The Importance Of Being An Early Childhood / Special...

Being an early childhood/special education major, I decided to observe during my field experience hours in a preschool class at Prairie Children Preschool, in Aurora. In this classroom, I observed a blended classroom, with ten out of fifteen children having IEPs. Thus far, I have visited three times and have completed a total of nine hours in the classroom. One opportunity I have in my placement is to be able to observe in the classroom on Fridays, during which only students enrolled in the Preschool for all program. Through my field experience I was able to observe Ms. Vanessa Seppa in the blended classroom. I have observed her work with children towards goals that have been set. Only having experience in early education made me curious as to the difference from preschool to the upper grades. One of my relatives was a substitute in a special education class and connected me to Vanessa Villalobos, who is a special education teacher in middle school. I decided to interview Mrs. Seppa first because I wanted to be able to have a basis for the questions that I would ask Ms. Villalobos, who teaches in a sixth grade special education class. I noticed after reviewing and comparing responses from both teachers how much of a difference there was not only in the grade, but also the teacher. My first question was asking if they always wanted to be in the area of Special Education. I asked this because I knew I did not always see myself as a potential special educationShow MoreRelatedEarly Childhood Issues Of The 21st Century1152 Words   |  5 PagesPart 1: â€Å"Early Childhood Issues of the 21st Century† Revision The issue that I have selected focuses on the importance of children and youth receiving early intervention, special education, and other related services under Individuals with Disabilities Education Act (IDEA) Part B. IDEA includes 14 specific categories under which children may be found eligible for early intervention, special education, and related services. Those 14 specific categories include the following: (1) autism, (2) deaf-blindnessRead MoreImportance of Play1008 Words   |  5 Pages The Importance of Play ECE 430 Early Childhood Education Capstone Prof. Sublette Jennifer Bentley November 28, 2011 The Importance of Play Play is one aspect that is common in every child’s life. The importance of play for children is huge. It is so much more than a recreational activity for them. Play is essential for children; it contributes to healthy child development cognitively, socially, and physically (McFadden, 2010). Because of this, it is vital for parents, caregivers, and educatorsRead MoreChildren s Academic And Social Competencies1549 Words   |  7 Pageshigh-quality federally funded early childhood education programs, such as Early Head Start and Race to the Top Early Learning Challenge can eliminate paying a heavier price later through taxpayer burdens in special education and increased criminal justice expenditures. High-quality federally funded early childhood education programs have a positive effect on families and communities, and set children on a constructive educational path in the first years of their formal K-12 education and hopefully beyondRead MoreCritical Reflection1285 Words   |  4 Pagesresearch in this area. Task: Students are to critically reflect on the professional responsibilities of managers and leaders in early childhood education and care. In this task, students are to identify and critically reflect on one current professional issue, linked to either 1) early childhood management, 2) early childhood leadership, or 3) advocacy in early childhood. The reflection needs to take into consideration current literature, topics raised in class, or gained from student s placementRead MoreThe Benefits of Early Childhood Education1201 Words   |  5 PagesBenefits of Early Childhood Education The writer of Proverbs 22:6 wrote: â€Å"Train a child in the way he should go, and when he is old he will not turn from it†. Early Education has benefits that can follow well into adult hood. Early childhood education is the organized practice of educating those who are in early childhood. According to the NAEYC (National Association for the Education of Young Children), early childhood spans the human life from birth to age eight (Early Childhood Education,  para.Read MoreEarly Childhood Education And Development853 Words   |  4 PagesDuring this class, we have discussed many topics from the importance of Early Childhood Education, through all of the developmental stages and into the roots of behavioral issues. I’d have to say out of all the topics, the importance of Early Childhood Education and how children develop and learn from week 2 is what has stuck out the most to me. I have even found myself explaining the importance to friends, with information I have l earned from this course. For example, in a recent conversationRead MoreDescribe The Child Care Center1227 Words   |  5 Pagesclassrooms are open door and to all who wish to visit, with permission of course. All teachers, supporting staff, and leadership personnel not only all have child care experience, but are required to have, at the lowest, an associate’s degree in Early Childhood as well. Mission Statement: To give security, comfort, and an overall positive educational experience that enriches self-discovery, creativity, and understanding. Child Care Center Goals and Objectives: To begin positive, creative learning inRead MoreThe First Few Years Of Young Children’S Lives Are Very1094 Words   |  5 Pagesplays an active role in children’s early childhood development and has a genuine desire to help them learn, grow and succeed in their education. These are just a few roles that early childhood educators play in the field of early childhood education, working with young children in their early childhood years of life. The requirements for becoming a teacher vary from state to state. In New York State, teachers must receive an undergraduate college education and obtain a degree from an accreditedRead MoreCurriculum Model : Montessori Method Essay1306 Words   |  6 Pagesunderprivileged children, but found the principles and methodologies she was experimenting with to be applicable to all children. She had an impact on the field of education which is still felt today. Montessori schools are looked at as a viable alternative to traditional educational settings, and many practices which seem common to early childhood education today are a result of her contributions, which at the time were viewed as quite revolutionary. MAJOR ELEMENTS The Whole Child Approach The MontessoriRead MoreReflections on a Graduate Program1349 Words   |  5 Pagesis the time for me to discuss the components of the program that have been of particular value to me, and why such program components have been of value. I appreciated learning about different teaching methodologies and perspectives regarding education. I found that learning about constructivism and objectivism quite valuable. I always knew that there were philosophical concepts that supported specific teaching methods, but I only had a superficial understanding of such ideas. Learning in greater

The Importance of Corporate Social Responsibility Free Essays

Corporate Social Responsibility Being a company that prospers is very much different than a company that is consistently following a guided work ethic while making revenue. Companies these days may participate in under the table schemes or anything to make that extra buck. Very a few industries willingly follow corporate social responsibility. We will write a custom essay sample on The Importance of Corporate Social Responsibility or any similar topic only for you Order Now Corporate social responsibility (which will now be referred to as CSR) is a business firm’s intention, beyond its legal and economic obligations, to do the right things and act in ways that are good for society. Dell Inc. is a showcase example of companies that oblige by CSR. Not only do they willingly do right by others, they were named Newsweek’s 2010 Greenest Company in America. Almost everything they use from building to shipping is completely recyclable. They ship and package everything in material made out of bamboo called â€Å"mushroom packaging. † This sort of packaging is very durable and has the density to protect any heavy items in need of shipping. Mushroom packaging is very unique in the sense that it is grown and not manmade. Not only are they environment friendly in their use of the highly compostable mushroom packaging, they also give back. Dell knows how important it is to donate to charity and they want to create a relationship with whom they are donating money to. As stated in the article, â€Å"Trisa Thompson, VP of Corporate Responsibility, offered that making a determination about which charitable, non-profit organizations to work with internationally must be undertaken with great care†¦.. ‘These are long-term relationships, not short-term, and need to be entered into carefully and with sufficient due diligence. ’† Dell likes to donate 1% of all pre-tax revenue to charities that support children and education. This company truly understands what it means to be successful. Rather than classifying successful as a company that earns substantial net income, they also put emphasis on using their power and money into making the world a better place. CSR is something every single company should take interest in but some CEO’s just don’t care for lack of a better word. They want to keep every penny for themselves. Cited Source 1) http://businessexecution. wordpress. com/2011/09/06/dell-issues-2011-corporate-social-responsibility-report/ How to cite The Importance of Corporate Social Responsibility, Papers

Implementation of Statutory Body towards TVET Institutions -Sample

Question: Discuss about the Implementation of Statutory Body towards TVET Institutions. Answer: Introduction TVET or Technical and Vocational Education in Malaysia is considered to be one of the pivotal institutions that help to supply the workforce within the country. They provide all types of technical training to the students of the country and offers positions for creating new jobs within the country. The practical and real working atmosphere needs skillful people who can provide the best work with expertise. The types of training that has been incorporated within the institution for the professional working field are the formal, non-formal and informal kind of training. Many types of training and education have been provided in TVET over the years. They are apprenticeship training, vocational education, technical education, technicalvocational education, occupational education, professional and vocational education and many others. The rate of unemployment is very low at the country currently and the scenario is almost 28% of the people work in other countries for their occupation. The re are high possibilities that work shortage may affect the growth and achievements of the country in future. The polytechnic colleges have been operated in Malaysia over 40 years and this has been one of the incredible sources of workforce supply in the country. This focuses on finding the various strengths, weaknesses, opportunities, threats, challenges and issues and the recommendations for them to do well. Background of the company TVET is an institution that can be considered as one of the pioneering institutions in vocational education ("Tvet Institute", 2017). This institution is linked with the many programmers, professionals and technicians who supply best professionals for the industry. They collaborate with the Ministry of Labor and Industry in Malaysia. These programmers and the technical personnel help to improve the condition of the labor market that is running short of the proper workforce (Smilowitz, Nowak, Jiang, 2013). They help to promote the student programmers at the Polytechnic of secondary education support. They have some other works as well like the developing a proper mechanism for converging the ministries that offer programmers, different private institutions and the vocational education centers. They also improve the training of the teachers in the country, program development, and ensuring high quality professional training and maintaining a competent curriculum for the students (Hanu shek et al., 2017). The programmers and the teachers have some specific skills that give a great advantage for the students. The modules those are included in the curriculum of the institution are linked with active industry participations (Gallie et al., 2012). There are some things that need improvement within the institution. These things are regional actions in development of skills within the country. Some other fields needing to be improved are the performance monitoring, performance based funding, institutional autonomy, capacity building and strategic planning (Smith, 2013). Some significant differences have been noticed in the unit costs and internal efficiency of the institution as well. The funding criteria of TVET institutions need to apply proper economic criteria. The areas that need a proper development and regular monitoring for betterment are the employability of the graduate vocal educational students, the efficiency of both the academic and administrative staff has to be improved. They also tend to face some insufficient financial resources in the technological fields. The quality control of the institution must be strengthened (Sallis, 2014). Scenario of the country Malaysia The supply and demand measures in most of the countries are very much in a critical condition (Burkhard et al., 2012). There is a huge gap in those two metrics of economy. So, apparently there is a huge need to bridge the gap. Therefore, the only way to resolve this problem is to increase the workforce of the country. This needs a huge leap in terms of managing skillful workers in technical industry. The aim of the Malaysian government is to utilize TVET as the main source to gain more skillful and eligible human resources at their disposal who can contribute to the growth of the country in economical matters. They also want the Malaysian economy to be considered as one of the high income countries. One of the main sources to decrease the rate of poverty in a country is to improve its economy. The use of technology for innovation and adapting to globalization is one of the main reasons why a country gets higher incomes. The vocational training system has to be improved quite a lot th an what is at present (Biavaschi et al., 2012). The supply of skilled and capable workers should be on the high always so that it can ensure the best economical growth for the country. The Malaysian government should try to improve and increase the rate of the capable human resources a lot within 2020. The main sectors on target are the health, education, tourism, urban development, tourism and retail. These industries need a lot of skilled human resources to do their work properly. The needs and demands have to be met but the infrastructure and the lack of the human resources have stunted this growth rate (Snell, Morris Bohlander, 2015). SWOT Analysis An analysis on the various aspects of strengths, weaknesses, opportunities and threats should be conducted to view the major needs of the time and what are the problems that the company is facing in the recent times. These weaknesses will provide a gateway for recommending certain ways in which the institution can improve its working capacities (Hollensen, 2015). Strengths The TVET curriculum has to be strengthened in order to make the quality of the students better so that they can prove to be successful in the professional world. The demand of the industry is growing day by day so under the eleventh plan, the curriculum has to be strengthened so that it can produce better students with a better quality to meet the demands of the industry (Zhao Rauner, 2014). The more focus will be given on the critical thinking among the students as the matter of self-reliance among the students will be given special attraction. There will be real world situations provided in the curriculum so that the students can be accustomed to the actual working environment that will help them to sustain in the workplace better. The government is trying very hard to increase the human resources in TVET but the take up rate is not up to the mark. While the rate of enrolling in the OECD countries for higher level vocational education is around 44%. Malaysia has lagged behind with just 10% enrolment (Busemeyer, 2012). The action plans to strengthen the situation with highly skilled workers to increase the production rate, skill oriented programs are taking place arranged by the government. The unskilled workforces are sent for re-training and the trainers are kept updated with the recent changes (Mourshed, Farrell Barton, 2012). TVET has been recognized as a national priority by the government and many positive steps have been taken to resolve the burning issues related in quick time. The global market is very much competitive and there are high needs for improving the workforce according to its skills. The economic growth of the country has to be sustained and further developed in order to be one of the highest income countries. The Ministry of Higher Education (MOHE) has launched the National Higher Education Blueprint for 2015 to 2025 that will cater to grow more skilled and competent workforce within the country by giving more power to TVET. Weaknesses The weaknesses of the TVET institution are:- The present curriculum of the TVET institutions is unable to meet the requirements of the labor industry at the present time. The industry input in the curriculum has created a sort of gap in what is required by the industry and what is provided to the TVET graduates. The competitive working environment needs graduates who are ready to join the industry and contribute to the welfare of the countrys economy. The situation is on the contrary. The graduates are talented but their training is not up to date as per the requirements of the industry. They are not multi-skilled as well. This works as a barrier to engage them in the working environment. The TVET diploma graduates who are accredited by the Department of Skills Development (DSD), do not get the proper chance to fair in the higher education programs as the more emphasis is on the practical components within Malaysia (Lussier Achua, 2015). They cannot study at a higher level in the Institute of Higher Education in the degree level. The TVET graduates who are accredited by MQA are able to access the higher education provided by IHE because of their curriculum that is based on the academic fields. This inequality has led confusions in TVET (Lussier Achua, 2015). There is a lack of good and competent teachers in the institution who can motivate the students. The key tools for the proper development of TVET are absent in a large degree. The cooperation between the public and private sector is very low. There are no such institutions that can effectively communicate between TVET and labor market (Cuat Melitz, 2012). Opportunities There are certain opportunities that can help to redesign TVET and place it at the top of the human resources supplier for the labor market industry within the country. These opportunities are:- The international and regional concerns have to be sorted out so that new doors will open for this organization to improve in various ways. Technological and technical support can be sorted from the developed countries in Asia and other continents. This will help to redesign the infrastructure of the organization. Threats The threats to the proper sustenance of TVET institute are:- The budget for education is not adequate as set by the government. The basic education and the higher education budgets are not properly allocated as well. There are certain problems in the TVET connection for the development of the nation and the regional areas as well. There are many conflicts of the skills of the workers, graduates and other people within the organization. Another impending threat on TVET is the competencies of the workers of the East African countries. Issues and Challenges The issues and challenges that TVET Malaysia are facing at the current time are:- The teachers and the trainers have failed in their competency based works. There is a lack of quality in the teachers and trainers. The quality monitoring is not adequate and the industry involvement in Malaysia is not sufficient as well. The quality assurance is low on the basis of the mechanisms. There is a huge mismatch in the kind of training given and the kind of jobs that are available. Higher education is greatly affected because themanagement is not that much responsible on the whole (Stephenson Yorke, 2013). The information is not as per the demands of the industry. There is an excessive influence of politics in Malaysia that affects the education system. The cost of the higher education is huge in the private institutions so most of the students cannot avail it (Clotfelter, 2014). Recommendations It can be recommended that Malaysian government can build a national quality system that will look after the entire facilities of the vocational training and education in the country (Conway, Mostashari Clancy, 2013). Very efficient funding systems should be created in order to match the public and private partnerships. The chief priorities have to be selected and certain steps have to be taken according to the matters. Effective training programs should be organized by the government and the national competition laws should be developed. These are the few ways in which the service of TVET can be improved. Conclusion This paper can be concluded in the manner that TVET is really an essential source for the supply of the human sources that will cater to the economic growth of the country. The strengths have to be utilized in order to make a proper growth of the economy and equally distributing the work facilities all over Malaysia. There are certain issues and challenges for the implementation of the plans of the government. It is not possible for the government alone to supervise all the works and implementing the plans. The higher education of the country has to be properly distributed between all the graduates and the education system has to be developed with proper matching between the curriculum and the industry demands. References Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M. J., Muravyev, A., Pieters, J., ... Zimmermann, K. F. (2012). Youth unemployment and vocational training. Burkhard, B., Kroll, F., Nedkov, S., Mller, F. (2012). Mapping ecosystem service supply, demand and budgets.Ecological Indicators,21, 17-29.e. Busemeyer, M. R. (2012). Inequality and the political economy of education: An analysis of individual preferences in OECD countries.Journal of European Social Policy,22(3), 219-240. Clotfelter, C. T. (2014).Buying the best: Cost escalation in elite higher education. Princeton University Press. Conway, P. H., Mostashari, F., Clancy, C. (2013). The future of quality measurement for improvement and accountability.Jama,309(21), 2215-2216. Cuat, A., Melitz, M. J. (2012). Volatility, labor market flexibility, and the pattern of comparative advantage.Journal of the European Economic Association,10(2), 225-254. Gallie, D., Zhou, Y., Felstead, A., Green, F. (2012). Teamwork, skill development and employee welfare.British Journal of Industrial Relations,50(1), 23-46. Hanushek, E. A., Schwerdt, G., Woessmann, L., Zhang, L. (2017). General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle.Journal of Human Resources,52(1), 48-87. Hollensen, S. (2015). Marketing management: A relationship approach. Pearson Education. Lussier, R. N., Achua, C. F. (2015).Leadership: Theory, application, skill development. Nelson Education. Mourshed, M., Farrell, D., Barton, D. (2012). Education to employment: Designing a system that works.McKinsey Center for Government,18, 1-7. Sallis, E. (2014).Total quality management in education. Routledge. Smilowitz, K., Nowak, M., Jiang, T. (2013).Workforce management in periodic delivery operations.Transportation Science,47(2), 214-230. Smith, R. D. (2013).Strategic planning for public relations. Routledg Snell, S. A., Morris, S. S., Bohlander, G. W. (2015).Managing human resources. Nelson Education. Stephenson, J., Yorke, M. (Eds.). (2013).Capability and quality in higher education. Routledge. Tvet Institute. (2017). Tvetcolleges.co.za. Retrieved 26 July 2017, from https://www.tvetcolleges.co.za/ Zhao, Z., Rauner, F. (Eds.). (2014).Areas of vocational education research. Springer Science Business Media.

The Council for Exceptional Children

The Council for Exceptional Children and Its Code of Ethics The Council for Exceptional Children or CEC is an international organization that strives to improve the education of children who have disabilities or specific talents (CEC unpaged).Advertising We will write a custom essay sample on The Council for Exceptional Children specifically for you for only $16.05 $11/page Learn More CEC promotes the adoption of governmental policies that can benefit such students; moreover, this organization facilitates professional development of teachers and helps them receive the resources that they may need. On the whole, CEC cooperates with different agencies such as schools, educational agencies, policy-makers, and so forth. The activities of this organization are useful for helping children with disabilities as well as their families. It should be noted that CEC has a code of ethics that governs the strategies of teachers who work with exceptional children. Firs t of all, one can speak about the commitment to improve the quality of education. These people must be constantly concerned with the welfare their students and their families. Secondly, this code of ethics stresses the integrity of these professionals, especially when they interact with students, their parents, colleagues, or people who agree to participate in their research studies (CEC unpaged). In other words, they should clearly explain the rationale for their decisions and discuss their advantages and disadvantages. It is possible to identify another important component of this code.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In particular, educators are obliged to develop their skills and expand their knowledge of instruction methods (CEC unpaged). It seems that this requirement is quite necessary because there are numerous studies that can potentially improve the experiences of learners. Thus, a teacher should be familiar with the findings of many researchers and their recommendations (CEC unpaged). So, there are several distinct elements of this code, namely commitment, continuous improvement of their professional skills, and integrity. My Vision of Special Education Overall, these principles are quite consistent with my views on special education. In my opinion, the purpose of special education is to make sure that children with disabilities can acquire knowledge and skills that can help them integrate themselves into society. Moreover, special education should help these students enter professional life without being disadvantaged in any way. These are the main goals that teachers should attain. This is why commitment to quality of education should a top priority for teachers. In my opinion, educators should focus on the development of curriculum for such learners. They should remember that students can differ dramatically in terms of their abilities, interests, or skills. Moreover, teacher should adopt instruction methods that are best suitable for the students who may have disabilities or disorders. It should be kept in mind that psychologists attempt to develop the most effective methods of instruction. Therefore, continuous improvement of instructional methods and techniques is obligatory for such special education professionals (CEC unpaged). Finally, these educators should remember that conventional assessment criteria are not applicable to learners with disabilities because they cannot always reach performance standards set for non-disabled learners. Provided that these requirements are not met, exceptional children are not likely to succeed in schools.Advertising We will write a custom essay sample on The Council for Exceptional Children specifically for you for only $16.05 $11/page Learn More Overall, my vision of special education was shaped mostly from my study of various books and articles related t o the work of special educators. Secondly, I was able to observe the work of some special educators. Their commitment and professionalism produced a long-lasting impression on me. This is one of the reasons why I chose this career path. Their example demonstrated to me that I could create value for other people. I think that my major task will be to promote the wellbeing of these learners and assist their parents. This is my main motive for becoming an educator. The Best Practices It is also important to speak about the best practices that special education professionals should adopt in their daily work. First of all, it is important to speak about the instruction methods that teachers should adopt when working with exceptional students. One of the strategies that can be applied is modification of the learning task (Pardeck 69). For example, teachers should quickly alternate the activities of students who have attention deficit disorder. Moreover, such learners should not be forced to do time-consuming tasks because these children may not be able to concentrate on these tasks. The second method that I will use is accommodation (Pardeck 69). For instance, children with hearing impairments should have access to audio or large print books. Overall, the task of teachers is to bridge the gap between non-disabled students and learners with special needs. Moreover, the use of instructional methods is critical for the educational attainment of these students.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, educators should focus on the environment that can facilitate learning and emotional growth of students with exceptional needs (Fromberg and Williams 333). Specific actions depend on the specific disability of a learner. A teacher should first pay attention to the spatial organization of learning. For example, a student, who has attention deficit hyperactivity disorder, should be visible to the teacher so that he/she could monitor the activities of a child; otherwise the learning of this student will not be productive. Moreover, it is important to remember about the learning materials that should be offered to his children (Fromberg and Williams 333). For example, students with visual impairments should have access to books with Braille script. Admittedly, teachers should provide some accommodations for such learners; however, children with exceptional need should not be separated from other students. They should be able to communicate with their peers; otherwise it ma y be difficult for them to socialize or develop emotional intelligence. Moreover, learning can be more productive when a person can exchange ideas with fellow-students. This is one of the main points that I can make. The practices of educators are closely connected to the assessment of students with disabilities or talents. First of all, educators should closely evaluate the needs of children; special attention should be paid to the learning environment, the most optimal instruction methods, or learning materials and resources that they need (Fromberg and Williams 333). Moreover, special education professionals should find ways of evaluating the performance of these learners. Teachers cannot always expect that the academic results will be similar to the results of non-disabled children. In this case, the most important criterion is the individual education plan or the IEP that describes the developmental tasks set for a student and his/her acquisition of knowledge. This document sho uld be the main guideline for teachers. Both instruction and assessment are important for the transition of children into adulthood. This transition can be successful, provided the initial assessment is objective and accurate because only in this way, teachers can identify the strengths and weaknesses of a learner (Pardeck 69). In contrast, appropriate instruction insures that a child with special needs can acquire knowledge and skills. Provided that teachers cope with these tasks, their students will be better prepared for professional life and interpersonal relations. Children with disabilities should know how to live independently because they will not be able to rely on the assistance of parents or teachers. This is one of the tasks that special education professionals should cope with. If I will work with children, who have special needs, I will certainly attach my importance to my professional development. In particular, I will regularly consult with my colleagues in order to discuss the best practices with them. I may also ask them for their advice if I will encounter any significant problems. Moreover, I will continuously study academic literature that is related to special education. It seems that the findings of other researchers can greatly improve my work. These are the main steps that I will take. Additionally, I will also have to represent a student with exceptional needs. For example, I can tell school administrators what kind of learning materials, resources, or technologies should be provided to the student. Secondly, I will closely cooperate with parents or legal guardians of the student. These people should know every detail of the IEP, the academic progress of their children, and the goals that learners can achieve. Finally, it is important to work closely with school personnel. For instance, school nurses who should instruct students on disabilities on how they can avoid injuries. These examples suggest that teachers should closely coopera te with other professionals who are responsible for the promotion of students’ welfare. Without this cooperation, the socialization and academic achievement of these students can be at risk. Strengths and Weaknesses In order to become a good teacher I should pay close attention to my strengths and weaknesses. First of all, I enjoy working with children and I am able to engage them into learning activities. In my opinion, I can design tasks that students can find interesting. This is one of my major strengths. Furthermore, I have had a chance of observing the work of special education professionals and I can adopt some of their practices. It seems that this knowledge can greatly assist me in my career as a teacher. However, I have to admit that there are several weaknesses that can prevent me from becoming a good teacher. Lack of confidence is one of these drawbacks. Sometimes it is difficult for me to cope with the feeling that my instruction methods may not be effective. At this point, my education has not been completed, and I will definitely try to attempt to improve my professional skills. In particular, I will study the best practices that special education professionals use, and attend workshops organized by experienced teachers. Finally, I hope that work experience and interaction with students can help me become a better teacher. Overall, I think that special education is of great importance to contemporary society, because they are many students, who have disabilities and special needs, and teachers should facilitate their socialization and professional life. In my view, children with exceptional needs should be offered more opportunities, especially if one is speaking about their vocational and family life. Finally, the problems related to special education policy-makers should attract attention of policy-makers and researchers. Works Cited Fromberg, Doris L. Williams. Encyclopedia of Early Childhood Education, New York: Routledge, 2012. Prin t. Pardeck, John. Children’s Rights: Policy And Practice, New York: Routledge, 2006. The Council for Exceptional Children. CEC Code of Ethics for Educators of Persons  with Exceptionalities. 4 Sep. 2011. Web. This essay on The Council for Exceptional Children was written and submitted by user Elisabeth Bruce to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Leadership Analysis Napoleon Essay Example

Leadership Analysis Napoleon Essay Example Leadership Analysis Napoleon Paper Leadership Analysis Napoleon Paper But one of the retreat leaders who have marked Europe and a large part of the world Is Napoleon Bonaparte. To understand the Impact he had on the modern world you just have to look around, mainly in France. All the typical architecture of Paris was designed by the Baron Houseman originated by Napoleon himself and the main evidence of his legacy is the Napoleonic code which is still a fundamental text of the French law. Concerning his code Napoleon said: My true glory is not to have won 40 battles Waterloo will erase the memory of so many victories. But Hat will live forever is y Call Code . This code has Is still enforced In a quarter of the worlds Jurisdiction Including Europe, the Americas and Africa. HIS story still fascinates many people all around the world. Description of Napoleon Napoleons Origins Napoleon Bonaparte was born In Ciao on August 1 5th minion, Just one year after ten treaty AT Versailles wanly transporter Corsica Trot ten Repelled AT Genoa to France. He was born into a noble family, his father, Carlo Maria Bonaparte, was Corsican representative to the court of Louis XVI in 1777. Thanks to his familys injections, he was admitted to the military academy of Paris where he already showed good skills to command. His Political Career On November 19th, 1799, Napoleon, helped by his brother Lucien Bonaparte (speaker of the Council of Five Hundred), Talleyrand, Ducks and Sissies (members of the directory), organized a coup to overthrow the constitutional government. He first intended to initiate a parliamentary takeover but due to a tactless speech he was accused to be an outlaw by the Council of Five Hundred and threaten to be imprisoned. To rescue him, his brother, Lucien, called the guards pretending that embers of the Council are trying to stab Napoleon and turned, in fact, the coup into a military turnover. The French Consulate was then created and Napoleon together with Ducks and Sissies were elected provisional Consuls of France. During that time, Ducks totally supported Napoleon whereas Sissies did not want to let Napoleon have full powers but Napoleon maneuver in order to get the Constitution of the Year VIII voted which ensured Napoleon to be designated First Consul, the most powerful in France. Sissies was then relegated to simply President of the Senate. As the First Consul of France, Napoleon reformed many institutions like education, the territorial organization centralizing administration, the banking system creating the Bank of France. He also increased his power by imposing the Constitution of the Year X which first article was: The French people name and the Senate proclaims Napoleon- Bonaparte First Consul for Life . Because of that Napoleon had to face royalist and Jacobin plots but that will actually help him to become emperor. In fact, he proposed to the senate to become emperor to prevent the Bourbon family (former rulers of France) to have the possibility to gain the throne again and to preserve the principles of the French Revolution. The Senate finally accepted in 1804 and Napoleon became the first emperor of France. Now Emperor, Napoleon invaded Germany and Austria to dissolute the Holy Roman Empire and, after he won the battle at Austerity in 1805 against the Russian and Austrian armies, he created the Confederation of the Rhine which he was named its Protector. Master of War After his training at the military academy of Paris, Napoleon was sent to serve on garrison duty in Valence as second lieutenant where he gained experience to be an army leader. Then he was appointed artillery commander of the republican forces at the siege of Talon. During the siege, Napoleon drew a plan in order to capture a hill that would allow republican guns to dominate the citys harbor and force the British ships to evacuate. Napoleon succeeded to capture the city that promoted him to the rank of brigadier general. In 1795, the Royalists caused an insurrection in Paris at the Utilities Palace. Napoleon was called by Barras commander of the Interior Army to cease the insurrection. He dispersed Royalists mob a whiff of grapeshot and was remoter commander of the Interior Army, replacing Barras who became member of ten Directory, plus nee was given command AT ten Army AT Italy. As ten leader AT ten Army of Italy, Napoleon was very efficient to motivate his troops and innovated in war strategy by using, for example, artillery as mobile force support to infantry attacks which helped him to win many battles like during his Italian campaign where he defeated five Austrian armies within a year. Sent by the Directory, Napoleon conquered Egypt in 1798 defeating, battles after battles, the army of the Ottoman Empire. Later Egypt returned to the Turkish and British armies because of the bubonic plague which stroke French army after Napoleon left to return to France. It was as an emperor that Napoleon won his most famous battles. On the first anniversary of his coronation, he had his greatest victory at Austerity over the Austrian and Russian armies (two of the best armies at this time) and for this occasion, Napoleon edified the Arc De Triumphed monument in Paris. Napoleon would say about this victory: The battle of Austerity is the finest of all I have fought. War pet going between the French empire, the United Kingdom, Russia, Prussia and Spain. From alliance with ones and betrayal from others, Napoleon and the French Empire was still victorious during the period 1804-1812 but soon the French Empire would be surrounded with enemies including Prussia, Russia, Great Britain, Sweden, Austria, Spain and Portugal which was called the war of the Sixth Coalition. Napoleons fall started when he tried to invade Russia in 1812, where had success going deep in the Russian Territory but found nothing to take as Russian used their famous scorched earth tactics. When he returned to France, the war of the Sixth Coalition started, Napoleon still had few victories at Dressed in 1813 but suffered a severe defeat in the battle of Leipzig. In 1814, the Coalition army captured Paris. Napoleon tried to counter attack but his Marshals especially Nee decided to mutiny and Napoleon was forced to abdicate. He then went into exile on the island Elba where he stayed until 1815. At this time, it could have been over but Napoleon figured out a way to escape from Elba, landed on the French Riviera and went to Greenbelt where he met the 5th regiment led by the marshal Nee, sent to intercept IM. Napoleon approached the regiment alone, dismounted his horse and shouted: Here I am. Kill your Emperor, if you wish. The soldiers responded with: Vive L Emperor! and marched with Napoleon to Paris. Scared Louis XVIII, who took the power, fled and Napoleon regained the power for a period now called the Hundred Days. In that time, he rallied 200,000 soldiers to his cause but Great Britain, Russia, Netherlands and Prussia allied their forces to end his rule. In 181 5, they fought at the battle of Waterloo where Napoleon was defeated for good and captured to be sent to he island of Saint Helena, where he will die in 1821. Charismatic Leadership Theory This Theory was defined by the German socialist Macmillan Weber in the sasss and developed by Robert House in 1977. Max Weber explained Charisma as a quality of an individual, by virtue of which he is set apart from ordinary men and treated as endowed supernatural, superhuman or at least specifically exceptional powers or qualities. These are such as are not accessible to the ordinary person, but are regarded as of divine origin or as exemplary, and on the basis of them the individual concerned is treated as a leader ( How the quality in question would be ultimately league Trot an tentacle, aesthetic or toner sun pollen AT blew Is naturally In I a Torrent for the purpose of definition. To Weber charismatic leaders can be sort out in three types: Charismatic domination (sport captains). Feudal domination (kings). Bureaucracy domination (Coos). Later, Robert House described charismatic leadership with four designations: Dominant (army leaders). Strong desire to influence others (politicians). Self confident (entrepreneurs). Strong sense of ones own moral values (religious leaders). More recently, in 1998, Conger defined five behaviors for charismatic leaders:- Vision and communication. Sensitivity to the environment. Sensitivity to the needs of others. Personal risk taking. Use of unconventional strategies. Charismatic leadership is very often used in difficult times to solve critical situations. Charismatic leaders are capable to get out of difficult circumstances because they are visionary; they provide a better horizon which people will see thanks to their communication skills. They also make followers work harder simply making them feeling that they are capable and giving them confidence. Charismatic leaders inspire trust to go forward and will carry the risks. Jay Conger, in 1989, has adapted a four- step process to approach charismatic leadership. The first one is that the leader has to analyses his environment and create a vision out of it. The second step is communicating the vision by motivating followers with the use of effective vocabulary and strong arguments. For the third stage, charismatic leaders need build trust and commitment among the followers. Subordinates must be emotionally involved in the mission and support the goals; this could be done through personal risk taking, unconventional expertise and self-sacrifice. The strengths of charismatic leadership are: Group members are willingly obedient where leaders. The ability to deal efficiently with critical situation. Lead by example providing vision, unconventional strategies and huge energy. The limitations of charismatic leadership are: Strong obedience tends to attract weak followers which lead to poor delegation. People having charisma are relatively rare. Narcissism, lose of reality and insensitive to others. Depending on the personality of the leaders, charismatic leadership can tangentially turn into a cult of the leader unpredictable and dangerous. The Path- Goal Theory The Path-Goal theory was first inspired by Martin G. Evans in 1970 and developed by Robert House in 1971. House formulated that leaders can affect performance, satisfaction and motivation of group by using those means:- Offering rewards for achieving performance goals. Clarifying paths towards these goals. Removing costless to performance. To do so leaders can adopt different styles of leadership: Directive leadership where the leader has to give specific instruction to subordinates for performance. Supportive leadership, leaders need be warmth and friendly to motivate and involve followers. Participative leadership where leaders consult the group member and take into account their suggestions. Achievement- orientated leadership, the leader sets high-level performance goals and expects the best from his subordinates. The choice of the style of leadership depends on the situation. According to House there the situational factors of the Path-Goal theory are: Subordinates personality: Locus of control. A participative leader is suitable for subordinates with internal coco of control; a directive leader is suitable for subordinates with external locus of control. Self-perceived ability. Subordinates that believe they have a high ability themselves do not like directive leadership. Characteristics of the environment: When a group is working on a task that has a high structure, directive leadership is redundant and less effective. When a highly formal authority system is in place, directive leadership can reduce workers satisfaction. When subordinates are in a team environment offering great social support, the supportive leadership style becomes less necessary. Napoleon Leadership Analysis Napoleons Charismatic leadership Concerning the three types of Weepers charismatic leadership Napoleon was probably in between charismatic and feudal domination. Feudal domination, simply because he created the French Empire and charismatic because even when he lost, or he had not, his emperor status he impressed many people. Regarding the four Houses designations of charismatic leadership, Napoleon was clearly a dominant. He was the one who conquered Italy, Germany, Spain, etc And during all his reign he kept on trying to invade the United Kingdom and Russia. He was willing influence people to reach his goals, he convinced the Senate to set up his Empire which was obviously not in the interest of the Senate. Napoleon had confidence in himself like no other; he was not afraid to challenge two to six nations at one time and even when he was sent into exile, he returned and took the power again with a small amount of soldiers. Even if Napoleon set up an Empire, he was a strong believer in the principles of the French Revolution and that showed that he believed hard in his values. As a general, he was an unorthodox leader using unconventional strategies. But his charisma led him to the dark side of the theory he had all the negative behavior of the theory. This was during his last years of reign, he became narcissistic and lost his sense of reality, he wanted to invade Russia even if all his Marshals advised him not to. This move cost his empire and the lives of thousands of soldiers. He did not trust anybody anymore, he sent spies to his Marshals afraid of a conspiracy. Path-Goal theory Robert Houses Path-Goal theory helps us to understand how Napoleon succeeded to motivate and get the best out of his soldier. By instituting the LÂ ©goon denouncer which was a substitute for the old royalist decorations, Napoleon intended to encourage Cleveland Ana military assessments During Tattles, nee 010 not insolate to do the things that were the responsibilities of the lieutenants or the generals below him. Throughout his reign, we can notice that Napoleon used different type of leadership relating to the Path-Goal theory. He was a directive leader as a general of the army in his early career and as the Emperor. He was a supportive leader his soldiers when he had regain the throne after his first exile. In 1805, when he decided o stop the invasion of the United Kingdom, he consulted all his Marshals to take this decision. Napoleon was very demanding to his soldiers and Marshals, he expected them to give their best on the battle field even if death is required and this was the absolute achievement-orientated leadership. Ever since Napoleon had any amount of power while he was a lieutenant or an emperor, he always wisely adapted his leadership style to the situation. Conclusion In the public opinion Napoleon is seen as a charismatic leader and looking at the Charismatic leadership theory, he was the perfect type of a leader with great harms. The theory admits that charismatic leadership useful in difficult times and when Napoleon arrived to power he transformed France from a fuzzy period post revolution to the greatest empire that the country had never known. The Path-Goal theory allows us to understand how so much people Joined his vision, even against their own interest, and why he was so convincing to politicians, to soldiers and to the people. References Leadership, 2nd Asia-Pacific edition, Dublin, Dahlias, Miller. http://en. Wisped. Org/ wick/Napoleon_l_of_France http://en. Wisped. Org/wick/Leadership http://en. Wisped. Org/wick/path-goal_theory Napoleon-series. Org/research/napoleon/c_Generalizing. http:// www. Potentialities. Com/Napoleonbonaparteleadership. Manage. Com/methods_Weber_charismatic_leadership. http:// homeworks. About. Com/odd/sisterhoods/as/leadership_4. Manage. Com/methods_path_goal_theory. http://changings. Org/disciplines/leadership/styles/path_goal_leadership. Valetudinarianism. Net/methods_path_goal_theory. http:// www. Dooryard. Com/miscellaneous/path_goal_theory. HTML

American Japanese Internment Camps Essay Example for Free

American Japanese Internment Camps Essay Japanese Americans refer to all Americans of the Japanese heritage who were born in Japan or the descendants of those who were born in Japan. Initially, they were the largest Asian American group but currently they are sixth largest group in those of mixed race and mixed ethnicity. The largest group of these people is found in California while others are distributed in other states such as Washington, New York, Illinois and Hawaii.   Although every year there is quite a considerable number of Japanese immigrants who enter United States, the net migration still remains low since the older Japanese Americans still leave United States and go back to their original country, Japan. Japanese Americans have a long history in the United States since history records that the first group arrived American in the late 1800s.   In the year 1942, the United States government forced all the Japanese Americans and the Japanese who had settled along the Pacific Coast to relocate to war relocation camps which were referred to as internment camps.   Since the internment camps resulted from the presence of Japanese Americans, this research shall first focus on their history and later discuss about the internment camps. 2.0   History of Japanese Americans in the 19th Century United States has ever been known as the country of immigrants as a result of war, food shortages and political persecutions in other countries where the immigrants hail from. Japanese people happen to make a large percentage of the immigrants, and as highlighted earlier, they began to migrate in to the United States from the late 1800s.   The main cause of the immigration of the Japanese was to work in the sugar plantations which were established along the Pacific by traders who had settled in the Hawaiian Kingdom. The sugar industry had grown tremendously as it was aided by the Americas civil war in the year 1861-1865, and that called for more workers after the Hawaiian population was decreasing due to disease. Other workers were leaving the plantations for better work, and as a result the Hawaii’s foreign minister sought more workers from Japan. Consequently, in the year 1868, the first one hundred and forty nine Japanese immigrants arrived in Hawaii.   Since they were not used to the harsh conditions in the region and all the hard work in the sugar plantations, about forty of them returned to Japan. The rest went ahead and even intermarried with the Hawaii residents. The first Japanese immigrants in to the Hawaii gave formed the Japanese American community.   In the year 1886, the Japan and the Hawaii signed labor convection after which a lot of Japanese migrants arrived to Hawaii as contract workers and some went to California as student laborers.   According to the studies of Niiya and Japanese American National Museum-Los Angeles, Calif. (1993), the Japanese migration to Hawaii was mainly labor migration which intensified following Chinese exclusion from the United States in the year 1882.   It also involved emigration back to Japan and also to West Coast. It was halted by the Gentlemen’s Agreement in the year 1908 and finally by the Exclusion Act in the year 1924. 2.1   Reasons for the Japanese Migration to America Although most of the Japanese went to America for the contract labor, some still had others reasons. For instance, some just followed their parents like the case of one teenage girl who narrates that she just followed her dad. In another case, a woman followed her spouse after he had stayed for quite some time without returning back to Japan. Though she had thought that they would make enough money and return home, they ended up settling there permanently. Student’s immigrants also made a good number of Japanese Americans especially in San Francisco. In the year 1890, there were about three thousand Japanese students in America. Since they did not have enough money for their upkeep and studies, they resulted in to working in the plantations to earn extra money. Consequently, they ended up living in very poor conditions and one newspaper described them as â€Å"poor students and youths who have rashly left their native shores. Hundred of such are landed every year, with miserably scant funds in their pockets†¦Their objection is to earn with labor of their hands, a pittance sufficient to enable them to pursue their studies in language, sociology and politics† (Niiya & Japanese American National Museum (Los Angeles, Calif.) 1993 pp. 3). 2.2   Japanese Americans Life in the Early 20th Century Contrary to what most Japanese had expected, life in America was quite hard for any one else other than the Native Americans.   The life and the work were made difficult by the banks, labor recruiters, and the immigration agents who used to charge Japanese immigrants extortion fees. In addition to the economic exploitation, the Japanese Americans also used to face racial discrimination. The social attitude, laws, and practices limited and excluded them from enjoying life fully, liberty, and also property. The salary that they were getting was barely enough to sustain them, leave alone saving money to enable them go back to Japan.   Most of them wished they were back in Japan like one worker who used to be paid fourteen dollars a month and out of those dollars, he used to pay more than half for the sleeping quarters. The rest was spent in buying food and other personal use.   In such a situation, it was practically hard for such a person to save enough money that would have enab led him to go back to Japan. As a result, majority were eventually forced to settle completely in America (Niiya, & Japanese American National Museum (Los Angeles, Calif.) 1993). The harsh living conditions of Japanese Americans continued to worsen as the years progressed.   In the year 1941, the situation worsened further especially after the Japan attacked and damaged the Pearl Harbor. The Americans accused the Japanese Americans of collaborating with Japan and as a result, they betrayed America. Since every one had started spreading rumors of how the Japanese Americans had helped Japan in the war, the whole of the American population started to have a bad altitude towards them.   As a result, many people started to propose for their removal from the Western States, as they feared Japan might attack them from West Coast although Japan did not have such plans. However, other Americans had other reasons for their removal since some coveted their farms. The groups who were pressing for the Japanese Americans removal from the West Coast continued to increase as groups like Anti-immigration Organizations, Chambers of Commerce from every city, and the American Legion joined the rest who were pressing for the same. The major reason why the Americans wanted the Japanese Americans removed was mere hatred other than the reasons that they were giving initially. Henry McLemore, one of the San Francisco Examiner was quoted to have said that â€Å"let us have no patience with the enemy or with any one whose veins carry his blood.† He continued to say that â€Å"I personally hate Japanese† (Spickard 2009 pp. 106). Still, some politicians continued to express their sentiments towards Japanese as some said that it was impossible to know whether they were loyal or not and were often referred to as inscrutable Orientals. With such hatred, it was obvious that the Japanese Americans were not going to escape relocation. The decision of relocating or imprisoning the Japanese Americans was made in the Washington D.C. by the administration of Roosevelt guided by the military leaders. They were arguing that it was of military necessity to do so, though they were not able to demonstrate that necessity. The military leaders believed that Japanese were dangerous regardless of whether they are loyal or not. Moreover, they continued to argue that even giving them citizenship was not to help in any way, since that would not change their nature. Despite the fact that there were a few protests who argued that they had already jailed all the dangerous Japanese Americans, the administration went ahead and made the decision to remove all of them from the West Coast. Studies of Spickard (2009) record that on 19th February 1942, President Roosevelt issued executive order 9066 that empowered the Secretary of War, Henry Stimson, to designate military areas with an aim of excluding Japanese Americans from the West Coas t. As a result, Arizona, Washington, Oregon and California were divided in to two military regions and the Japanese Americans were prohibited from western parts of the states and some inland sections. Following the order, some of the Japanese Americans started to move towards east with their belongings and family. However, moving with such a short notice was almost impossible for them and many American did not want them to settle in their territories. They were continuously harassed, and due to this, they continued to move to the east.   One governor from Idaho was quoted to have said that â€Å"The Japs live like rats, breed like rats, and act like rats. We do not want them buying or leasing land or becoming permanently settled in our state† (Spickard, 2009 pp.107). When voluntary migration failed to produce desirable results, on March 27, DeWitt stopped it and put travel restrictions on the Japanese Americans in the military zone. In addition, the army decided to move all of them in the concentration camps. The concentration camps were the barbed wire enclosures where the Japanese Americans were moved to after the executive order was issued in the year 1942, to bar them from residing in the West Coast parts of America. Though there had been camps earlier in the history of America, these camps were exceptional because a whole ethnic group was forced to reside there. Since Japanese Americans were passive by nature and accepted anything that was imposed on them, as some people argue, they did not resist moving in to the camps neither did they move out of the same without an order. Some people planed to resist legally though much was not derived from the same, since it did not stop them from being evacuated from their places. Studies of Spickard (2009), record that during the evacuation day, one hundred and twelve thousand Japanese Americans were taken to the evacuation camps. The camps were of very poor conditions since it is recorded that even the ground was wet especially on the day of evacuation. There was no adequate light and the rooms were very small. The environment was not favorable either since it was hot during the day and very cold at night. Whichever the case, they had no alternative but to stay in the barbed wire enclosures. The ten camps were located at different locations particularly in the interior west, in the isolated desert areas. Some of the camps were located at Amache, Minidoka, Poston, Manzanar California, Jerome, Tula lake California and Heart Mountain. After evacuation, only six Japanese Americans remained in the local hospitals since they were seriously sick.   Since they were living communally, all facilities were being shared by about two fifty people. Given that the conditions in the camps were not conducive at all, around one thousand and two hundred left the camps when they were given the chance of joining the US Army. Although many of the Japanese Americans had become desperate and frustrated at first given that some of them even attempted suicide, they later decided to adapt to the life of the camps. Each camp had a government owned farm land that was leased to them; they engaged in agricultural activities and produced poultry and dairy products. The cost of food was not high and other services like the medical cares were provided free of charge. Education was also offered free of charge up to the high school level and majority of the internees were recruited as teachers and others were trained to fit in the employment programs that were available at the camps. 3.1   Japanese Americans Life after Relocation from Concentration Camps After January 1945, all people were finally allowed to leave the internment camps.   The Japanese Americans were given the identification card and they were told that once they presented them to the authorities, they would be allowed to go back to their homes. However, though the government had allowed them to leave, they were still afraid of the Americans for they were still hostile towards them. Even the people who received them were similarly harassed by the rest.   One man who had returned to California in May after the executive order was removed was quoted to have said â€Å"Everybody was afraid of being attacked by the white people. The war was still going on at that time and prejudice and oppression were very severe† (Niiya & Japanese American National Museum-Los Angeles, Calif., 1993 pp. 19) as he described the situation. Moreover, on top of racial discrimination and other forms of harassment, the Japanese Americans still went through a lot trying to rebuild their lives once again. The Japanese Americans are among the many immigrant groups found in the United States. Since the late 1800s nearly half a million Japanese immigrants have settled in America and more than twice of that number today claim Japanese ancestry.   Although they went to America being optimistic that they would work hard and establish themselves, some of these dreams were never realized. Some thought that after making some money, they would go back to their motherland which never came to be since life in America was characterized by a lot of economic hardships. In addition, they faced a lot of prejudice and were discriminated against. The worst came to worst during the Second World War when all the Japanese Americans were forced in to camps with no apparent reason –other than being of the same ancestry with the America’s enemy, Japan. The relocation camps which were located far from the West Coast were characterized by the poor living conditions.   Since the year 1942 when the Japanese Americans was relocated to the internment camps, they were able to go back after the year 1945 when the executive order was finally removed. American Japanese Internment Camps. (2016, Oct 16). We have essays on the following topics that may be of interest to you

MARKETING CASE Essay Example | Topics and Well Written Essays - 250 words

MARKETING CASE - Essay Example Further, the CRM deployment team did not try and have different software for different countries or product lines. Essentially, the CRM team ensured that the sales force wherever they are use the same system because they believe that the customer experience is â€Å"universal†. This motto of standardization of point of contact experience and integration with the larger business drivers and objectives meant that the CRM system has been developed to address tomorrow’s problems as well and as the team puts it, they are in the business of offering â€Å"solutions†. What could have been done differently is that the software could have been customized for certain product lines which have different customer experiences. Though the case explicitly mentions why this was not done, I do believe that top tier integration can go hand in hand with bottom tier customization which is essential in a globalized world economy where the ability to think global and act local is often the differentiating factor between global