London Olympics

London Olympics

 

Introduction

Background  

London 2012 was the successful bid for the 2012 Summer Games, to be held in London with most events taking place in Stratford, Newham.  The British Olympic Association had been working on the bid since 1997.  In December 2000 the report was shown to Government ministers.  After the failure of three consecutive bids in 1992 (Birmingham), 1996, and 2000 (Manchester), London was the city that had a chance of being selected by the International Olympic Committee when put up against other world cities in a competitive bidding process. 

 

Definition of the project

            The main areas for project definition and development would include that following:

·         Development proposals in the Olympic Zone that needs to be refined.  This is in discussion with the local authorities, in order that they are aligned with their regeneration plans to the maximum advantage of both, and form the basis of further quantification of the wider benefits. 

·         The legacy uses for key Olympic venues like the stadium need to be secured.

·         A land acquisition has to be further developed ready for immediate implementation if a decision is made to bid.

·         The opportunities for maximizing tourism potential from both the bid and the Games need to be explored

·         The attribution of costs to the various agencies and public sector budgets should be determined among other things in order to establish more precisely what public expenditure is attributable to the Olympics and what would happen anyway, and the proportions of income and expenditure that will accrue to LOCOG and to the taxpayer respectively.

 

Defining Project and its Environment

 

Main players and project environment

            The proposals for the London Olympics Institute have been developed jointly by a consortium of partner organizations including the Department for Culture, Media and Sport, Department for Education and Skills, Department of Health, NHS, London Higher, Sport England, the English Institute of Sport and UK Sport, working closely with local authorities and agencies in East and South East London and the British Olympic Association.  These organizations, and others including the National Endowment for Science, Technology and the Arts, British Council, Arts Council England and Loughborough University have all produced a statement of support, committing themselves to helping London 2012 to develop and promote the London Olympic Institute ().

The point of this event is to bring focus onto Project Management as one of the principal keys to regenerating Britain in terms of its construction and IT infrastructure, its culture and its sense of pride.  It is also a specific response to the question “What can industry do for the London 2012 Olympic bid?”  The bid is a major regeneration opportunity for Britain currently.  

            The event is being led by the Royal Institution of Chartered Surveyors Project Management Faculty and the Engineering Project Management Forum (EPMF) and will attract an audience of professionals all wishing to network, learn, exhibit, entertain and support the bid.  Many members of the institutions that belong to EPMF are professionals who will be directly involved with work arising from a successful bid, notably from the Stanford Regeneration.  There is general agreement that a collective show of support will make a solid contribution to a successful bid.  The size and shape of the Royal Albert Hall allows presentations to be spectacularly illustrated.  The Presentation Themes are all essential for a successful project and for a successful bid.  In addition, a Best of British trade exhibition will run during the day providing a major marketing opportunity to participants ()

Project team matrix structure

 

Project conception

            The aim of Vision London was to create an opportunity for young people in Creative Partnerships London East schools to engage with the concept of the Olympic Festival and what a successful bid would mean for London.

Feasibility and risk management

 

            The cost and revenues included in the analysis are the best estimates based on the information currently available to us.  In the absence of agreed project objectives and outputs and an apportionment of obligations and responsibilities between the various agencies, this evaluation is a hybrid between a cash flow business plan and a conventional cost benefit analysis. Attributable costs have been built up and the incomes for bidding, preparing and staging the Games, made provision for risk, and estimated the residual values of the assets created.  This produces a total direct cash flow for LOCOG and all the public sector agencies that ultimately must provide the investment and the guarantees.  From a commercial point of view, this would produce a cash deficit (or surplus) if, hypothetically, one agency was responsible for everything.  The additional benefits, both quantified and unquantified, must justify the funding gap and the risk ().

 

Risk management

 

Sensitivities to estimate overall risk is used in the absence of a detailed risk assessment.  The sensitivity analysis shows the financial deficit as sensitive both to substantial cost over-run and to a lesser extent to a substantial reduction in media income.  It would also be sensitive to a greatly reduced ticket income, but it would be very unlikely that a London Olympics would fail to sell the number of tickets assumed.  The risk assumption used in Figure S1 is that all bidding and staging costs will be 5% higher than estimated and that capital costs will be 30-50% higher than estimated in the last three years before the Games as the deadline for completion approaches.  These provisions total ₤109 million, making a total deficit of ₤494 million.  A provision for reduced media income is not included because it is just likely to be higher than estimated as lower.  The opportunity therefore cancels out the risk. 

 

There are also risks attached to implementation of the physical and transport proposals, to the technology requirements of the Games, and to security (including the threat of a major terrorist attack a year or two before the Games which could impact not only on cost but on ticket revenues and tourism benefits).  These risks will need to be taken into account in the decision whether or not to bid, but should be set against the opportunities to avoid or mitigate risk through management, anticipation, and planning.

 

Figure S1 – Summary Financial Analysis (NPV discounted at 6%)

 

(Expressed in ₤m)                        Expenditure   Income                     Surplus/deficit

 

Bidding for Games                                13                                 7                                  -6

Operating account for staging                779                               864                               +85

the Games

Elite sport development                                     167                               0                                  -167

programme

Capital cost of infrastructure                  403                               0                                  -403

and facilities

Land purchase and residential                325                               431                               +106

Value

Cash flow balance                                1,687                            1302                             -385

Provision for risk                                   109                               -                                   -109

Cash flow including risk                      1,796                            1302                             -494

(Source: )

 

Implementation operation and termination

           

It is critically important that implementation agencies exist with sufficient powers and resources to ensure that all the preparations are in place in time for 2012, and that the potentially very expensive risks are managed so that they are reduced to a minimum.  These agencies are crucial: (1) for a credible bid; (2) for staging the Games if the bid is successful; (c) for managing costs and risks; and (d) for securing the wider benefits.

 

            Without implementation agencies there can be no Olympic Games, and without effective agencies, national and London prestige is at risk.  If the management of the event falls short of what is expected, the memory will be sour rather than positive.  If concentration of sufficient powers and resources in agencies with an Olympic mission is not politically acceptable, it would be better not to bid for the Games ().

 

            The Olympic Delivery Authority (ODA) will ensure delivery of the physical infrastructure for the Games, including the construction of the new venues.  To help do this, it will be granted special powers to purchase land, compulsory of necessarily, and to grant detailed planning permissions in the Olympic Park.  The ODA will also ensure effective coordination of central and local government in the preparation and staging of the Games.

 

            The ODA will be granted special powers to enable it to operate as an Olympic Transport Authority, which will control and coordinate all the transport requirements of the Games.  To ensure coordinated security planning and delivery, the UK Government will create a Cabinet-level Olympic Security Committee which will include the Metropolitan Police, the armed forces and the intelligence services as well as the LOCOG’s Director of Security.

 

Revisiting the levels of risk

 

            London will provide a low-risk environment as Host City for the Olympic and Paralympic Games in 2012.  The assessment below is based on data provided by independent international bodies and relevant United Kingdom authorities as cited. 

 

            Plans for the Games, developed in close coordination with the London Fire Brigade (LFB), exemplify the importance attached to fire prevention and protection throughout the UK.  The nation’s fire services have extensive legal powers to regulate fire safety in publicly used premises.  These regulations cover evacuation times and methods, alarms and sprinkler systems.  The LFB is already working closely with London 2012 planners and architects to devise engineering solutions for the new and existing venues that will house the Games. 

 

            During the Games, the LFB will provide a full-time prevention and protection service to all Olympic venues, with special emphasis on the Olympic Park.  Dedicated resources will include two pumping appliances, a fire rescue unit and an incident response unit (with facilities for mass decontamination).  The on-site fire crews will be under the command of a divisional officer.  Olympic venues outside London will have similar levels of protection. 

 

Secure Olympic facilities

            New Scotland Yard is already working closely with London 2012 to incorporate physical and technical security measures throughout the Olympic facilities; starting with the design and planning phases.  These efforts will continue with the LOCOG to mitigate risk at every opportunity through high quality, robust security for every location and venue. 

            Surveillance and security operations will begin at the start of construction or adaptation for every venue and will continue throughout the Olympic and Paralympic Games.

            Though civil disobedience in the UK is not unknown, it is rare.  Public demonstrations are considered to be expressions of civil liberties and are generally peaceful.  If trouble does occur, the police are well equipped – both legally and operationally – to contain any problems. 

            London’s Metropolitan Police Service (MPS), in particular, is well-experienced in the discreet and good-tempered handling of large crowds and demonstrations among a highly diverse population.

 

Reliable essential services

            London’s position as a global communications and business center depends on a highly reliable infrastructure for delivering every utility.  The Games will benefit from this same degree of reliability.  The Nationality Security Advice Center (NSAC), part of the Security Service (M15), has developed the concept of a critical national infrastructure to introduce a common understanding of key sectors and functions that need to be preserved in the public interest.  Such safeguards come on top of years of significant investment.  The UK’s state-of-the-art transmission network for electricity and gas has benefited from investment of $50 billion in the past 18 years.  The telecoms network has attracted similarly high levels of investment.  The result is a highly resilient service capable of operating independently of mains electricity.  Five independent mobile network operators provide a huge capacity and are fully geared to giving the emergency services priority coverage if necessary. 

 

Well-managed roads and railways

            The UK has one of the world’s most robust transport security programmes with rigorously enforced regulations and stringent codes of practice.  The industry has a strong and well embedded culture of security established over many years.  Extensive road traffic control systems, supported by proactive traffic policing, will help ensure the safe and smooth operation of road transport during the Games.  Proactive traffic policing will focus particular attention on Olympic lanes and their safe use.  Transport for London (TfL) states that the traffic volume for the weeks of the year selected for the Games is normally 13% lower than at peak times.  Within central London, traffic congestion has been reduced by over 30% thanks to the positive impact of the congestion charge.

 

            The Rail Safety & Standards Board reports that rail travel in the UK is safer than at any time in its history.  The railway system operates a safety case regime that will continue to ensure sound risk management.  Planned improvements to the rail network during the course of the next eight years, coupled with increased regulatory control, will result in further safety improvements.

 

Treatment of risk

            London Resilience, a multi-agency partnership that ensures readiness to handle major incidents or catastrophes, states that London is located well away from major seismic faults and storm patterns.  Flooding from surge tides on the River Thames had previously been a concern; however, completion of the innovative  in 1984 resolved this problem. 

Mitigating risk through regulation

            Comprehensively drafted and conscientiously applied and enforced regulations are a feature of life in the UK.  These extend to rules governing the petrochemical and biotechnological industries and every aspect of transport including the carriage of potentially dangerous substances by air, road, rail, and sea.  Navigation along the River Thames, which flows near most of the Games venues, is controlled and policed by the Port of London Authority and the MPS. 

            In the unlikely event of a major incident, the police, fire and ambulance services are expertly equipped, trained, coordinated and rehearsed to deal with a emergency and contain it.  The UK has no nuclear power stations within 100 km of London. 

 

 

 

 

 

 

 

 

 

 

 

 

Summary

Recommendations

            While it has been found that the London Olympics 2012 will have its threat to financial matters following the successful bid, Olympic organizers then announced new plans for the 2012 Games that will further concentrate facilities and save 95 businesses threatened with being moved from their present site just north of Stratford, in East London (2006 January 31). 

            However, the lawyer for more than 200 firms, many of which still fear compulsory purchase orders (CPOs), claimed that plans for the Olympic Park had been drawn up so as to save compensation money “now that the overrun in the budgets can be perceived”.  The 95 businesses, affecting about 1, 200 jobs, will no longer need to be relocated because the temporary car and coach parking on Fish Island, on the edge of the Olympic Park, will be moved to a multistory car park in nearby Stratford.  In addition, new homes will not have to be found for 70 residents in the same area. 

            According to, chairman of the organizing committee, the changers will bring the facilities close together within the Olympic Park, resulting in an improved layout that will make the site even more secure for all users, including athletes and spectators as well as visitors, staff and community (2006 January 31). 

            The chief executive of the London Development Agency (LDA), Manny Lewis added that these improvements will help deliver an enhanced legacy for London and Londoners, which has always been the core of their vision.  This will significantly reduce the impact on local businesses, he said (2006 January 31).  The desired target is to get vacant possession of the main Olympic site by next year so that work can start on the main projects.  Moreover, one benefit of the new plans is that work on the Olympic Village will be able to start next year and take four years instead of the scheduled maximum of three, thus reducing pressure and costs. 

            After the Government’s failure to announce extra long-term funding, Olympic officials have been forced to approach a City bank to secure a ₤1 million loan so that more competitors can start preparing properly for the 2012 Games in London.  The details of the plans were discussed after the 200 days mark since London secured the 2012 Games.  The national governing bodies were optimistic that competitors would get the extra funding out from the new plans. 

            In the need for a properly funded program, Brian Stocks, the presidents of British Gymnastics, praised the British Olympic Association for its initiative in setting up the scheme with the bank and added that it was a brilliant idea (2006 January 26). 

Conclusion

            The plans to develop sites for the games affected residents in the area and up to 300 local businesses as well.  Following the success of London’s bid, the games were quoted as a chance to transform one of the poorest and most deprived parts of the capital city and unlocking sporting talent.  However, according to (2006), behind these expected spin and effusive patriotism, what basis is there for the fulfillment of such grand promises?  The concern now is with the local residents, workers, and experts about the lasting social or economic benefits that this Olympic will bring to London.  added that if we’ll be accounting to the previous games experience, the event could turn out to be a major liability for Londoners, who will still be paying for years after the games have come and gone. 

 

 

Research Proposal on Mainstreaming ill and Disabled Students into the Public School System

Mainstreaming Ill and Disabled Students into the Public School System

Introduction

The tension between exclusion and inclusion has been a shaping force in United States society and education. Public schools, in particular, have experienced stages of incorporating a larger number of children with disabilities into classrooms. During the 19th and much of the 20th centuries, there was a lengthy period of institutional segregated education for persons with disabilities. Today, many previously segregated learners have benefited from the social movement toward inclusive education. This movement has been sometimes slow and hesitant, but the overall result has been progress (Karagiannis, Stainback & Stainback, 1996).

Several researches had already made the claim that integrating the ill and disabled students in the classroom shall deter their development and disrupt the learning of the regular students. However, I argue otherwise for three main reasons: (1) Including students with disabilities in general education classrooms heightens the awareness of each interrelated aspect of the school as a community; its boundaries, its benefits to members, its internal relationships, its relationships with the outside environment, and its history (Taylor, 1992); (2) ill and disabled students’ progress can be heightened by making them experience the regular classroom. It will further help them in coping with normal students. Finally, evidence shows that ill and disabled students does not disrupt the learning of the regular students.

For this reasons, I find it imperative that school administrators, teachers, parents and students alike view the integration of ill and disabled students in the classroom more positively. The bias and stereotyping associated with ill and disabled students is hoped to be minimized particularly in Tucson, Arizona by the conduct of researches in this nature. Moreover, since there is a very limited number of schools accepting ill and disabled students in Arizona, it is the hope of this proposed study that public schools open the doors to the inclusion of ill and disabled students in the regular classroom.

Background of the Study

Mainstreaming ill and disabled students had been a hotly debated issue in the education journals. One school of thought contends that inclusion will deter the academic learning of the regular students. Another argue that it will not affect the learning of the regular students. Some even went to the extend to propose that it actually helps in the learning process of the students. The state of Arizona currently suffers from the discrimination of ill and disabled students’ inclusion in the public school system. This is evidenced by the very few schools that accepts them in the regular classroom.

This is primarily because, the art of facilitating inclusion involved working creatively with the state of heightened awareness to redirect the energy bound up in fear toward problem solving that promoted reconsideration of boundaries, relationships, structures, and benefits Stainback & Stainback, 1996). When this redirection failed, students with disabilities remained on the outside of education, or they drifted with their individualized education programs (IEPs) and their aides (Schnorr, 1990). When this redirection succeeded, the life of a classroom shifted, in surprisingly quiet ways, to make room for new relationships, new structures, and new learning (Logan et al.,1994).

Statement of the Problem

Many educators agree that schools need to effectively integrate students with learning disabilities into the general education classroom. Students with learning disabilities are often characterized as inactive learners, remaining on the periphery of academic and social involvement in elementary and secondary classrooms (Torgeson, 1982). Central to the argument for effective integration of these students is that for a part of each day, most are removed from the general education curricula, and from their peers without disabilities; as a result, students with disabilities must continually reestablish themselves as members of the mainstream (Gartner & Lipsky, 1987; Reynolds,Wang, & Walberg, 1987).

This proposed study seeks to compare the learning process and academic learning of the students in four classrooms: two from public schools that integrates ill and disabled students in the regular classroom and two from public schools that does not include ill and disabled students. The independent variable shall be the classrooms without ill and disabled students. The dependent variable shall be the classroom with ill and disabled students.

Hypothesis

            This proposed study shall test the following hypothesis:

1.      Using the result of the survey questionnaire, there is no significant relationship between performance of classrooms with ill and disabled students and those that does not include ill and disabled students

2.      Using the grades and state test scores of students, there is no significant  relationship between performance of classrooms with ill and disabled students and those that does not include ill and disabled students

Definition of Terms:

Inclusion: can be defined as the practice of serving students with a full range of abilities and disabilities in the general education classroom - with appropriate in-class support.

Learning Disability (LD): A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations which adversely affect the student’s

educational performance.

Public Law (PL) 94-142 ,the Education for All Handicapped Children Act: To the maximum extent appropriate, students with disabilities are educated with students who do not have a disability, and that special classes, separate schools or other removal, from the regular education environment occurs only when the nature of severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactory.

Regular Education: Instruction that is content-driven directed by a teacher who concerns him or herself with whole group instruction, record keeping and grades, and does not take into account any individual learning differences.

Limitations of the Study

The findings of this study cannot be generalized to other School systems. It is limited to the state of Arizona particularly in the High School level.

Significance of the Study

The information gathered from this study will public school administrators, teachers, counselors, parents, and others in determining whether exposure to an inclusion program benefits the student academically, socially, and from a family standpoint. Secondly, the data gained as a result of this study will be made  available to individuals and agencies for the purposes of evaluating and planning inclusion programs.

Literature Review

Several studies have shown that inclusion is a viable method of instruction for students with disabilities as well as for students without disabilities. Affleck, Madge, Adams, and Lowenbraun (1988) compared the performance of students without learning disabilities placed in integrated and mainstream education programs and reported no significant differences between the two groups, suggesting that normally achieving students are not adversely affected by being placed with students with LD. They concluded that the students in the integrated programs more often reduced inappropriate behaviors, increased communication skills, exhibited greater independence and engendered higher parental expectations.

As evident by these various studies, the concept of inclusion enhances the education of students with and without disabling conditions. It promises to streamline the educational system and better allocate its most important resource, teachers. Yet, many if not most, of the schools have a long way to go before all students can enjoy the full benefits of inclusion. Research by Autin (1992) clearly establishes that integrated models improve the academic and social performance of all students. It also shows that comprehensive inclusion presents the best alternative to segregated special education, or exclusion.

This system of exclusion finds its roots in the 1954 decision, Brown v. Board of Education, (Murphy, 1996) where a separate education was also considered unequal. The African American students were shortchanged; they were separated from the mainstream and were provided an inferior education that would prove harmful in their lives. That same concept, inequality, is paramount with regard to the inclusion movement. Students who are emotionally disturbed, physically challenged, visually impaired, and learning disabled are often excluded from the total school population. From the standpoint of legal history, the establishment of the basic concept that no child can be denied or excluded from a publicly supported education because of a handicap is expressed under the document Public Law (PL) 94-142, or the Education for All Handicapped Children Act (EHA) which mandated appropriate education for all students with disabilities. Public Law 94-142 recognized and supported this need for the education of students with disabilities in regular classroom settings, by creating a presumption in favor of educating children with handicaps in regular education environments (Danielson & Bellamy, 1989, p. 448).

Students who are learning disabled may exhibit a wide range of traits, including poor reading comprehension, spoken language, writing and reasoning ability. Hyperactivity, inattention, and perceptual coordination problems may also be associated with LD, but are not examples of LD. Other traits that may be present include a variety of symptoms of brain dysfunction, including uneven and unpredictable test performance, perceptual impairments, motor disorders and emotional characteristics such as impulsiveness, low tolerance for frustration and maladjustment.

One possible cause for the failure of many programs serving youth with serious emotional disturbance to promote increased integration may be that little research has been undertaken to isolate specific variables that promote integration or increase the likelihood that children with serious emotional disturbance will be reintegrated (Schneider & Byrne, 1984). Of the studies investigating the decision to mainstream children with serious emotional disturbance, the focus has typically been on (a) the behavior or academic achievement of the student or (b) the characteristics of the regular education (mainstream) teacher (Carran, Rock, and Rosenberg, 1994).

Although the behavior of the child with serious emotional disturbance might logically be considered a major determinant in placement decisions, there is evidence to indicate that behavioral, social, interpersonal, and task-oriented skills are not being considered when reintegration decisions are made (Downing et al., 1990). Further, neither behavioral improvement nor academic achievement has been shown to differentiate students who were reintegrated from those who were not (Downing et al., 1990; Foley, Cullinan, & Epstein, 1990).

Methodology

This study will use the descriptive approach. This descriptive type of research will utilize interview, observation and questionnaires in the study.  To illustrate the descriptive type of research, the researcher will be guided by Creswell (1994) when he stated: “Descriptive method of research is to gather information about the present existing condition.  The purpose of employing this method is to describe the nature of a situation as it exists at the time of the study and to explore the cause/s of a particular phenomena.

The research described in this document is based solely on quantitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan.

This proposed study basically intends to investigate the effects of including ill and disabled students in public school classrooms in Tucson in terms of the academic achievements and development of the ill and disabled students and the regular students. This shall be compared to classrooms which do not have ill and disabled students. The effects of inclusion of ill and disabled students shall be monitored using two classrooms in Tucson whereas two classrooms in the same year level shall also be monitored using a public school which does not accept ill and disabled students. The academic performance of students shall also be based on the grades of the students.

In assessing the relationship of mainstreaming in public schools- the following variables shall be tested. The independent variable shall be the classrooms without ill and disabled students. The dependent variable shall be the classroom with ill and disabled students.

            The primary source of data will come from a survey questionnaire which has already been used in previous researches which will be given to the respondents. This will be used instead of a research-made questionnaire in order to ensure that the questionnaire is properly validated and highly reliable. The respondents of this study will be from four public schools in Arizona; two classrooms which integrates ill and disabled students and two classrooms which does not include ill and disabled students. The academic records of the students shall be evaluated including state-wide examination results. This data will be asked from the teachers and the school administrators. Moreover, interviews shall also be conducted on the classroom teachers of the students and the school administrators. The teachers will also be asked to assess the students based on groupings the ill and disabled and the regular students.

            The secondary sources of data will come from published articles from education and psychology journals, theses and related studies on educational psychology.

For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals, distribute sampling questionnaires; arrange interviews; and make a content analysis of the collected documentary and verbal material.  Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on the dealing with the debate on the inclusion or exclusion of ill and disabled students in public schools. 

Validation of the Instrument

Since this proposed study shall be using a standardized survey questionnaire, the validity and the reliability of the instrument to a certain degree is already established. However, to double check the applicability of the instrument on students in Tucson, Arizona, the researcher will initially submit a survey questionnaire and after approval, the survey will be given to 12 students, three for each classroom. After the survey questionnaire will be answered, the researcher will ask the respondents for any suggestions or any necessary corrections to ensure further improvement and validity of the instrument.  The researcher will again examine the content of the survey questionnaire to find out the reliability of the instrument.  The researchers will exclude irrelevant questions and will change words that would be deemed difficult by the respondents, to much simpler terms.

Administration of the Instrument

The revised instrument will then be administered to the respondents of the study which will be chosen through a combination of cluster and random sampling.  The researcher will exclude the ten respondents who will be initially used for the validation of the instrument.  The researcher will also tally, score and tabulate all the relevant data in the survey questionnaire. The result of the interviews on the teachers and the school administrators shall be transcribed for validation purposes.

After designing and validating the survey instruments, the researcher shall be inviting school systems and nonpublic schools to participate. First, school administrators shall complete a brief (one-page) information sheet reporting the total number of students who had been enrolled and the number of children reintegrated from their restrictive programs during the previous school year, indexed by each classroom teacher or case manager. Administrators shall also provide information on programmatic elements related to reintegration, such as reintegration procedures and options. Next, the classroom teachers of students with LD and Ill students in each participating schools shall complete a survey on personal background, program information, school reintegration practices, and opinions regarding reintegration. Data will be coded and analyzed using SPSS statistical software (SPSS, 1988).

Statistical Treatment of Data

When all the survey questionnaire will have been collected, the researcher will use statistics to analyze all the data. The statistics that will be used in this study shall be the frequencies and percentage for the demographic profile of the respondents; weighted mean and chi-square in determining the relationship of the demographic variables and the responses of the students on the questionnaire; a multiple regression analysis using ANOVA shall also be conducted in determining the significant relationships between variables. The researcher will be assisted by the SPSS in coming up with the statistical analysis for this study.

Conclusion

            The research faces three difficulties. First is the conduct and the administration of the survey and the cooperation of the school administrator, teachers and the students. In order to solve this problem, coordination among the actors in this research shall be cleared. Moreover, letters shall be distributed to several schools so that in case, one school declines, there will always be fallback. Second, the documents needed for this research (grades, test scores, personal backgrounds of the students) may not be readily provided by the teachers. Thus, it will be cleared in the beginning before the agreement of their participation on the documents and records needed in the study. Finally, the confidentiality of the school’s name, the teachers, administrators and the students may be requested and waived by the participants. A letter signifying the nondisclosure of names as requested by the participants shall be provided.

References

Affleck, J.Q., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54, 339-348.

 

Autin, D. (1992). Segregated and second rate: Special education in New York. (Report No. NCERI-RR-92-4). Long Island, NY: National Center on Educational Restructuring and Inclusion. (ERIC Document Reproduction Service No. ED 357 573)

 

Carran, D., Rock, E. and Rosenberg, M. (1994) Variables affecting the reintegration rate of students with serious emotional disturbance. Exceptional Children, Vol. 61.

 

Cullinan, D., & Epstein, M. H. (1990). Academic and related functioning of mainstreamed and nonmainstreamed seriously emotionally disturbed students. Severe Behavior Disorders Monograph, 13, 80-89.

 

Danielson, E.C., & Bellamy, T. (1989). How we might achieve the radical reform of special education. Exceptional Children ,60, 441-450.

 

Downing, J. A., Simpson, R. L., and Myles, B. S. (1990). Regular and special educator perceptions of nonacademic skills needed by mainstreamed students with behavioral disorders and learning disabilities. Behavioral Disorders, 15(4), 217-226.

 

Gartner, A., & Lipsky, D.K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57(4), 367-395.

 

Karagiannis, A., Stainback, W., & Stainback, S. (1996). Inclusion: A guide for educators. Baltimore: Paul H. Brookes Publishing Company.

 

Logan, K., Fiaz, E., Piperno, M., Rankin, D., MacFarland, A.,& Benjamin, K. (1994). How inclusion built a community of learners. Educational Leadership, 52(4), 42-44.

  Murphy, D.M. (1996). Implications of inclusion for general and special education. The Elementary School Journal, 96(5), 469-480.

 

Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53(5), 391-398.

 

Schneider, B., & Byrne, B. M. (1984). Predictors of successful transition from self-contained special education to regular class settings. Psychology in the Schools, 21, 375-380.

 

Schnorr, R. (1990). Peter? He comes and goes....First graders perspectives on a part time mainstream student. Journal of the Association for Persons with Severe Handicaps, 15(4),231-240.

 

SPSS, Inc. (1988). SPSSX Version 3.1)

 

Stainback, S., & Stainback, W. (1992). Curriculum considerations for inclusive classrooms: Facilitating learning for all students. Baltimore: Paul H. Brookes Publishing Company.

 

Taylor, P. (1992). Community. In E. Keeler & E. Lloyd (Eds.), Keywords in evolutionary biology (pp. 52-53). Cambridge, MA: Harvard University Press.

 

Torgeson, S. (1982). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Journal of the Association for Persons with Severe Handicaps, 13, 41-53.

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Broad review and analysis of the field of leadership with application to business and other organizations

Power is the potential ability to influence behavior, to change the course of events, to overcome resistance and to get people to do things they would not other wise do. It is the ability or official capacity to exercise control or authority over a person, group, or nation. (1997) Power exists on all levels of life from the household to the government of a country. In some way we all have someone who can influence our behavior or our decisions. Power is vested in us by the dependence of others by how much they need what we control and by how few alternatives there are.

Leading people effectively is a tremendous challenge, a rest opportunity, and a serious responsibility. For our organizations to be effective and for our society to function successfully, we must be able to select the right leaders and help them succeed. Because the processes of leading others to achieve organizational goals are applicable in any institutional setting, this book presents a broad review and analysis of the field of leadership with application to business and other organizations. (Nahavandi 2003)

 

1. The sources of power that the CEO must have at her disposal

The power to reward- A reward is not purely financial. While the absence of money is indeed a problem its presence is not necessarily a motivator. Nonetheless, reward of both financial and non-financial benefits is one of the keys to power and leadership.

The Power to Punish- Punishment or providing penalties, is one of the most tangible and feared positions of leadership power. However, this power base is best used with a soft glove if the end objective is to help people to become more productive and to respect their leadership. The power to punish is best used lightly, tangentially, and infrequently.

The power of position- Hierarchical position has traditionally been the most important source of power and is increasingly becoming the least important, although it is still not to be ignored. It comes with title or position such as a police officer, teacher or CEO. Authority is given to an individual by an organization to influence the department or persons that the direct authority must govern. People have been socialized to accept the power system of boss and subordinate. The power that is inherent in any position is power vested by the majority.

The power of expertise- A person has expert power when he or she has special information or expertise that the organization values. This type of power can come from extensive background and education or an area where an individual displays extremely proficient skills. Expert power can be very beneficial to a manager. Of all the bases of power, expertise is most consistently associated with subordinate effectiveness.

Referent Power- Exists when the power holder is well liked by others. In this sense, charismatic leaders will have referent power. This type power is interesting in the way that the followers are easily influenced due to the genuine respect they hold for their leader. The leader who is popular and well liked is more apt to gain favorable response without the use of power or coercion. Networking in the workplace can be extremely beneficial for this type of individual, since he or she can form a basis for calling in favors in time of need.

2. Such powers above can be use to avoid certain operational, administrative and ethical problems if it is followed thoroughly without any negative connotations and biases. There should be an ample time in achieving these powers and it should be exercise effectively. A needed assessment as well as appraisals of such matter is vividly important in order to see changes in such context only if needed. These sources of power must be considered at all times to attain peace and unity in a certain workplace. It should be open to clarifications in case employees will ask some delicate matters involving such effectiveness of the sources being specified.

 

Three specific business problems that can be addressed through the use of “influence tactics”

      Financial Turn Around

It is essential that any company experiencing any financial stress acts quickly to stop such financial bleeding and plans to improve such internal efficiency and such ability to generate revenue. The influence tactic behind this problem is the overlapping of such expenses within the limited context and variations of such. The source of power of this kind would be the power of position because such financial problems could be in question directed to those authorities in higher position or level.

      Unhealthy Competition

Competition in industries that deal with scarce resources can stimulate unethical behavior. In highly competitive industries, there is a temptation to engage in price fixing. Also, in industries with no competition there could be temptation to engage in unethical behavior. Such influence tactic of this could be the rapid event of favoritism between the employees involved. The source of power could be the power to reward as well as the power to punish misleading actions and undesirable behavior.

      Work Conflicts and Miscommunication

This could be a major problem in business organizations because the occurrence of such truth could greatly affect the effectiveness of a particular worker in terms of his performance and level of accuracy during working hours. Spreading of rumors and gossips could be a valid tactic that accounts this type of problems at hand. The source of power could be the referent power.

Moreover, such tactics will definitely address the problem of the above data because it is a part of the real scenario in every business structure and has been a visible pattern within.

Contrasting these specific ethical dilemmas in business, there are also common themes that run through the ethical issues which managers face. An interview survey conducted on a diverse group of managers discovered seven themes that define their moral standards for decision making. They are:

      Honest communication

      Fair treatment

       Special consideration

      Fair competition

      Responsibility to organization

      Corporate social responsibility

      Respect for law

 

References:

Nahavandi A (2003) “The Art Science and Leadership”, Upper Saddle River New Jersey Prentice Hall

Green N (1997) “Creating an Ethical Workplace" Employment Relations Today vol. 24 pp. 33-44.

Krohe James Jr. (May 1997) "The Big Business of Business Ethics" Across the Board v. 34 p. 23.

Weiss, A “New Leadership for the New Millennium”. 

 

 

 

 

 

 

 

 

A Straight Arrow ESA Lesson Plan

A lesson plan is an outline of work or activities that the teacher does together with his students during a period (Begum 2004). It serves as a framework or guidelines that direct the teacher on what to do inside the classroom and how to effectively teach the students in an orderly manner. Teachers make lesson plans to have guidelines and improve teaching efficiency (Litzinger, 2002). The style of preparing a lesson plan and the in-depth of a lesson plan depend on the experience and familiarity of the teacher on the subject and on the objectives he wants to achieve. Some have the conception that only inexperienced teachers prepare lesson plan but in reality, even those well-experienced teachers need lesson plan to be able to incorporate new teaching strategies and activities in the classroom. For example, the focus of English Education has changed from teaching mostly grammar to the development of skills in reading, writing, listening and speaking. Therefore, even an experienced English Education teacher needs a lesson plan or guidelines for the effective teaching of “Communicative English” in the classroom (Begum, 2004).

Moreover, lesson planning is important to ensure that important details have not been overlooked and because lesson plan provides a disciplined and structured way to think about the art of teaching (Parks, 1994). Planning also gives the teacher a chance to predict the possible problems in the class and think about ways to deal with them, making a teacher feel more confident in the classroom (Robertson, 2000).

 

A Straight Arrow ESA Lesson Plan

Subject: Grammar - Present Perfect Simple Tense

Objectives: For the students to be able to understand the use of present perfect simple tense, to construct a grammatically correct sentence using present perfect simple tense and to appropriately use it in describing experiences and past events.  

Personal Aims: To improve the teacher’s effectiveness in teaching using pictures

Context: Biography- describing past own experiences

Expected Number of Students: 12

Teaching Aids: pictures of different famous places e.g. Great Wall of China, Eiffel Tower, etc; different activities such as bungee jumping, Skiing; and pictures of exotic foods e.g. snake, frogs, alligator

Anticipated Problems for Students: Proper construction of sentence in describing their experiences

Solutions: The teacher will give first his past experiences, giving emphasis on how he constructed his sentence.

Anticipated Problems for Teacher: Getting students think of their past experiences right away.

Solution: showing pictures that may help in recalling their past experiences

Procedure:

Engage: presenting of pictures of different places and asking the students if they have even been in that place. If not ask them what place they have been, what activities they have done or what particular food they have eaten that have not eaten by most people.

Study: As they answer the questions on what places they have been or what exotic food they have eaten, the teacher will write the answers on the board to show how to construct the sentence in describing actions that happened in the past, highlighting the use of ever and never which are usually use in present perfect simple sentences.

Activate: The students are grouped into three; each group is assigned to make a story out of the past experiences of each of them. After the story was composed, a representative of each group will read it in front of the class.

 

A Patchwork ESA Lesson Plan

Subject: Grammar – Use of Might and May

Objectives: For the students to be able to understand the use of might and may as expression of possibility and to improve their logical reasoning.

Personal Aims: To improve the teacher’s effectiveness in teaching using pictures

Context: presentation of students plans for their future (e.g. I might take up medicine course if I would pass the entrance exam.)

Expected Number of Students: 12

Teaching Aids: board and pens, pictures of different situations

Anticipated Problems for Students:  Proper construction of sentence in describing predicting possibilities

Solutions: The teacher will give first an example, giving emphasis on how he constructed his sentence.

Anticipated Problems for Teacher: Getting students think of their future plans and how possible the plans will happen

Solution: allowing the students realize what they want to become someday and the things that must be done first before the actuation of the plan

Procedure:

Engage: Asking the students what they want to be in the near future, or what they might be doing five years from now.

Study: As they answer the questions about students’ plans or dreams, the teacher will write the answer on the board highlighting the common words the students often mentioned.

Engage: show the students some pictures of different situations like a woman swimming in the beach, children playing in the rain, a dark cloudy sky, etc. ask them what might happen or what might be next situation after the picture.

The students are also asked what they will do on the coming weekends, or the coming days and the things that may prevent them in doing the things they planned to do.

Activate: The students are grouped into three; each group is given different pictures or situations. They will predict of what they think will happen next after a given situation and explain in the class why do they think that will happen. There will be a little debate between each group for the other group might contrast the prediction of another group.

References:

Begum, Taslima (2004), Good Lesson Planning Ensure Good Education

            The New Nation, Bangladesh’s Independent New Source, July

Litzinger (2002) A Guide to Preparing a Lesson Plan

            Online date retrieved: April 24, 2006

<http://www.personal.psu.edu/staff/m/9/m9l/kines105/Word_HTML_documents/Preparing_a_Lesson_Plan.htm>

Parks, Michael (1994) The Art Teacher’s Desktop Reference, Prentice Hall

Robertson, Callum (2000) Action Plan for Teachers, British Broadcasting

Siu-Fung Ceramics Case Study

Siu-Fung Ceramics Case Study

Introduction

            Nowadays, core values and beliefs of different sectors in the society are being challenged and questioned.  Different institutions such as government, economic, philanthropic and even religious institutions are facing inconsiderate and often justified scrutiny for fraudulent and abusive behaviors resulting to tremendous losses, financially and psychologically, for many innocent people.  As leaders try to chart the direction for their organizations, they can not help but face these underlying concerns about their business.

            More often than not, leaders plunge into a long-term strategic planning process without first deliberating on certain fundamental questions related to beliefs and values.  These questions are often about the core ideology, values, purpose, envisioned future, vision statement and vivid description of what the business would look like.  Reaching a common understanding about the inherent beliefs in the organization provides a platform for further explorations on the norms of behavior that help define the organization’s culture.  This exploration can also help reveal the impact that the development in the organization with the help of performance indicators. 

This paper is an attempt to understand business performance management in relation with the performance of Sui-Fung Ceramics.  The paper will also look approaches, motivation and dysfunctional behavior of the administrators.

 

Discussions

The concept of management in a business can be described as a structured approach to individual, team, organisation and society transitions that move the target from a current state to a desired state (Jones, J. Aguirre, D. & Calderone M. 2008). If we are about to compare the nature of business in previous years to the current era i.e. 21st century, businesses are becoming more turbulent and that is due to the increasing competition, innovation and technological advancement in market. With this regard, management of business should be carefully observed and evaluated by business leaders. Business management in any firm is not only about assessment of the business processes and its advancement in terms of technology but it is also a process for managing its financial performance. It is the integration and adaptation of a new business model into an organisation to transform the organisational relationships with all its constituents (Jones, J. Aguirre, D. & Calderone M. 2008).  Therefore, it is important that the managers/CEOs asses not only their business procedures but also the current condition of their financial status in order to identify the changes that the organisation needs and not only the business advantage of the company.

            With regards to the development of Sui-Fung Ceramics, it can’t be denied that the organization created expressive progress at the start-up of the business.  For their first three years of operation after going to public, the company surpasses other businesses within the industry in terms of development. Actually, in this period, the company’s IPO was oversubscribed 37 times. The leadership of Lee for these years created Sui-Fung Ceramics as leading company in market. However, despite of this expressive performance of Sui-Fung Ceramics, the company suffers from loss of profit starting in year 1996 and then in year 2001, Lee declared bankruptcy. Hence, the principal purpose of this paper is to analyse whether the management approach of Lee adheres to the achievement of organisational goals.

There are several factors that contribute to the bankruptcy of Sui-Fung Ceramics and these are mismanagement, business expansion problems and Lee’s actions regarding illicit trading of shares. However, the outstanding profitability performance of a growing number of firms like Sui-Fung is not accidental—these firms profit because they have built world-class management systems. This does not mean that there is anything mechanical or bureaucratic in the way they operate. Quite the opposite; these firms shape their processes and methods so that they work together for high performance. These firms perform well because they are designed to grow in profit, size and management capability. Their CEOs focus on the behaviours, strategies, processes and measures that must work together as a system to find and satisfy customers.

            If we reviewed the business performance of Lee at the start-up of Sui-Fung Ceramics, there are many factors that can be considered to increase organisational performance in achieving organisation goals, and some experts are considering the concept of performance management. It cannot be denied that the only constant in this world is change, many people especially those in the business arena find themselves normally adapting. In this manner, no business is exempted with these changes.  This is because change can bring about so much improvement in certain aspects. In many ways, change can make work easier, pave the way for future innovations or generally improve people’s lives. Similarly, change has been adopted by various work organisations for varied reasons. Known as change management, companies and businesses are integrating change into their work strategies so as to be competitive and more efficient.

            Due to the problems and the target growth that have been distinguished by most companies due to stiff competition in the business market, some of CEOs or managers which is in our case is Lee’s responsibility to decide to create a plan in relation to change of management. He may employ change management for facilities, maintenance unit, manufacturing process and human resource management. Or try to utilise change management process in order to enhance their target market to satisfy their clients.

            Actually, the leadership skills of Lee is important to Sui-Fung. The title of being chief executive officer (CEO) or manager can be utilised by any individual however possessing the title does not automatically makes a person a leader in a true sense. According to Haddock and Manning (1995) being a true leader which is vital in managerial task must be obtained through inspiring and motivating people to give their best and a successful leader commits himself to organisation or group and nurtures the same kind of commitment to its members. In addition, according to Haddock and Manning, a successful manager with good leadership in his heart has the following traits:

Ø  Knows her job and her field thoroughly.

Ø  Stays on top of current development, trends, and theories.

Ø  Knows her people, including their strengths, weaknesses, hopes, and goals.

Ø  Shares a vision of service, excellence, ethics, and achievement with others.

Ø  Demonstrates by her words and actions strengths of character and integrity.

From these traits presented by Haddock and Manning (1995), any mangers or CEO and not only Lee should carefully evaluate his/herself and made the possible changes to become a successful CEO in their companies.

            Apparently, the financial and expanding issues of the company directly hit their business operation.  The financial report of 1997 and 1998 justified that the company financial performance declined at the start of 1996.  Actually, the problem arises in Sui-Fung Ceramics was not only due to illicit transaction done by Lee but also due to over expectations of growth.  The company focused on expansion in which their acquisitions of three German ceramics manufacturing companies lead them to loose their business. In accordance to the poor performance of these three German ceramics manufacturing companies, it created a net loss of $223m for the year ended December 31, 1997.  Because of these performances other investors pulled out their shares and the Stock Exchange delisted SF, closing another chapter in the history of one of Hong Kong’s biggest corporate failures.

With regards to the use of power to provide socially responsible activities as part management in every business industry, the firms’ competitive advantage should be considered which is not present in Sui-Fung Ceramics. The competitive business environment within particularistic industries intensifies the need of business organisations to diversify the business procedures which considers socially responsible activities of the company recognising the importance of the conglomeration of assets, skills, and capabilities of the available resources that the company has in order to be successful. All these will be realised through the intervention of the corporate parent organisation to increase the value of its subsidiary businesses in the market environment (Jayne & Dipboye, 2004).  In this light, owners of big business organisations operating in a competitive business environment should be in constant look out with its competitors and the overall status and events in the industry. Taking advantage of the opportunities and intensifying the strengths while minimising the risks and weaknesses of a business firm greatly helps in predicting the success in business enterprise (Goshal, 1997).

Similarly, one of the core characteristics of a successful organisation is focus. Since the business environments are fast becoming more and more complex added to the fact that it changes rapidly and dynamically, businesses need to concentrate on a few key elements that are most important to their organisations survival. Thus, it is not surprising the critical success factors keep the organisations from straying too far with external issues not relevant to their company’s success. Critical success factors (CSFs) in business, are the limited number of areas in which results, if they are satisfactory can ensure that successful competitive advantage for the company (Thierauf, 2001). Determining these factors is an old concept in business because there were great leaders throughout history who have identified and addressed key factors to achieve their successes. There is no one definition of CSF but it is considered that these are the areas which the company needs to concentrate on to flourish. Therefore, the activities should be carefully monitored and guided by the management.

Chung (1987) defined critical success factors as managerial factors that create a competitive edge for a company in its respective industry. There is no specific process in identifying and executing critical success factors in strategic management planning. This is the reason why Thierauf (2001) asserts that different companies which have similar structure can conduct its market entry forming different strategies which lead to the development of various critical factors. As the primary means for an organisation to achieve its strategy, critical success factors must take into account the differences in the environment and organisation that exists.

 

Synthesis

The results of the analysis carried out on financial and business expansion indicated very significant effects on business sustainability, even amidst the threats of unrest. The review of financial capabilities and resources towards business sustainability of Sui-Fung Ceramics revealed very little inconsistencies regarding its strategies. This is coherent with its traditional inside-out approach. However, the need to reconcile both the inside-out and outside-in approaches becomes imperative now for their development.

From the previous discussion, a number of conclusions can be drawn:

Ø  In an age where the financial system has become simultaneously more complex and more accessible to the unsophisticated investor, it is essential that the challenge of effective corporate governance is addressed.

Ø  Harmful incentive structures, conflicts of interests, and the absence of transparency seem to be key issues in addressing shortcomings in current corporate governance arrangements of Sui-Fung Ceramics. In addition, the interests of minority shareholders have to be protected as larger investors may abuse their power. These problems can effectively be addressed by the use of forensic audits after major bankruptcies or suspected accounting frauds, by encouraging whistleblowers, by fostering of a process of diluting ancillary links between audit firms and their audit clients as well as between investment analysts and their clients. Greater transparency in the process of credit rating by the relevant agencies is also required. Other suggestions for reform include measures to tackle concentration in the provision of audit services, perhaps by lowering entry barriers.

 

Moreover, it can be said that Sui-Fung Ceramics is a company whose financial situation of their first 10 years of operation is stable and highly likely to improve in the years to follow. However, due to irregularities of Lee’s transaction regarding their shares, the company suffers from downturn. Actually, in order for a company to sustain their development, they should regularly assess the value of their portfolio of its business. They have to be positioned on fast-growing opportunities, whether geographically or by market segment through choosing to invest in businesses with long-term tail-wind profiles. The comparison of the 1997 and 1998 financial reports of Sui-Fung helped in bringing out pertinent bits of information which led to the conclusion that mismanagement, leadership behaviour of CEO and business expansion adds value and contributes significantly to the progress and failures of the firm as a whole.

 

References:

 

Chung, KH (1987) Management: Critical success factors, Allyn & Bacon, Boston, MA.

 

Ghoshal, S (1987) “Global Strategy: An Organising Framework”, Strategic Management Journal, 8, 425-40.

 

Haddock, P & Manning. M (1995) Leadership Skills for Women, Thomson Crisp Learning.

 

Jayne, MEA & Dipboye, RL (2004) “Leveraging Diversity to Improve Business Performance: Research Findings and recommendations for organisations”, Human Resources Management, 43(4), 409-424.

 

Jones, J Aguirre, D & Calderone M (2008) 10 Principles of Change Management. Retrieved September 19, 2008  from <http://www.strategy-business.com/resilience/rr00006>

 

Thierauf, RJ (2001) Effective business intelligence systems, Quorum Books, Westport, CT.