessment uses a graded word list. Katrina has been able to read 8/20 words on level 2.0, 8/20 words on the 1.0 level, and 19/20 on the primer level. After this test, the next was the two experiential world lists. In this, the first list includes words or phrases can commonly be seen on instructions and work sheets. Katrina has been able to correctly determine “list” and “fill in the blank”. Herein, the teacher uses 15 words which indicate that reading directions and accomplishing class activity is difficult for Katrina. The result also shows that longer words seem to throw Katrina off. The next experiential word list is composed of words that can be found on signs. Katrina correctly read 12/20 words. This pushes me to be concerned about word recognition. Katrina did not able to distinguish words such as “McIntosh”, “Coca-Cola”, “Male” and “Female”. Words like “Male” and “Female” are of special concern since these are seen on different areas.             The initial graded passage which the teacher had Katrina read was on the pre-primer level. Katrina was able to read the words and phrases easily, but not as fluent as her other classmates. I let Katrina read the whole passage without having any errors. Moreover, the second passage which Katrina read was on the primer level.  Katrina has made several mistakes, which includes the following: ·         teacher pronounced word (no guess): 1 ·         letter reversal: 1 ·         incorrect ending sound: 3 ·         adding sound: 1 ·         general mispronunciation: 3 ·         incorrect middle & end sounds: 5   Katrina seems to have difficulties in terms of decoding both the middle and endings of words. Her oftenly make an entirely random guess for words, without giving much effort in sounding it out.  In addition, Katrina was always able comprehend the first sound in each word. Even if she is encountering difficulty in passage reading, Katrina is still able to comprehend and understand well. Hence, Katrina is asses to read functionally on the primer level, but because of her errors, her instructional level is noted to be in between pre-primer and primer.             The next part which Katrina accomplished was spelling. The first list that she tried to write consisted of words which are spelled phonetically. She spelled 8 words correctly. Katrina utilized the incorrect vowel to spell 15/20 of the words. She also added needless helping “e” to the end of 5 words. Katrina correctly uses “st” blend and digraph “sh” but she has not been able to use “ch” when necessary. She also had a b/d switch. The next included words having silent letters. She again spelled 8 words right. For the incorrect spelled words, she left off the silent “e”, utilized the wrong vowel sound, or uses the incorrect letters to make up specific sounds. Her mistakes do seem to be logical phonetically.              The next test is the phonic subtest. Herein, Katrina took the first part which is use to evaluate initial single consonants, digraphs of consonants and blends. Katrina is effective in creating words which uses single consonants. In line with the blending, she was correct in 8/20 word combination. The consonant blend that she had corrected were, “br,” “bl,” “cr,” “cl,” “pl,” and “gr,”.  For other blends that she missed, Katrina either mistakenly identified them as added sounds to the original blend or another blend sound. Katrina has been able to read the digraphs “th” and “sh”, but encounters problem with other words. She is commonly having trouble with “c” and “s.” In the succeeding, Katrina has been asked to read some shot vowel sounds. She pronounces “a”, “o” and “I” correctly. She read the “e” as a short “i” and the “u” was read as a short “o.”  Katrina needs to give more effort identifying vowel sounds.       Intervention             In order to improve the student’s reading and learning language skills, I will be encouraging my student to read a lot. I will recommend that she will also attend some remedial classes to improve her reading skills and learning language skills. Since Katrina is lacking some basic letter and blend sounds, I am planning to use the Wilson Reading Program to assist her in this area. I am hoping to make Katrina some reading materials that she can use for her notebook, and decorate it within her interest. The book will be consisting of syllables, spelling rules, sounds, dictation and vocabulary. I am planning to start at level 1.1 since Katrina’s reading level is less than 2.0. Other instructional materials required are word cards and sound cards. I am planning to do the session at a pace which seems convenient, and challenging for Katrina.   II. Lesson Plan   Lesson Plan Format EXC 644A   Title of Lesson: Reading Enhancement CA Language Arts Standards:     Teacher: School District:   Campus:   Subjects: Grade Level- RSP/SDC:   7-12th Grade/ 10-22 years old Stated learning objectives: <li class="MsoNormal"> Katrina should be able to master both the short and long vowel sounds at individual level (not as part of the words) by reading the vowel sounds properly 100% of the time.</li> <li class="MsoNormal"> Katrina will be able to master the blending relationship of sound/letter and digraphs by appropriately reading the sounds 90% of the given time.</li> <li class="MsoNormal"> Katrina will be able to comprehend and read a 2.0 word list having 90% accuracy.</li> <li class="MsoNormal"> Katrina should be able to determine 8/10 words on a common-use word list (constructed by Katrina and I).</li> <li class="MsoNormal"> Katrina will enhance her fluency to 35 words per minute.</li> <li class="MsoNormal"> Katrina should be able to spell 7/10 phonetic words.</li>       Anticipatory Set or Introduction:  The teacher will introduce the lesson to the students by reading some passages consisting of words to be used in the lesson.       Input or Procedures:                a.  Modeling:     The teacher will ask the students to read some passages. 1.    Checking for understanding:   Question: The teacher will ask the students to spell out some words.                b.  Guided Practice:  The teacher will allow the student to review her misspelled words and mispronounced words..   Opportunities to Relearn (Reteach):  The teacher may also use other techniques like having some word cards and sounbd cards to learn other words.   Independent Practice:   The student will be given other passages to be read in the next meeting.   Assessment (assess mastery): The teacher will ask the students about what she has learned about the lesson.   Enrichment/Extension: The teacher will provide other reading materials for the student. Students may re-submit, re-design her written report several times before project completion     Closure: The teacher will ask the students on what she have learned about the lesson,   Materials: Preparation and Resources Story Books, visual aids chalk and chalkboard handouts work sheets     Adaptations: specify disability or SLL The reading and learning language skills materials used are adjusted for the specific need of the student   Integrated Components: Teaching-learning technique which includes role playing, self-evaluations, case studies and simulations.               Perceptual Domains (Learning Styles), auditory, visual, tactile,             Kinesthetic:   The student cannot learn independently. The student cannot learn easily.                 III. IEP Goal             The student is having a problem in terms of reading and learning language skills. In this regard, the parent has requested a special education services to solve the problem of the student. If Katrina is being properly educated, it may be assumed that her reading and learning language skills will begin to improve as she goes through the remediation process.  A proficient IEP must be indicated that after one year of remediation, Katrina will enhanced her reading and language skills toward which allows her to close the gap between Katrina’s ability and problems in learning language skills and reading, and that her progress in terms of education will be assessed objectively using an educational examinations. In addition, the IEP may indicated that after one year of specialised education, Katrina will be able to read at the 4th grade level as measured by her total scored on the reading subtests.  Some IEP objective will include the following: <li class="MsoNormal"> Katrina will fluently read a passage on reading level and effectively answer questions.</li> <li class="MsoNormal"> Katrina will spell and read 2.5 new basic sight words each learning session.</li> <li class="MsoNormal"> Katrina will blend beginning, middle, and ending sounds to write and read one-syllable words.</li> <li class="MsoNormal"> Katrina will identify letter sounds, chunks, and blends.</li> <li class="MsoNormal"> Katrina will expand her vocabulary to comprise descriptive language.</li>   Assessment Result             After the remediation procedures have been undertaken in the case of Katrina, it can be seen that the student improves a little in reading comprehensions. However, the result also shows that the student is still having difficulties in gaining confidence when given new reading tasks. In terms of her learning in language skills, the student has shown interest in improving her language skills. She also gains interest in enhancing her vocabularies by reading a lot and taking down notes of words that she found difficult to understand. So far, it is suggested that the student should continue the remediation process, until such time that the student can already gain self-esteem in terms of reading and learning language skills. The main skill which I will be evaluating Katrina with over time will focus on fluency. This will be charted for the student to see the development. I am also planning to substitute quick evaluation of blend and sound recognition, word and digraph recognition, spelling and common word recognition. I will use some pre-made word lists for these activities and integrate each in the lesson. Appendix Appendix I HISTORY         Katrina Gonzales                                                                 Gender:  Female Anonymous name (First,Last)                                                    10                                English Age                     Student’s Language                                     Grade: Elementary level       May 19, 1996                                                                        198 Birth Date                                                      School Attendance         Examiner                                                 Language Art/ English/ Reading Teacher                                                                     (Fill in just one of the above teachers)         Date of last IEP:  The Last IEP was held on January 15, 2007        Purpose of the meeting (annual/3 yr. review): The main goal of the meeting is to determine whether the student has been able to improve the learning ability.     Learning Disabilities: The student is having difficulties in reading and learning language skills.       Students Skills Assessment Remembering Facts Improving Spelling Improving Reading and Learning Language Skills Poor Learning Impulsive Behavior Negative     Appendix 2 Field Observation Conducted by the Student   Observations of a Special Day Class (Mild/Moderate)     Teacher:                                    Title: Reading and Learning Language Assessment   District:   School:     Disabilities served in classroom: The classroom provides reading and learning language teaching for students who has been recognized to have difficulties in this area.   Languages spoken by students: English   Cultures represented in classroom: The culture represented in the classroom is a diverse culture.   1.    Describe the setting used for language arts/reading instruction: (large group, number of students, etc.)   The observational setting used by the teacher is a typical learning and teaching approach which is used for the students having a mild to moderate disability in line with reading and learning language skills. The session includes 5 students.     2.  Describe the program being utilized by the teacher: (Edmark, Peabody, teacher-made, etc.).             The teacher uses a self-made program to for the students to learn the lessons easily. The program has objective was to provide assistance to the students who are having difficulty in reading and learning language skills.   3.  Describe the type of instruction being used: (work sheets, direct instruction, etc.)             The teacher uses handouts for reading materials and dictionary to let me understand some vocabulary words. The teacher also uses so work sheets to assess the students whether they have learned or not.   4.  Describe the reinforcement and error correction procedures used: The teacher provides some questions to be answered in the latter part of the observation. When the teacher finds some errors, the teacher immediately corrects the student’s mistakes and gives some important guide to avoid mistakes for the future.             5.  Other comments:               It can be said that the observation process has been able to provide intensive learning session. The teacher’s goal is to assess the potentialities of the students, as well as the strengths and weaknesses and provides solutions to solve the issue   Appendix 3 Field Observation Conducted by the Student   Observations of a Special Day Class (Moderate/Severe)     Teacher Title: Reading and Learning Language Skills for Moderate/Severe Case    District:_______________________________________    School:________________________     Disabilities served in classroom: The classroom provides reading and learning language teaching for students who has been recognized to have difficulties in this area.   Languages spoken by students: The students is using English   Cultures represented in classroom: The cultures presented in the classroom is diverse   1.  Describe the setting used for language arts/reading instruction: (large group, number of students, etc.)             The session is a one on one setting for students who have been recognized to have a moderate to severe disability in line with reading and learning language skills. For this setting, the teacher opts to have one student per session.   2.  Describe the program being utilized by the teacher: (Edmark, Peabody, teacher-made, etc.).             In order to solve the disability problem of the student, the teacher uses a self-made program to ensure that the purpose and objectives of the said program adheres to the real needs of the student. In addition, the teacher uses self-made program to easily observe the condition of the student.   3.  Describe the type of instruction being used: (work sheets, direct instruction, etc.) The teacher uses handout materials for the session, the also uses books for reading and dictionary for learning vocabulary words. Furthermore, the teacher also provides work sheets to assess the learning condition of the student.   4.  Describe the reinforcement and error correction procedures used:             The work sheets given are being checked in the latter part of the observation. If the teacher finds some problems or mistakes, the teacher immediately inform the students about the mistakes and provide the student some guides to avoid mistakes in the future.   5.  Other comments: In the observation of the students with moderate to severe learning disability, the teacher provides necessary activities to enhance the learning condition of the student.

Case Study

Case Study I. Case Study A. Initial Student Profile Information In this case, the student who has been observed is...