Learning Disabilities Essay Example for Free

Learning Disabilities Essay Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.    They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, Repp, 1991; Maheady Algozzine, 1991; Biklen Zollers, 1986; Greer, 1988; Reynolds, Wang Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, Semmel, 1998; McKinney Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.

Devil Slavery and Dr. Faust Essay Example for Free

Devil Slavery and Dr. Faust Essay Devil Slavery and Dr. Faust In the essay from Dr. Faust’s â€Å"Community, Culture, and Conflict on an Antebellum Plantation†, she explores the balance of power between slave owners and their bondsmen, primarily, on the Hammond Plantation, Silver Bluff. She will focus on four areas of research, religion, work patterns, and payments/privileges, escape attempts/rebellion and external influences. She maintains that there was an intricate communal order among the slaves of the Silver Bluff Plantation. Using primary and secondary sources I will either verify or disprove Dr. Faust’s thesis. Dr. Faust has used the journal writings of James Hammond as her main primary source for her essay. I will use Dr. Faust’s essay for my secondary and writings from former slaves (primary) for my sources. As master of the plantation, Silver Bluff, James Hammond strived to gain complete control over every aspect of his slave’s lives. It was a struggle that spanned decades, and one he never fully realized. Through his journal entries we see the daily struggle for control, and the means he used to uphold his authority. They also show how the slaves resisted Hammond’s attempts while holding on to their own society. Dr. Faust shows through Hammond’s own words how he tried to control the slave’s religion by replacing Black worship with White belief. (pg. 220) He first tried by taking away all Black churches and forcing the slave to attend White churches. He then changed track by hiring traveling preachers for the slaves Sunday worship. In 1845 he built his own church on the plantation. He was admired for the conformity his slaves showed for the white social norms. However, his slaves had learned to show Hammond the behavior he wanted all the while still holding true to their own religious beliefs. Even after twenty years Hammond was still trying to eradicate the Blacks religion. â€Å"Have ordered all church meetings to be broken up except at the church with a white preacher. † (pg. 220) To have Silver Bluff run more efficiently, Hammond wanted more control over the work habits of his slaves. For the first year he stepped up the discipline in regards to inferior or slack work. His slaves not being used to the strong-armed policies resisted. Hammond responded with more beatings. Over time the slaves conformed somewhat as the physical punishment slowed. pg 221) A more efficient form of working was the gang method, so Hammond thought. This gang method took away what little independence the slaves had. No longer could they manage their own time. Hammond knew that by stripping the slaves of their right to order their own day he would have more control. Once again the slaves resisted, by doing inferior work. (pg. 221) Over time a quiet compromise arose, and to some extent wor k seemed to go back the way it used to be for the slaves. Hammond also instituted a system of rewards to go along with the punishments. He felt that by offering something the slave wanted/needed he would have that slave’s compliance that the slaves would work harder to obtain the reward. Here to, the slaves learned how to use this system for themselves. As punishment for a poor work season Hammond shortened the Christmas break but as his journal shows for December 26 â€Å"persuaded out of my decision by the Negros† (pg. 221) Like all plantations of the era, Silver Bluff had its share of escape attempts although no successful escapes were recorded. Through Hammonds writing Dr. Faust has devised a profile for the runaway. Most were young males without strong family ties. The weather played an important part in determining the length of time away. Female slaves only ran with their husbands or to their husbands. Once the slaves escaped they did not travel far, mostly stayed in nearby swamps. The plantation slaves would then help the runaways by giving them supplies. At first Hammond sent men with horses and dogs out to search for the missing slaves, but after awhile he chose to just let others catch them , wait for them to end up in jail or wait for them to return on their own volition. Here too Hammond set some ground rules. If the slaves returned on their own they only received three lashes for each day gone, where as on the other hand if they were forcibly brought back the punishment was ten lashes for each day off of the plantation. Hammond also realized that the runaways and those slaves left behind still held close bonds. Based on this he also punished those still on the plantation. With holding food rations and beatings hoping that the runaway would hear of it and return on his own. (pg 223) What Hammond was really trying to do was to create a micro-world on his plantation where he was in charge and all else where his minions. His greatest fear was interference from the outside. To combat that he cut his slaves off from the outside, forbidding them to go to town, or from inter-acting with neighbors or the steamboat people. (pg. 223) As the war approached, he worried about which side his slaves were on. He felt that they were becoming riled and uneasy. Thefts of goods appeared more common and Hammond thought his slaves demeanor was changing and not for the good. He could feel the loss of control slipping away as the cannon’s roar rolled over his Silver Bluff. The first primary source I chose was Sarah Fitzpatrick (1938) (Hollitz, Doc. ) Part of her interview dealt with the issue of religion. If they wanted to attend their own church they needed a pass to allow them off the plantation. Many slaves though attended church with their masters. The preacher in the white church would first tend to his white flock then after that service he would preach to the slaves. Telling the slaves that they must listen and behave their masters and by doing so they would surly get to heaven. They were also taught catechism. The slaves preferred to attend their own service for they would get joyful and loud and that was not allowed during the white man’s service. This experience of Sarah’s almost parallels what Hammond tried to do on Silver Bluff. I feel that this primary source supports Dr. Faust views on how religion was used as a tool to enforce the white man’s way upon the Black there by peeling away a layer of their culture. The story of Brer Rabbit Outsmarts Brer Fox (Hollitz, Doc. 10) I feel is an analogy for one of the slave’s survival mechanism. In this story Brer Fox stops Brer Rabbit on his way to church. Brer Fox is hungry and wants to eat Brer Rabbit. Thinking fast Brer Rabbit tells Brer Fox that there are hogs at the man’s house that would be better for his breakfast and if Brer Fox did not believe him, he would agree to be tied up till Brer Fox checked it out. Brer Fox found no hogs and the man let his dog loose on Brer Fox. The dogs hunted Brer Fox and ate him up. Brer Rabbit was set loose and thanked the dogs. I feel Brer Rabbit represents the slaves, Brer Fox is the master and the dogs can represent many things depending on the story’s use. They might represent freedom, the war, or Heaven. Brer Rabbit used cunning and trickery to outsmart Brer Fox. The slaves needed to learn how to put one face on for the master while keeping their true face concealed. They needed to learn cunning and trickery to outsmart their masters at times In my opinon the document also supports Dr. Faust’s essay. It shows how the slaves learned to use the reward system that Hammond put in place to their own advantage. Also by slowing work up to get what they wanted. I chose my next primary source, (Mary Reynolds, Dallas Texas, ASN) because she was a slave from the deep south. She tells of her life from the time she was born up till the time of her interview. She eemed proud of the fact that she knew her father and the he was a free man who chose to live as a slave for the love of her mother who was a slave. She describes her life as a slave as a harsh one. Being sold off because she was to close to the masters own child. When his daughter became ill and was told it was because his daughter was pining away for her Black friend the master relented an d bought Mary back to the plantation. She tells of working the fields, not having enough food or proper clothing. She tells of the beatings she received from Solomon the overseer and how he kept a tight rein on the slaves. She explains how the runaways are tracked down and then punished All these experiences mirror plantation life at Silver Bluff and so once again supports Dr. Faust’s thesis. What does not seem to support it though is Mary’s master allowed some of the slave’s culture. There were marriage ceremonies and there were funerals and allowed outside contact. The last document I chose was an interview of a former slave whose master was a Creek Indian. (Lucinda Davis Tulsa, Oklahoma,ASN). She tells her life story as if she were part of her master’s extended family not like she was a slave. She was well cared for, well fed and had clothes. Her only chore was to care for a young child. The slaves were allowed to marry and did not have to live on their master’s farm. When the war was over and Lucinda parents wanted her back her master freely gave her up and sent her back. Her hardships did not seem any worse than any member of her master’s family. This document does not support Dr. Faust’s thesis. Maybe it is because the slave group was smaller and mostly men. There was no strife so they did not bond as the slaves on Hammonds plantation did.

Critical Analysis Of The Strategic Issues Faced Starbucks Marketing Essay

Critical Analysis Of The Strategic Issues Faced Starbucks Marketing Essay The aim of this project report is to critically analyse the strategic issues being faced by an organization. The organization chosen for this task is the company Starbucks, which will be analysed using relevant concepts reviewed in the module using appropriate theory and models. The analysis will include assessment of the external and internal factors and also the competitive forces influencing the company Starbucks. This will be accomplished by the application of PESTEL analysis and the PORTER 5 FORCES model. A combined analysis would be carried out by undertaking a SWOT analysis for the organization. The project report would also include analysis of the Starbucks Corp using the ANSOFF Matrix and the BCG Matrix to suggest the strategic choices the company needs to make to counter the strategic issues outlined by this report. The report structure would start with a brief introduction to the company Starbucks followed by the strategic issues faced by the firm. The issues are outlined before in the report based on the analysis which has been carried out using the above models. After discussing the current and recent issues facing Starbucks the company analysis would follow which would be supported with relevant theory and application of suitable models. After completing the industry analysis conclusion and recommendations would be provided for Starbucks to counter the strategic problems. STARBUCKS AN INTRODUCTION The Starbucks Company was founded in Seattle in 1971 by Jerry Baldwin, Gordon Bowker and Zev Seigel with a vision to educate American consumers about the fine coffee drinking experience. In 1987 Howard Schultz took over the Starbucks Group, he wanted to create the Italian espresso bar experience in America by creating a personal relationship between the customers and their coffee. Just within a couple of years they grew from a small coffee business house to a multi-million dollar player in the industry by buying only the best coffee available and providing the people with an unmatched store experience. As standing, Starbucks is number one in the speciality coffee industry, with more than 12,000 shops in more than 35 countries. The Starbucks mission statement is To inspire and nurture the human spirit one person, one cup and one neighbourhood at a time. Freshly brewed coffee is the main product offered by Starbucks along with other drinks which include cold and hot teas, cakes and pastries. The Starbucks coffee comes in a many varieties each possessing a different taste, aroma and flavour. In addition to its extensive product offerings, Starbucks has many brands including; Starbucks Hear Music, Tazo Tea, Starbucks Entertainment, , Ethos Water, Torrefazione Italia coffee and Seattles Best Coffee. The successful management of all of these brands pulled together constitutes the Starbucks portfolio. Starbucks is also one of the most globally conscious corporations in the world.  Ã‚  In 2006 Starbucks donated $36.1 million in cash and products, volunteered 383,000 hours in local communities, required growers to use strict environmental guidelines, used 20% renewable energy in stores, and actively recycled in almost 80% of stores in US and Canada. Starbucks has established itself as the coffee leader in the world and has done so on a socially and environmentally conscious platform.   STRATEGIC ISSUES FACING STARBUCKS The major challenge that Starbucks is dealing with is the current financial crisis in the world economy forcing them to call closures of many stores around the world. Another challenge that Starbucks is dealing with is competitors. There are numerous coffee shops all over the world and being able to stand out to generate customers is important. Their main competitors are Dunkin Donuts, McDonalds, and Nestle in the US and brands like Costa Coffee and Caffà ¨ Nero in the UK, the two major markets for Starbucks. It is important that for Starbucks to know their competitors and what they are currently doing. Also Starbuck coffees are priced higher than other market competitors because of Starbucks only purchasing the highest quality coffee beans for their product, thus increasing the price of the drink giving the competitors a cost advantage over Starbucks. Also Starbucks inadequate marketing strategy on advertising is a hindrance in the business growth opportunities. They prefer to build the brand by promoting the drinks cup-by-cup with customers. The advertisement ends until they drink the coffee, reducing the chances to attract valuable customers. Starbucks also does not emphasize on distributing their products to supermarket because of being concerned with the quality of the coffee; if the coffees were packaged into plastic bags. Also the rigorous expansion strategy followed by Starbucks can take a toll on the firms brand image. As corporations grow there can be a tendency to focus too heavily on increasing output and locations, and less focus on quality and brand image. Starbucks needs to stay with its values and ideals that have made it successful. Also Starbucks policy of not franchising can be a cause of concern for the firm. Franchising would allow the company to open many new stores with less risk, and make considerable profits in doing so. Because of this the firms research and development costs would fall making use of the franchisee knowledge of the local market in terms of geographic, , psychographics, demographics, and the local country regulations. STARBUCKS ANALYSIS This part of the report would analyse the working of the business by application of PESTEL analysis, Porter 5 forces, the BCG Matrix, SWOT analysis and the Ansoff Matrix. PESTEL ANALYSIS POLITICAL Taxation policy High taxes levied on farmers in the bean producing countries, would consequently increase the rate at which Starbuck would buy the coffee beans and any such fluctuations in the taxation policy would certainly be passed on to the consumer, who now would have to purchase the end item at a higher price. International trade regulations and tariffs Trade issues would affect Starbucks directly when exporting and importing goods. When the government of the trading country imposes a tariff it would not only resulting in an efficiency loss for Starbucks but such large income transfers can also become inconsistent with equity. This extra charge would have to be borne by the consumers. Government stability A change in government policies has a direct impact on the taxation and legislation framework. Also the countries in political turmoil or civil war should be considered with great caution when considering probable market ventures. Employment law Reduction in the licensing and permit costs in coffee bean producing countries would consequently lower production costs for the farmers and any such saving would subsequently pass on to Starbucks when purchasing the raw materials and finally to the customers. ECONOMIC Interest rates High interest rates would mean putting off the investment and expansion plans of Starbucks, which would result in fewer earnings for the firm. Low interest rates should have the opposite effect. Economic Growth In periods of negative growth, the consumer incomes would fall leaving less disposable income thus impacting sales for Starbucks. Inflation rates Business costs will rise in times of inflation which would ultimately have to be borne by the consumer. Competitors pricing Competitive pricing from competitors would impact Starbucks pricing that would drive down the profit margin as they try to maintain their market share. Exchange rates If the currency value falls in a bean supplying country, Starbucks would get more for the same price, when importing the goods. This saving would be passed to the end consumer. SOCIAL Population demographics Identification of the target population at which Starbuck needs to aim their products is a significant factor in the business operations. The marketing campaign undertaken would focus accordingly. Coffee is a luxury product in some ways, so the people with the most amount of disposable income should be targeted. Working Population A large number of workers in big cities now go out for lunch and meals. Starbucks can cash this to their advantage and promote the shop as a place where people can meet and eat, boosting the sales. Location A good location which is easily accessible is vital to ensure that the customers visit the shop. TECHNOLOGICAL IT development Starbucks launched its first-generation e-commerce website in 1998. As a result, scalability and performance have improved, and the company now has the tools it needs to profile and target customers, analyse site data, and deliver new features to the market in the shortest time possible. New materials and processes Technology developments in coffee making machines and the computer systems that Starbucks use to operate their cash registers would enable the staff to work swiftly and efficiently. This results in customers being served quickly thus creating potential for serving more people in the day. Rate of technological change Technology is advancing at an astounding rate. Starbucks will need to invest majorly just to stand their ground in the always expanding and developing market, and also to try to stay ahead of competitors. ENVIRONMENTAL Pollution problems Starbucks customers create a lot of waste by disposing off the cup and the contents incorrectly. The material for the cup should be carefully selected to make it as biologically degradable as possible. Planning permissions Planning permission may not be granted to Starbucks if the construction would harm the environment. The land may be protected. Work disposal There are strict laws in most countries pertaining to waste disposal and non-adherence to these could lead to Starbucks being sanctioned, which would affects them financially and also tarnish the reputation of the brand name. Environmental pressure groups Starbucks should be aware of the influential and physical power of groups such as Friends of the Earth and Greenpeace. Any violation of animal or environmental rights by a company is usually followed by a swift and attention-drawing protest from one of the groups. Brand image and customer bases are often irreconcilably tarnished due to the actions of these groups. LEGAL Trade and product restrictions Starbucks need to follow the trade laws of the countries where they have established businesses. They must ensure that they are not in violation of any local laws. Certain countries impose a tariff that has to be paid accordingly when importing or exporting goods and this must be taken into account as well. Employment laws Each country has different employment laws, like limiting the number of hours a person can work per week, varying levels of minimum wage etc. Starbucks should be aware of such factors when considering business expansion. Health and Safety regulations By not maintaining high standards they would be liable for damages if found in violation as it is a legal requirement for them to enable that their staff and customers are safe when they are in their stores. Land use Starbucks have to abide by the laws of the building authorities when constructing shops or altering purchased sites and if found in violation of land rules, it can be panalised by the local authorities. PORTER 5 FORCES ANALYSIS 1. COMPETITIVE RIVALRY Starbucks is the leader in retailing and roasting of specialty coffee in the world. Major competitors include Costa coffee, Caffà © Nero, Seattles Best Coffee and secondary coffee providers such as McDonalds, Burger King and Dunkin Donuts. The competition is nowhere near to Starbucks volume of operations and sales. Consumption of coffee is not dependent on the price of the product but also on the differentiation between each product and several value adding variables such as the quality of customer services, brand, brand recognition and image of the company. Hence, Starbucks is not majorly sensitive to movements of other firms in this segment. 2. THREAT OF NEW ENTRANTS Starbuck is the world leader in its industry and has controlled access to distribution channels. Starbucks have extreme control over such distribution channels because of setting strict guidelines for the suppliers to follow. Starbucks is also constantly innovating and showing strong product differentiation to hamper the possibility of new entrants. However, the entry barrier for the industry is relatively low and any big firm where capital is not a problem could be a potential entrant. Some of the more current and on-going threats of new entrants include fast food chains such as McDonalds, Burger King and Dunkin Donuts which can become a major problem in the near future. 3. BARGAINING POWER OF BUYERS A big threat to Starbucks is the absence of switching costs in the speciality coffee industry, customers face no switching costs in switching from Starbucks to Costa Coffee or Caffà © Nero for a cup of coffee. Also a threat to Starbucks is the ability of customers to brew their own coffee. Starbucks tries to counter this threat by offering the Preferred Office Coffee Providers and also provides directions for making the perfect cup of Starbucks coffee at home, the perfect cup of course includes all ingredients which have to be purchased from Starbucks. Also with new entrants and competitors such as McDonalds who claim to offer premium roast coffee of reasonable quality for lower price, thus giving the customers some bargaining power. 4. BARGAINING POWER OF SUPPLIERS Coffee is the second largest traded commodity in the world. Central and South America produce majority of coffee traded. Starbucks depends upon both outside brokers and a mutually direct contact with exporters for supply of premium coffee beans. The quality of coffee beans sought by Starbucks is very high, proving to be a potential threat to the company. Only suppliers which meet Starbucks coffee standards are able to supply to the giant company. The supplying industry only has few firms which can deliver the quality giving them considerable bargaining powers. However, Starbucks counters this due to its massive size and being the primary buyer and also because of the importance of Starbucks business to any individual supplier as it would account for a large percentage of the total suppliers sales, thus reducing the bargaining power of suppliers. THE THREAT OF SUBSTITUTION Substitute products are the products that can pose as a trade-off for the product being offered by a company. In the specialty coffee industry, substitute products can be soft drinks, tea, energy drinks, fruit juices and other caffeinated drinks. Here innovation would play a huge role. To counter this Starbucks have given their menus a complete revamp and have differentiated so many of their products which are now part of the main product line. The menu includes various teas, hot and cold coffee, baked goods and various confectionary items. The only true direct substitute for specialty coffee would be the basic coffee, which is of lower quality than specialty and as such does not present any threat. BCG MATRIX RELATIVE MARKET SHARE HIGH INDUSTRY SALES GROWTH RATE HIGH STARS ( Growth Strategy ) Global stores Market Penetration and Development Backward, Forward or Horizontal Integration LOW CASH COWS ( Stability Strategy ) Product Development and Differentiation Diversification U.S Stores ANSOFF MATRIX Present Product New Product Present Market Market Penetration: Hotels, Grocery Stores, Businesses, Schools, Airlines and Industries Cafeteria Product Development: New Bold Fresh Lunch Programmes and Salads e.g. fiesta chicken salad, fruit and cheese platter New Market Market Development: Opening of stores all over the world. Expansion strategies into Brazil, Russia, Romania and India. Diversification: Music CDs, Clothing, Coffee Mugs and other accessories. SWOT ANALYSIS STRENGHTS Strong brand name Large retail distribution system Quality product Extensive product list Good supplier relationships Massive capital funding Valued and motivated employees WEAKNESSES Dependence on single source of business/income Prices relatively higher than competitors Strong dependence on suppliers Merchandise sales in stores Over reliance on home market Aggressive expansion leading to failure OPPORTUNITIES Overseas business expansion Business expansion into untapped U.S. markets Extension of brand name to new products and business lines Product range diversification to more food items THREATS Strong competitors with massive capital funding capabilities like McDonalds and Dunkin Donuts Economic conditions may make consumers unwilling to pay higher prices Political conditions overseas may limit business expansion U.S. speciality coffee industry approaching saturation RECCOMENDATIONS AND CONCLUSION Starbucks has to effectively pursue a Focus-Based Strategy in conjunction with differentiation and a cost leadership based strategy. Being a lower cost store will increase the difference between Starbucks and provide it with a competitive edge. At present, Starbucks competitors are attempting to specialize in the coffee business, therefore Starbucks must pursue focus strategy to increase its strength. Starbucks must reduce their product price by producing a new product of coffee using cheaper beans or can come out with special discounts and promotions to reduce cost, thus increasing sales enabling Starbucks to enter new low cost markets and increase profitability. Also needs to focus on building alliances in new markets/countries to reduce management focus and benefit from the local and experience curves. Should focus on advertising the brand through internet services for users to access, do road shows, hand out brochures etc. so that consumers become more aware of the brands strong international presence and brand name. Market penetration and market development will help increase the sales. Access unexplored distribution channels like making available packaged Starbucks coffee for consumers by displaying it nationwide in various convenience and shopping stores and not only Starbucks stores. Starbucks must adopt twin policies of Product Development and Product-Market Diversification to counter the stiff competition in international markets. It is important to understand this in the product development phase as they would need to focus solely on making their existing products better. The company can demonstrate product and market diversification through research and development coupled with creativity and innovation. Product differentiation has proven an excellent defence against threats such as bargaining power of buyers. Developing new products will offset such potential risks. A strategy should be formulated to tackle the competition by entering into agreements, long-term contracts, with the food service companies that they are competing against. This way their coffee would be sold at these outlets and they would gain access to new markets and increase sales while decreasing competition. Starbucks should continue to be a first mover into markets with new products and ideas. Being a first mover of new products into new international markets will be an excellent way for Starbucks to build customer loyalty and uphold its image as an innovative company. Starbucks should continue to locate their operations in high traffic areas, high visibility areas. The company should continue to take excellent care in picking locations. It is extremely important that Starbucks international stores reflect uniqueness in their location and layout. Having locations in a variety of locations will ensure large market exposure.

The Dysfunctional Family in Brontë’s Wuthering Heights Essay -- Wuther

The Dysfunctional Family in Brontà «Ã¢â‚¬â„¢s Wuthering Heights Creating a haven from the cruel outside world, families ideally provide protection and support for each of their members. In Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights, however, bitterness grows between the Earnshaws and the Lintons. Within these two families, siblings rival for power and parents fail to fulfill their roles as caregivers. The intertwining relationships of the Earnshaws and the Lintons are marked by physical abuse, degradation, and emotional negligence. These reduce each of the family members’ life to a lonely and meaningless journey though the cold and misty moors. Unforgiving as the moors that surround them, the Earnshaws and the Lintons often resort to physical violence when interacting with one another. When Lockwood first visits the protagonist Heathcliff at Wuthering Heights, he tries to caress one of Heathcliff’s dogs but is met with angry snarls. Heathcliff, seeing this, kicks the dog and informs his visitor: â€Å"You’d better let the dog alone. She’s not accustomed to be spoiled – not kept for a pet†(12). Like Heathcliff’s dog, no one in the Earnshaw or the Linton family is accustomed to affection. Nelly, the servant who has worked for the Earnshaws and the Lintons for many years, is considered to be a part of these two families. She has grown so accustomed to her master Hindley Earnshaw’s physical violence that she is unfazed when he sticks a knife between her teeth. Hindley tries to use physical violence as a means of re-establishing his power within his household, for he has lost his stranglehold on it when he spiralled into depression over his wife Frances’ death. An alcoholic and a gambler, Hindley is unsuccessful in obtaining his son Hareton’s a... ...s purposes. When Edgar Linton marries his beloved Catherine, Heathcliff revenges on his adoptive brother-in-law by marrying Isabella so that he may inherit the family fortune. He is only playing a game of emotions though, for he does not love Isabella at all. As Isabella laments to Nelly of her husband Heathcliff: â€Å"I gave him my heart, and he took and pinched it to death, and flung it back to me† (168). Cruel and false, the Earnshaws and the Lintons wreck havoc with each other’s hearts. They abuse each other physically, degrade their children, and withhold affection. The family structure collapses as the spirit is crushed. These two families banish the warmth of love and care from their midst and embrace the coldness of the still, harsh moors between their two houses. WORK CITED Brontà «, Emily. Wuthering Heights. New York: New American Library, 1959. The Dysfunctional Family in Brontà «Ã¢â‚¬â„¢s Wuthering Heights Essay -- Wuther The Dysfunctional Family in Brontà «Ã¢â‚¬â„¢s Wuthering Heights Creating a haven from the cruel outside world, families ideally provide protection and support for each of their members. In Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights, however, bitterness grows between the Earnshaws and the Lintons. Within these two families, siblings rival for power and parents fail to fulfill their roles as caregivers. The intertwining relationships of the Earnshaws and the Lintons are marked by physical abuse, degradation, and emotional negligence. These reduce each of the family members’ life to a lonely and meaningless journey though the cold and misty moors. Unforgiving as the moors that surround them, the Earnshaws and the Lintons often resort to physical violence when interacting with one another. When Lockwood first visits the protagonist Heathcliff at Wuthering Heights, he tries to caress one of Heathcliff’s dogs but is met with angry snarls. Heathcliff, seeing this, kicks the dog and informs his visitor: â€Å"You’d better let the dog alone. She’s not accustomed to be spoiled – not kept for a pet†(12). Like Heathcliff’s dog, no one in the Earnshaw or the Linton family is accustomed to affection. Nelly, the servant who has worked for the Earnshaws and the Lintons for many years, is considered to be a part of these two families. She has grown so accustomed to her master Hindley Earnshaw’s physical violence that she is unfazed when he sticks a knife between her teeth. Hindley tries to use physical violence as a means of re-establishing his power within his household, for he has lost his stranglehold on it when he spiralled into depression over his wife Frances’ death. An alcoholic and a gambler, Hindley is unsuccessful in obtaining his son Hareton’s a... ...s purposes. When Edgar Linton marries his beloved Catherine, Heathcliff revenges on his adoptive brother-in-law by marrying Isabella so that he may inherit the family fortune. He is only playing a game of emotions though, for he does not love Isabella at all. As Isabella laments to Nelly of her husband Heathcliff: â€Å"I gave him my heart, and he took and pinched it to death, and flung it back to me† (168). Cruel and false, the Earnshaws and the Lintons wreck havoc with each other’s hearts. They abuse each other physically, degrade their children, and withhold affection. The family structure collapses as the spirit is crushed. These two families banish the warmth of love and care from their midst and embrace the coldness of the still, harsh moors between their two houses. WORK CITED Brontà «, Emily. Wuthering Heights. New York: New American Library, 1959.

Comparing The Adventures of Huckleberry Finn and A&P :: comparison compare contrast essays

Huck Finn and A+P Â   In the novel Huckleberry Finn, Huck goes through many adventures on the Mississippi River. He escapes from Pap and sails down a ways with an escaped slave named Jim. Huck goes through a moral conflict of how wrong it is to be helping Jim escape to freedom. Eventually Huck decides he will go against what society thinks and help Jim by stealing him from a farmer with the help of Tom Sawyer, a friend. In A+P the young man, Sammy, is confronted with an issue when he sees his manager expel some girls from the store he worked in simply because of their defiance to its dress code. In his rebellion against the owner, the boy decides to quit his job and make a scene to defend the rights he feels are being violated. In these stories, both the boys are considered superior to the authority that they are defying because of the courage that it took for Huck to free Jim, and for Sammy to quit his job for the girls because it was what they believed in. Â   Why would anyone in his or her right mind even think about freeing a slave? Everyone in the society was telling Huck that slaves were no more than ones property, but Huck began to question this belief when he got to know the property for who it really was. During the story there are many times when Huck feels an obligation to turn Jim in to the authorities and just get on with his life, but his conscience kept telling him that this man is a real person. Near the end of the story, Jim was stuck in a holding cell, since he had run away. After much consideration of the situation, Huck decides that he wants to free Jim because he believes that he shouldn't be treated that way. Even though the entire town believes that Jim should be contained and treated like property, Huck still sticks to his morals and goes along with the plan that could get him in trouble or even killed. At the end of the story we find out that Jim had always been free, and we now find Huck's actions to be heroic and noble.

How Community Service Changed My Future Essay -- Community Service Ess

"We are not put on this earth for ourselves, but are placed here for each other. If you are there always for others, then in time of need, someone will be there for you." - Jeff Warner I am the fourth child out of my seven siblings, the middle child. Growing up, I pestered my older sibling as my younger ones do to me now, but I never truly understood how blessed I was to grow up in such a big family. My older sisters were my role models and still are, I see what they go through as adults in this world and decide whether that’s the path I want to take or not. I am also a big sister to three younger siblings, and although I did not see that they look up to me until recently, I know that they do and I strive not to make many mistakes that they may follow. Looking up to someone and admiring them does not always mean that you want to be like them, but that you watch their actions and mentally note them, as if they are a manual on what to do and what not to do. Never in a million years did I think I would touch someone’s life outside of my family, but the last semester of my senior ...

Boston Tea Party, Tea Essay

Attention Getter: You probably wouldn’t believe me if I told you that a drug that creates the same signaling activity in the brain as cocaine is sold legally on almost every street corner across the nation. This is a fact however, and the drug is caffeine. It is one of the main ingredients in coffee, and is currently the most frequently used recreational drug in the world. Establish Credibility: I personally consider myself a coffee expert, and have been drinking at least one cup of coffee almost every morning for the last three years. Relate to the audience: Now, I know not every one of you drinks coffee but as you  can tell by the multiple Dutch Bros, Starbucks, and other coffee shops around town it is a very big part of our culture today. Preview: Throughout the course of this speech, I will discuss three major points relating to coffee. First, I will give some information on the history of coffee and when it first came into human culture, followed by the positive health benefits and some of the negative health risks associated with coffee. [First of all, I’m going to talk a little bit about the historical side of coffee and how it first got popular in our culture. ] Body I. Main Point: To understand why coffee is such a big part of modern day society, we must first understand where it originated. A. Sub-point: Coffee was first cultivated on the Arabian Peninsula in the 15th century. 1. Supporting details: Not only were the Arab’s the first to cultivate coffee, but they also were the first to trade coffee. 2. By the 16th century, the popularity of coffee was already expanding and Persia, Egypt, Syria and Turkey all had discovered about the amazing beverage. Sub-point: By the 17th century coffee was still gaining notoriety around  the world, however it was still not a household favorite as it as today. 1. Supporting Details: Coffee houses started sprouting up everywhere in the 1700’s, however tea was still the most popular drink around. 2. In 1773 a heavy tax on tea was inflicted by King George, which led to a pretty famous revolt called The Boston Tea Party. 3. Since people couldn’t afford tea after the tax, coffee quickly took over as the most popular morning beverage across the world, and remains the most popular today. Although coffee has been drank for hundreds of years, the majority of its health  benefits have only recently been discovered in the last few decades. ] II. Main Point: The majority of people drink coffee just to get through each day, however it does have many positive benefits to your health. A. Sub-point: Within just the last few years alone there has been research done showing that coffee may protect against type 2 diabetes, liver cancer, and Alzheimer’s disease. 1. Supporting details: According the Centers for Disease Control and Prevention, liver cancer is the ninth leading cause of cancer and coffee has been shown to reduce risk of liver cancer by 40%. 2. Drinking coffee reduces the risk of diabetes as well, which is a common risk factor of liver cancer. B. Sub-point: One of the other medical uses of coffee is in preventing Alzheimer’s disease and dementia. 1. Supporting details: The most common neurodegenerative disease and number 1 cause of dementia is Alzheimer’s. 2. There is no cure for Alzheimer’s, however it has been shown that coffee drinkers have up to a 65% lower risk of getting the disease. [You might be thinking coffee is a miracle drink after some of those statistics, however it also has many negative effects on health as well. ] III. Main Point: There are a great deal of health issues that can result from drinking coffee, with some of the most common being addiction, insomnia and increased blood pressure. A. Sub-point: As a college student, one of the last things you will ever want to experience is insomnia, but it is a regular side effect of coffee. 1. Supporting details: By blocking certain receptors in the brain, coffee prevents chemicals that induce sleep from being used. B. Sub-point: Another widely studied effect of coffee, specifically caffeine, is how addictive it is. 1. Supporting details: Caffeine stimulates the central nervous  system and regular use will result in a physical dependence. 2. If a regular coffee drinker doesn’t have their daily cup, they will feel fatigued, irritable, and experience headaches within the first 24 hours. Conclusion 1. Transition Signal: In conclusion, coffee isn’t for everyone but if you do choose to consume it, you at least now know how it affects you. 2. Summary of Main Points: Throughout this speech we looked at how coffee first gained popularity in the human race, some of it’s positive health benefits as well as some of the negatives. 3. Call to Action: Even if you’ve never been a fan of coffee, try drinking a cup  before your next study session and see if you still don’t like it. 4. Memorable end: Although it may be addicting and cause serious potential health problems, there must be something special about coffee considering over half of adults in the U. S. drink it daily. References: 1) â€Å"Coffee Acts Just like Cocaine, Says Scientist. â€Å" BeverageDaily. com. Beverage Daily, 02 Sept. 2002. Web. 12 Nov. 2014. 2) Goldschein, Eric. â€Å"11 Incredible Facts About The Global Coffee Industry. † Business Insider. Business Insider, Inc, 14 Nov. 2011. Web. 12 Nov. 2014. 3) Gunnars, Kris. â€Å"13 Proven Health Benefits of Coffee† Authority Nutrition. N. p. , n. d. Web. 12 Nov. 2014. 4) â€Å"The History Of Coffee. † – National Coffee Association. NCA, n. d. Web. 12 Nov. 2014. 5) Stromberg, Joseph. â€Å"This Is How Your Brain Becomes Addicted to Caffeine. † Smithsonian. N. p. , 9 Aug. 2013. Web. 11 Nov. 2014. 6) Van Dam, Rob. â€Å"Ask the Expert: Coffee and Health. † The Nutrition Source. Harvard School of Public Health, n. d. Web. 09 Nov. 2014. 7) Weber, Belinda. â€Å"Coffee Consumption Cuts Liver Cancer Risk. † Medical News Today. MediLexicon International, 22 Oct. 2013. Web. 12 Nov. 2014. .