Online Business Issues

Big Data and eBusiness Relevance Nowadays, more people get to know the term Big Data and try to understand its essence and make use of it to benefit in the chosen activities. According to Yin, Jiang, Lin, Luo, and Liu (2014), Big Data makes it possible to open a new era of science and human abilities to discover it through data-driven computing.  Many scientists and researchers offer their ideas on how to develop the Big Data paradigm and why people need pay more attention to this concept.Advertising We will write a custom report sample on Online Business Issues specifically for you for only $16.05 $11/page Learn More For example, Jao (2014), the CEO of one of the retention automation platform for eCommerce, admits that Big Data is beneficial from a variety of perspectives: it helps to improve business, choose the best advertising, decide on the marketing strategies, control customer retention, etc. It is hard to imagine the world of eBusiness, and eCo mmerce in particular, without Big Data. Its impact remains to be huge, and the following examples can prove its urgency.  First of all, the organisation of information can be facilitated. For a long period, different companies have been challenged to collect, save, and keep data from different sources at one place. It was necessary to spend much time analysing each piece of the source chosen. Big Data helps to extract a certain value from data given (Nwokpoku 2015). People, who are involved in eBusiness, win a lot with Big Data concept due to the existing relevance by means of which people can combine data from browsers, social media, and different records and underline those ideas that become more important.  Secondly, Big Data provides business people with an opportunity to make decisions that are more informed and data-driven. The key features of this concept are variability, velocity, variety, and value (Gandomi Haider 2014). They show that each piece of information is a po werful combination of different credible facts that may touch upon different spheres of life and help people make fast and properly-grounded decisions. Such ability is necessary for the world of eBusiness; therefore, this relevance cannot be neglected in the analysis. Thirdly, the personalisation of information becomes possible with Big Data. Though some people may think that such general concept with a variety of sources can hardly promote privacy or similar issues, Big Data is created to help sellers observe the changes of users’/consumers’ behaviour and make the necessary connections to realise what can be done more to achieve more efficient results. Finally, it is wrong to believe that Big Data and eBusiness relevance is only about some positive aspects. All people, who are going to use it, should remember that Big Data is a complex mechanism that can work only for those, who know how to use it, when to stop or change a direction, and how to make the correct soluti ons. Big Data, as well as eCommerce, is a big world of information from different regions. It is so hard to get lost, and people should be ready for any challenge.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More How to handle Big Data for a company As Chief Information Officer (CIO), I want to underline that it is not an easy task to handle Bib Data for any company. Each manager has to be ready to learn a lot and improve personal knowledge constantly because the majority of technical errors happen because of people, who make mistakes, not because of some technological glitches. I want to underline that Big Data should be treated in two different ways: on the one hand, it is a marketing term that involve people, their needs, interests, and offers; on the other hand, it is a technical term because it depends on technologies and the way they can work.  To benefit from Big Data, it is import ant to pay more attention to a company’s informative lifecycle process. It is not enough to check the quality of information; it is necessary to consider the insights and criticise them on a professional level. The company should have powerful leaders, who can set the goals clearly, choose the most talented managers, who can organise the work with information, and underline the importance of a company as a whole because Big Data is for a team not for one person (McAfee Brynjolfsson 2012). Impact of the Internet on Porter’s 5 Forces Model The sphere of eBusiness undergoes considerable changes because of the Internet and people’s burning desire to use it all the time. Still, the changes are not always positive. The Internet is one of the most unpredictable inventions on the earth, and it is hard to guess if it is a chance or a challenge. As many business models and strategies, Porter’s model undergoes certain changes as soon as the Internet spreads its pow er over people. Though Karagiannopoulos, Georgopoulos, and Nikolopoulos (2005) found out that the Internet did not promote significant changes, and this traditional model can be used for the examination of business and its peculiarities. Porter’s model is a powerful attempt to analyse the world of business with its threats of entrants and substitutes, power of buyers and suppliers, and rivalry that has been developing during a considerable period (Hax 2009). It helps to understand if the company is profitable enough for competitions and investments. The modern world of business depends on how its people can use Porter’s model and choose the most appropriate ways to succeed. At the same time, the modern eBusiness world has been dramatically changed because of the Internet and the opportunities available. Therefore, the impact of the Internet on the Five Competitive Forces remains to be crucial and cannot be controlled by those, who know a little about actual abilities o f the Internet.Advertising We will write a custom report sample on Online Business Issues specifically for you for only $16.05 $11/page Learn More All business students are provided with knowledge about the Internet’s direct impact on business. Though students spend much time learning and analysing the current opportunities and technological progress, they cannot understand how exactly this issue defines the quality of all work done. Not all business people are ready to compare the possibilities of the past with the possibilities of the future to make the correct decision today. Porter’s model is about the analysis, and if the Internet changes the compositions of the analysis, it will change the essence of the analysis itself. It is wrong to believe that no dramatic changes can happen to the model. It is inappropriate to believe that the change of one aspect can lead to the change of another aspect. It may happen that the Internet can infl uence the bargaining power of buyers or substitutes and has nothing to offer to change the threats of entry. Therefore, the analysis of each dimension is necessary. How the Internet Changes the Game The Internet has enough powers to impact business games modern people are so eager to play day by day and promote economic benefits (Bernard Souza 2009). Even if people do not want to agree with the fact that they are the players that can win or lose one day, all business people want to use their thinking abilities and chances to achieve more (Werbach Hunter 2012). Each dimension of Porter’s model changes because of the power of the Internet to business. The bargaining power of customers and buyers may be considerably increased due to a variety of information available through the Internet. The threat of new entrants and substitute products may be also changed, still, it is hard to predict what kind of changes can be. On the one hand, it is easier to enter a new market with the Internet because there is no necessity to open a real store or business centre or something else (Morais, Pires, Moreira 2012). It is enough to create a captivating site and make people learn about their possibilities for the services offered. On the other hand, people can get access to many e-business companies that can offer the same services at more reasonable prices. Therefore, the level of substitutes and abilities of business players can be dramatic for each other. The peculiar feature of the Internet is its ability to create unexpected outcomes and influence the whole system in the most unpredictable way. And if Porter’s model has been always about something that is expected and can be explained, it cannot stay this way because of the Internet opportunities for people, who develop e-business.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The rivalry achieves a new stage because of the Internet as well. People have to think how to spread their services and offers globally. It is not enough to achieve some local benefits. It is more important to inform as many people as possible to underline the urgency and success of the chosen business. Reference List Bernard, RRS Souza, MP 2009, ‘Dominance in online business games competitions’, Developments in Business Simulation and Experiential Learning, 36, pp. 287-294. Gandomi, A Haider, M 2014, ‘Beyond the hype: big data concepts, methods, and analytics’, International Journal of Information Management, vol. 35, pp. 134-144. Hax, AC 2009, The Delta model: reinventing your business strategy, Springer Science Business Media, Cambridge, MA. Jao, J 2014, ‘Why big data is a must in ecommerce’, The Big Data Landscape. Web. Karagiannopoulos, G.D., Georgopoulos, N. and Nikolopoulos, K 2005, ‘Fathoming Porter’s five forces model i n the internet era’, Info, vol. 7, no. 6, pp. 66 – 76. McAfee, A Brynjolfsson, E 2012, ‘Big Data: the management revolution’, Harvard Business Review. Web. Morais, EP, Pires, JA, Moreira, R 2012, ‘E-business maturity: constraints associated with their evolution’, Journal of Organizational Computing and Electronic Commerce, vol. 22, no. 3, pp. 280-300. Nwokpoku, J 2015, ‘Big data: driving e-business through open access’, Vanguard. Web. Werbach, K Hunter, D 2012, For the win: how game thinking can revolutionize your business, Wharton Digital Press, Philadelphia, PA. Yin, H, Jiang, Y, Luo, Y, Liu, Y 2014, ‘Big data: transforming the design philosophy of future internet’, IEEE Network Magazine, vol. 28, no. 4, pp. 14-19. This report on Online Business Issues was written and submitted by user Leilani Pennington 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.

buy custom Current Issues and Research in International Law essay

buy custom Current Issues and Research in International Law essay This paper will evaluate the scope doctrine of self-determination in international law with special reference to issue of democratic governance. It will outline the relevant sources of the doctrine as contained in UNGA resolutions 1514, 1541 and 2625 and the jurisprudence in the Western Sahara case. The paper will then focus on the way in which Franck approaches the issue of "self" in self-determination and discuss his idea that self-determination must include the ability of the people of a territory to govern themselves through democratic means. The paper will consider any legal responsibilities that the international community might have to peoples who are denied this right, taking into account the doctrines of sovereignty and non-interference; and the powers of the United Nations Security Council. The paper will make reference to at least one of the works one of Burchill, Marks or Fox and Roth and to the relevant provisions of the International Covenant on Civil and Political Righ ts 1966. Self-determination in international law is a concept that purports that a people have a legal right to choose (or reject) their sovereignty without coercion or influence from external forces. The doctrine of self-determination has its roots in the wars of the world where groups have come clashing with powers that be or other groups competing for the same space. In order to understand the basis for the doctrine of self-determination, it is imperative to also consider the basis for a state, the entity that stirs interest when it comes to self-determination of peoples. The doctrine of self-determination was chartered by the United Nations General Assembly (hereinafter referred to as UNGA) in several resolutions that sought to bring to an end the spirit and era of colonialism (UNGA 1514), to recognize the formal appearance of the non self-governing territories and the need to make them fully self-governed (UNGA 1541) and lastly to bring all states to a point of international co-operation and friendly relations between states as equals (UNGA 2625). United Nations came to reaffirm faith in the independence of states and the belief that all men and women everywhere are equal. That a people have a right of self-determination is central to the United Nations Charter on peace building around the world. Right of self-determination was not clearly defined in the years before World War I (WWI). Nations in the colonial era were denied that right or more correctly did not get recognized as nations that had the right of self-determination. Most of the countries in Asia and Africa were forced to work for and live by the administrative enforcement of their colonial masters. WWI, which was referred to as the War to end all Wars, brought some significant changes to some increasingly powerful nations such as the USA. The United States of America begun to engineer a process through their declaration of Independence and affirmed that all men are born equal. President Washington of the United States wrote to congress that self-determination was a much needed political and legal right that all people of the earth were entitled to. He explained that right of self-determination was an imperative principle of political action that must be enforced by all nations. New States at this time were in the offing. According to Smith, for a nation to be considered a state it has to possess three important components; one, a community must occupy space and time for a continuous period with the intention of settling there; two, a community must have emerging relatively permanent political institutions with roles that serve the community; lastly, the communitys loyalty must shift from individuals to the values, norms and creed held by an emerging political and administrative outfit that services the community in general. The Declarative Theory on Statehood derived from the International Law defines a State as an entity with permanent population, government, territory with boundaries within which it can exercise her internal and external sovereignty and complete Independence/self-rule and ability to enter into diplomatic relations with other sovereign states. (Brownlie, 2008) These requirements for statehood meant that other nations had to cease control and let those countries under their receivership develop autonomy of governance without external interference. Self-determination took shape in the years following World War II (WWII), which was considered as the war to reign in democracy and self-rule. Powerful nations reconvened and disbanded the League of Nations with the formation of United Nations. Central to the core values of the United Nations became, and still is, freedom for all peoples and the peaceful co-existence of all nations. The need to move towards the independence of colonies was seen as an important step towards the self-government of all colonial states and therefore the development of those people and their nations. The scramble for nationalism and self-determination of states begun and many nations after the WWII asserted themselves as independent states with their own leadership and political administrations. The United Nations played a critical role in the 1960s as it moved to abolish colonies and restore leadership to the colonies through the various UNGA resolutions to which powerful nations accented to. So far known states had claimed sovereignty and the concept of political self-determination had taken place. However, Western Sahara still remains a unique station. This country, which is largely a desert, was highly contested by Mauritius and Morocco. Today, Morocco backed by France remains the only country that has control over the largest divisions of Western Sahara. In 2007 the United Nations engaged Morocco in talks about the autonomy of governance for the region and Morocco came up with a plan to speed up the process and oversee a referendum for self-determination in the state to that effect. Given that Western Sahara remains one of the most sparsely populated nations of the world, any initiative to bring people together in unity of purpose had initially failed. This process made the amalgamation into statehood almost impossible as Smith says in his argumet on grounds for statehood. The same conditions made Western Sahara easy prey to re-colonization through successive regimes and altogether difficult for any group for example the Sahrawi Arab Democratic Republic to organize good leadership. The lack of governance in the Western Sahara has made it revert to a state called the unfinished decolonization. Higgins argues contrary to many theorists on International law that There is no legal right of secession where there is a representative Government. (Higgins, 1997) In the case of Western Sahara she sees the nation as living in a delicate balance where Morocco is not fully obliged to legally cede Western Sahara full independence because of the representation of governance in place. While Higgins is seen as an enthusiast of the tenets of United Nations, in the case of self-determination of countries which are not fully self-governed she takes a major philosophical departure. She argues that securities of democracy cannot be guaranteed under receivership and therefore unless and until a country is fully stable and ready for independence it should remain in the shadow of the representative government. The view in this case is not really one that denies the tenets of United Nations but rather addresses fears associated with the manipulation of the process of democracy in a country whose independence is delicately underway. The right to self-determination was legitimized by the UNGA resolutions and not only that but also the process of aiding those nations that were not yet fully self-governed to attain sovereignty through self-rule and to be admitted in the charter of the United Nations. This increased need for autonomy of self-determination led to the birth of democracy in varied and different ways that promoted growth at individual and collectively at societal level. The interaction of states on the international platform as equals underlies a much bigger process underneath and behind every state. Since the conformity of working relations is dependent on democracy and free associations, then governments seeking to solidify their relations with other nations must conform to certain liberal approaches in how they govern their subjects. Franck says that the democratization process within a country has international ramifications. He argues that if nations must become compliant with most of the resolutions of the charter of United Nations on Human rights and such affairs as would include governance, then they are bound to revise their general norms of governance to allow for the much needed democratic space for political action. The pressure from people has increasingly yielded democratic results starting from the push for reforms in many countries with rigid constitutions. The electorate has played a critical role in determining who goes to the highest office in the land and consequently who represents them and their views on the international stage. According to Franck Democracy has become a global entitlement promoted and protected by collective international processes. In general terms therefore in the words of Franck democracy validates government. Since political groups wish to stay in power then they are constantly put to task to work with the will of the people. Initially, democracy was not considered a keeping of the United Nations but was esteemed as an internal or domestic affair. According to Burchill; Only after the Cold War did international law dare to address the question of democracy; it had previously generally been considered to be a domestic issue and thus not subject to international scrutiny. The events of 19891991 led to the embrace of democracy in many countries. The nature of Cold War forced nations to take a back seat in affairs of the more oppressed nations because of the relationships that were at stake. Nations did not exactly go to war with each other at this period but threats of emerging war fronts and unscrupulous manufacturing of weapons of mass destruction scared nations into alliances and DEFCON preparations. International community therefore, in avoiding to infringe on the sovereignty of nations and thus trigger another World War, did not have specific guidelines on rules or resolutions on democracy. Nevertheless, due to the norms that underscore the communion of International Community it became increasingly clear that self-determination was a process that was not complete without democratic processes that helped install leaders as statesmen. If countries did not have a choice regarding the leadership that would represent them in the international negotiations then it meant that the nation was still not freely governed and there fore not self-determined. These constituent ideals of democracy have seen communities go to war in order to reaffirm their faith on this foundation. Whether the war is civil or ideological, the same principles come crushing through. Democracy therefore has taken a legitimate incontestable position in the hearts and minds of the people. The principles of democracy are written all over the United Nations charter in various forms and requirements. The agreements that are entered into by nations are voluntary and bear no obligations except to the point where an agreement has been entered into. When nations thus bind themselves to these obligations then they are morally expected to deal judiciously with their citizens if they are to expect the same treatment extended to them by the international community. In time and in practice these values of equality and upholding of human rights have been transformed to become more than principles or etiquettes of dealership. The principles of democracy in many countries have become part of the law drafted to safeguard the sovereignty of a nation through the independence of the peoples of that nation. Democracy has therefore become a norm and an inviolable non-negotiable right however tumultuous the process of attaining democracy can be for a country. Fox and Roth have drawn two sources or forms of democracy on the international stage. The first notion is that democracy is a right and that the legitimacy of governments is dependent on the democratic space in their country. The second notion in academicc discourse entails the determination and theorizing of evidence of democracy as a yard stick for legitimacy of governments. They submit that even Western countries, which have a much more mature democracy, still struggle with internal democratic arrangements. The process of self-determination therefore becomes synonymous with democracy in any given country. Democracy has been reaffirmed time and again in the dealings that nations engage with each other. Since most of the countries affected by dictatorship are third world, one of the ways in which these countries have been encouraged to adopt democratic processes is through pledging democracy as collateral for aid. According to Susan Marks democracy in some other instances has been held as a condition that is part of a countrys territorial sovereignty. One hundred countries ratified the Declaration of the Community of Democracies document in reaffirming their faith in the legitimacy of democracy in sovereignty. When a countrys democracy is threatened either by internal or external forces so does its legal right to self-determination. Countries that are torn by strife and civil war are hardly stable and therefore lack competent governance that can uphold and defend democracy. International community in this regard has a responsibility to help restore order and normalcy in these nations. The United Nations comes in as an arbiter or a mediator between the warring parties within the society. Barnes says that at this point the responsibility of the international community is to explore the possibility of power sharing in cases of insoluble or extreme conflicts. (Barnes, 2001) The objective is to maintain peace through an evasive non-violent deal and jumpstart a process of reconciliation between the warring parties. The process continues to the place where the United Nation sponsors a process of constitutional nature so that peace is not only kept but guaranteed in the future in case similar conflicts occur. Another challenge of democracy is the minority groups seeking self-determination. Secession of a state within a confederation is only possible with the consent of confederate states. A case in point is the American Supreme Court ruling in Texas V. White in which the high court judge ruled that it was possible for a state to secede from the federation only with the consent of the rest of the confederate states. (Pavkovic Radan, 2003) Therefore, for sub-groups within larger states to seek self-determination would mean that a referendum would be established in keeping with the constitution of the land, which is the supreme law. International communities cannot act contrary to the opinion of the majority however noble their course is in an area faced by secession. The wish of the majority which is taken as the popular democracy carries the day in a winner takes all fashion. A case in point is the Western Australia secession bid from Federate Australia. The proponents wanted to split with Federate Australia because the majority of that federate unit wished so but the Joint Select Committee of British Parliament ruled against them since the majority confederates were not of the idea of the secession of Western Australia from the Confederation. (Pavkovic Radan, 2003) The international community therefore in promoting and sustaining democracy among warring nations evaluate positions with a key eye on where the scales fall in relation to popular democracy. On the other hand, in the event a successful secession occurs and emerging New Nations decide to self-govern themselves then the United Nations has made provisions on how that would take place. According to Pavkovic and Radan, the Yugoslav wars set the first application for the use of internal boundaries to become international boundaries. They said, regarding the state divisions of Yugoslav: In its wisdom, the international community ordained that the existing internal borders of the seceding Yugoslav republics were to be transformed into international borders.In essence, the principle of uti possidetis juris mandated that the borders of former colonial entities became international borders of the state following decolonization. (Pavkovic Radan, 2003) However, when the threat to democracy is external, then the United Nations have an even greater role to play. The threat of peace due to clashing of sovereign nations can be far more retrogressive in promoting the equality of nations in sovereignty according to the UNGA resolutions. The United Nations Security Council is empowered to move in swiftly in peace keeping missions around the world and quell a mutiny at least until a political solution is arrived at. The Security Council takes a neutral stance in regard to disputed zones and their presence in those areas is to keep violent armed conflict in check. Meanwhile United Nations convene meetings with neighbouring countries to the affected or countries with a sense of political affinity with the affected in order to find an amicable solution. In conclusion, the process of democratization is synonymous to the sovereignty of nations. The birth of democracy has come along way in determining whether a country is independent and therefore sovereign. The notion of democracy has always existed in the minds and hearts of people in their pursuit of independence from colonialism and continues to persist past the corridors of independence. As long as there is some form of limitation of choice whether in semi-autonomous states or in dictatorial regimes, the will of the people expressed in democracy has and will always force nations to change in that regard. International Law thus in recognition of this norm has legitimized the right to democracy as a prerequisite for recognition of sovereign nations seeking partnerships and favours. Democracy among the nations of the earth has developed to become recognized as a right and not just a principle in practice. The current move in international community is to promote democracy as part of self-determination to the place where it can be recognized as a law on its own in a bid to end the strife attached to dictatorial regimes and promote cohesion and peaceful coexistence of nations as equal sovereigns. Buy custom Current Issues and Research in International Law essay

Discuss the main causes and effects of gun crime in the USA Essay - 3

Discuss the main causes and effects of gun crime in the USA - Essay Example Given that it is a constitutional right to protect one’s self from harm and attacks, many citizens take advantage of these factors to assault others (Boseley, 2013). In this case, many criminals use guns in their activities, knowing the constitutional frameworks are in place to protect them against receiving serious jail terms because of the atrocities they perform. In addition to the need for self-defense, the large number of civilian gun holders in the country also explains the reason why many gun crimes exist in the U.S. The notion according to the creators of this act was that more guns available in the country would translate into less numbers or incidents of crime in that country. Private gun holders often use their emotional distress to carry out crimes, hence questioning the necessity of private gun holders in the presence of a tight police service. The current gun control laws in the United States make it easier for people to acquire, own, and carry firearms (Spano & Bolland, 2010). These laws specify the role of the firearm as to protect the holder. However, this exposes the citizens who do not have firearms, as they are subject to constant threat and manipulation from their partners who have licenses to hold guns. In addition to this, the gun related cases are handled at the state courts, which have softer penalties for the perpetrators of gun violence. Such penalties do not stifle the act of crime using guns, instead instigating criminals to use guns more in their operations. The existence of drug lords and drug cartels in the United States leads to the rise in various vicious gangs that sell or traffic drugs across the borders. The increased intake of drugs in the USA indicates more business for the drug cartels, which often compete to attract more customers (Gius, 2014). These competitions have made the demand for guns in the US very high, with many

The Term Enlightenment Essay Example | Topics and Well Written Essays - 1000 words - 1

The Term Enlightenment - Essay Example Spiritual enlightenment is a very thorough process in which a human being’s soul is uplifted towards the divine light and thus brightening his whole personality. Thus it can be said that spiritual enlightenment is the ultimate end of human life and need the deeper awakening of the spirit or the soul. The enlightenment process occurred in the writing â€Å"The library card† is essentially different from that which Plato has described. Plato in his writing is talking about the spiritual enlightenment which leads to salvation. It is about a divine awakening in a person which changes his perception and view of the whole world and himself. When the idea of a human being change due to the enhancement of his knowledge cannot be completely categorized as spiritual enlightenment rather it is just a revolution in his thoughts and outlook about him and the world.The author of the essay explains the way in which he had an opportunity to experience the sense of awakening with the he lp of different books and novel.He is a black man had very little knowledge about the real living style and thoughts of white men. He lived in a time when blacks were oppressed and considered nothing more than slaves. Nevertheless, he had a hidden passion for reading but found no access to books due to the situation he was living in. Even then he managed to get access to books and this was a turning point in his life. He had the chance of reading the predicaments of a white revolutionist who denounced the western customs and practices.He also became aware of certain names he never knew before which the book mentioned. Slowly he was progressing towards more of reading which was changing his attitude and perception towards the white dominant society. He has been gaining enlightenment with the assistance of the books and novels he was reading.

Closing The Gap In Educational Attainment

Closing The Gap In Educational Attainment Closing the gap in educational attainment between social groups has been widely acknowledged as a pressing concern of national importance Introduction Education is the most powerful weapon which you can use to change the world. Nelson Mandela grew up in a country divided by apartheid. A black man in a country where a white minority ruled, he had a vision for South Africa; to be one nation regardless of race. In 1994 he became the first black president of South Africa testament, indeed, that barriers, of any kind, should not be reason for or an apology for lack of attainment or achievement of any kind and, that barriers can be overcome. It is widely agreed that there are numerous barriers to educational achievement and social inclusion, among them Special Educational Needs (SEN)  [1]  and disability, Ethnicity and English as an Additional Language, and gender to name but a few. The aim of this essay however, is to look at just one of the barriers faced in this country, poverty, and to look at how pupils within this social group are affected and how poverty affects their educational achievement, further, the essay will look briefly at the evolution of inclusive education and what is currently being addressed by this and subsequent governments in order that pupils, regardless of circumstance can have equality in education. Body of essay In order to link poverty with educational achievement and attainment gaps, a background to poverty and social inclusion within education will be outlined followed by the first part of the analysis which will look at the historical overview of inclusive education, current policy and guidance and its impact on minority groups; the second part of the analysis will examine the effects of poverty and how, in particular, pupils entitled to FSMs  [2]  impact on the gap in educational attainment compared against children not entitled to FSMs. The final level of the analysis will look at the importance of narrowing the gap and the introduction of the 21st Century School. What is poverty? At this point it is necessary to note that, through research, it became apparent that there is an unclear and infinite definition about what poverty is and how it should be measured. However, most of the research leads to an agreement that poverty is to be related to in terms of typical living standards within the UK and the following definition is widely accepted: Individuals, families and groups in the population can be said to be in poverty when they lack the resources to obtain the types of diet, participate in the activities, and have the living conditions and amenities which are customary, or are at least widely encouraged and approved, in the societies in which they belong. P Townsend, Poverty in the United Kingdom: a survey of household resources and standards of living, Penguin, 1979, p31 The most crucial point made above and which is the main cause of poverty is resources; to emphasise more clearly, the main cause of poverty is insufficient income/unemployment which, for adults with children directly impacts on them and their wellbeing. Although the UK has a system of benefits which should protect families with children from poverty, these too are deemed as too low. In relation to this, it accepted that whilst adults do not choose for themselves the road of poverty, for children of parents living in poverty there is no alternative and they are therefore not just children but could be described as victims of circumstance. Poverty is not just about going without it is about being deprived of equality in areas such as health, housing and respect and, in the case of children, education. In conjunction with the definition (above) the DCSF (2009) goes on to describe child poverty alone as Child poverty means growing up in a household with low income. Research has shown that these children will face a greater risk of having poor health, being exposed to crime and failing to reach their full potential. It means they miss out on school trips, do not have adequate winter clothing and arent able to enjoy leisure activities with their peers. As a result, their education suffers making it difficult to get the qualifications they need to move on to sustainable, well-paid jobs. This limits their potential to earn the money needed to support their own families in later life, and so a cycle of poverty is created. www.dcsf.gov.uk/everychildmatters/strategy/parents/childpoverty/childpoverty/ What is Social inclusion? As with poverty, in order to link social inclusion with educational achievement and attainment gaps, a background and understanding of the issues pertaining to social inclusion need to be outlined. The term social exclusion is a term generally used to describe what can happen to people who are subject to the most severe problems, and are therefore no longer socially included. As noted above, children have no choice of background; they are born into it and therefore find themselves in poverty as a result of their birth circumstance. For a child not to be socially included brings consequences above and beyond economic poverty alone. It is generally considered that to be socially excluded as a young and impressionable child can have far reaching effects detrimental to both education and health therefore, to surmise, to be socially excluded is to face exclusion not just economically but socially and academically too. http://www.cabinetoffice.gov.uk/social_exclusion_task_force/context.aspx Historical development of inclusive policy guidance Bearing in mind the previous points, it is necessary now focus on how this and previous governments have attempted to overcome some of these issues through inclusive education. It should also be noted that whilst this essay is focussing, in the main, on the impact of poverty on educational achievement, the roots of inclusive education lay predominantly with another minority group, children with learning difficulties/special educational needs (SEN). However, as acknowledged above; through circumstance, pupils from families who are deemed as in poverty have now been identified as a group who are under achieving academically and, therefore, as with pupils with SEN are a recognised minority group for which an inclusive education should benefit. Inclusion is not a new idea and in fact has its roots at the turn of the last century where educationalists, in particular child welfare pioneer Elizabeth Burgwin, saw neither the purpose nor virtue in, what was then segregated education and that adaptations could be made to ordinary schools in order to educate all children, whatever their ability or circumstance, together, however, there was another opinion that children could be categorised according to their ability and taught in special schools. These were children who, in the words of the School Board for London (1904) were children who could not be taught in ordinary schools. (Thomas, Walker and Webb, 1998) It became accepted that segregated education/special schools was the safe and sensible way forward to meet the needs of children with SEN; further, this format of schooling safeguarded the education of mainstream pupils in ordinary schools, indeed the 1944 Education Act scripted an extremely segregative post war education system. It was not until the mid-1960s when evidence showed lack of success in the system that opinions began to change and education looked toward integration and inclusion (Thomas et al., 1998). Given then that the purpose of inclusion within education is that pupils with SEN are integrated into mainstream education it is important here to note the difference between integration and inclusion. The term Integration was introduced in 1978 in the Warnock Report and referred to the idea of integrating children with SEN into a common educational framework. The idea has since progressed to include all children, not just those with an identified SEN, but children from all minority groups regardless of gender, ethnicity or circumstance [poverty] so that a fully inclusive education should be fully inclusive of all children and is seen to embrace diversity. (Warnock Report special educational needs 1978 chapter 7) (House of Commons: Select Committee on Education and Skills Third Report 2006) Clarification of inclusion policy: Defining inclusion p58). Inclusive education Promoting excellence in teaching and tackling disadvantage demands we personalise teaching and learning and back strong, innovative leadership in schools Ed Balls, Secretary of State for Children, Schools and Families July 2007 present  [3]   ECM Speech to the National Childrens Bureau, 23rd July, 2007 The principle and practices of inclusive education therefore suggests that all pupils in a school, regardless of their strengths or weaknesses in any area, become part of the school community; that they are included in the feeling of belonging among other pupils, teachers, and support staff further, schools have a legal responsibility to educate all regardless of gender, ethnicity or circumstance in mainstream schools. Breaking the link (DSCF, 2009) identified that a FSM pupil is also more likely to have been identified with special educational needs (SEN) and will be more likely to have a CoP  [4]  statement or categorised as School Action or SA+, it is possible that this group will also be of a group of BEM or BESD  [5]  which have also been identified as an under performing social group. It is generally considered that there is a relationship between these factors and interventions such as personalised learning, as identified within the QCA framework for inclusion, is vital to adhere to in order for progress. For these identified groups, inclusion is not necessarily just understanding that every pupil will not be working on the same learning objectives as every other pupil within that group but that the pedagogy will be about recognising where differentiation would be appropriate in order to support and accommodate the different learning needs and styles of the social/learning group and that a detailed approach to monitoring their improvement is in place in order that targets may be stretched and met. Personalised learning (differentiation) therefore, will be key to lifting achievement and therefore should be a fundamental component to narrowing the gap and working towards a culture where a childs chances of success are not limited by their socio-economic background, gender, ethnicity or any disability or circumstance. Working within the inclusive framework however should not be viewed as a barrier for either pupil or staff; inclusion needs to be viewed as a continuing process of breaking down barriers and narrowing the gap to educational attainment for all children and young people. There are a number of laws addressing discrimination in education and therefore support inclusive education in the UK. Arguably, the most important piece of legislation passed in recent years is the Every Child Matters (ECM) policy which, launched in 2003, was published alongside the formal response to the report into the death of Victoria Climbià ©Ã‚  [6]  and gave rise to the 2004 Childrens act. ECM covers children and young adults up to the age of 19 (or 24 for those with disabilities) and is the Governments aim is for every child, whatever their background or circumstance, to have the support needed to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being The ECM policy focussed on Inclusive Education Equality of Opportunity and placed high on the agenda 3 main areas: Human Rights Children have a right to learn and play together, they should not be discriminated against and inclusion is concerned with improving schools for both pupils and staff alike Equal Opportunities in Education Children do better in inclusive settings (academically and socially), they should not need to be separated in order to achieve equal academic status and inclusive education is a more effective use of resources Social Opportunities inclusive education is on part of inclusion in society, children need to be involved with all their peers. Assuming then that ECM and the 2004 Childrens act are supporting and sanctioning inclusion, it is interesting to note that there is evidence to suggest, through the attainment gap, that social minority groups, despite progress and the inclusion and integration advocated in the Warnock Report, are still under achieving and, that the concept of inclusive education is still discussed as though it applies only to children with an identified SEN and is not taking account of all social minority groups, but as identified in the Index for Inclusion below, it does, in fact, have a much wider scope, inclusion in education involves: (Booth and Ainscow 2000) Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as having special educational needs. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasising the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Poverty and the effects on education It is the aim of this and subsequent governments to raise achievement for all pupils and to break the link between disadvantage [poverty] and low educational attainment. In 1999, the [then] government pledged to halve child poverty by 2010 and eradicate it by 2020, in response to this, in 2008 the government published a paper: Ending Child Poverty Making it Happen 2008 underlining their commitment to ensure not just that each successive generation is able to gain better jobs, but that everyone has the chance to achieve their potential, no matter what their background, further the paper announced that a child poverty Bill will be introduced in 2009. The Child Poverty Act 2010  [7]  ensures that sustained action must be taken to tackle child poverty by this, and future, governments, by devolved administrations, and by local government and their partners. The act sets targets relating to the eradication of child poverty, and to make other provision about child poverty. The Bill provides a statutory basis to the commitment made in 1999 and to create a framework in which to monitor progress at a national and local level. Relevant to poverty and education however, is section 26 of the act which makes an amendment to the of the Education Act 1996 and gives the Secretary of State an order-making power to extend eligibility for free school meals (FSMs) if the child meets prescribed conditions and the childs parent is in receipt of a prescribed benefit or allowance. (Child Poverty Act, 2010) Research carried out by the Joseph Rowntree Foundation in 2007 reinforced that the links between poverty and education were clear but complicated and that to break the established relationship between poverty and poor educational outcomes required a change to the underlying structures (Raffo, Dyson, Gunter, Hall, Jones, Kalambouka JRF A Review of research on the links between education and Poverty, September 2007). Since then and with the advent of the Child Poverty Act and the End Child Poverty Campaign, inroads have been made and some 500,000 children have been lifted out of poverty  [8]  however, there are still currently 4 million children in the UK living in poverty, as defined above, which equates to an overwhelming 30% of children all within the UK, further, the UK has one of the worst rates of child poverty in the industrialised world. It could be argued therefore that poverty has the ability to obscure the potential and opportunity of a child and therefore limit the life chances of the child. Evidence suggests that poverty has the capability of shaping a childs development; before reaching the age of 2; a child from a poorer family is more likely to be showing lower levels of attainment than that of a child from a better off family and that children growing up in poverty are more likely to leave school at 16 with fewer qualifications (End Child Poverty; 2010). In the foreword to Removing Barriers to Achievement (DfES, 2004) a set of specific educational goals were expressed. Primarily, education is targeted as a means to integrate individuals into society and to teach them the skills necessary to participate contribute and achieve their potential. Therefore it can be assumed that the notion of inclusive education is a basic human right of every child regardless of circumstance. Given then that the opportunity for full time education is available for all and, that under international human rights law (and, in particular, Articles 28 and 29 of the UN Convention on the Rights of the Child (1989) which cover the right to education), the UK has an obligation to provide [inclusive] education for all children. (UN Convention on the Rights of the Child: 1989) If it is the case then, that the right of the child to education, and with a view to achieving this right progressively on the basis of equal opportunity (Article 28), it is interesting to note that on average poorer children score less well on a range of educational measures such as reading tests in early years and GCSE results in secondary education, highlighting the plight of poverty in education. With the statement made in the: Ending Child Poverty document [to ensure not just that each successive generation is able to gain better jobs, but that everyone has the chance to achieve their potential, no matter what their background] it must follow, therefore, that part of the answer lies in education as the path to a better job lies with qualifications. During the last 10 years schools, nationwide, have benefited from government investment and statistics show that the attainment gap is closing however, evidence shows that there is still a link between family income and achievement. Approximately 15% of all pupils are entitled to FSMs but as demonstrated [below], these pupils are less likely to get 5 good ACEM  [9]  compared to those pupils not in receipt of FSM. For that reason, poverty and deprivation remain an ongoing area of concern. (DCSF: Breaking the Link, 2009) The importance then of FSMs for eligible pupils should not be under estimated as a means to closing the gap in educational attainment as, to refer back to the UN Convention on the Rights of the Child (1989), article 27 states that no child in the UK should go hungry. Abraham Maslow is known for establishing the theory of a hierarchy of needs, which places, in a pyramid, the order basic requirements need for motivation. At the bottom, are the physical requirements which, although basic, we will not function comfortably without. The basic human need is for food, water and sleep. The middle of the pyramid deals with the emotion and at the very top is self fulfilment. Using this theory illustrates and reinforces the importance of FSMs for pupils eligible as without their basic need met pupils will not function to the best of their ability as demonstrated below. Assuming then that, a child is fed, research has shown that there is a significant and immediate effect of diet on behaviour, concentration and cognitive ability. Areas directly relating to educational attainment affected by nutrition have been identified as: Developmental disorders e.g. dyslexia and dyspraxia, Memory Concentration Intelligence Attention span Attention-Deficit-Hyperactivity Disorder Aggression Achievement (Sorhaindo, A. Feinstein, L. 2006 What is the relationship between child nutrition and school outcomes? Wider Benefits of Learning Research Report No 18. Centre for Research of Wider Benefits of Learning) p 7, 11. If it is the case then that nutrition has a clear impact on the performance of a pupil, it must therefore be of prime importance to ensure that all pupils entitled to FSM are in receipt of them. In addition to the above, nutrition is also believed to impact upon behaviour, which has the potential also to affect school performance and interaction with peers, and compromise self-esteem (Sorhaindo et.al., 2006) However, research carried out for the DCSF by the Key Stage 2 4: National Indicator Set has shown that where pupils are in receipt of FSM academic attainment is lower at every key stage (as the focus group identified is secondary pupils, relevant statistics only are identified). By the sheer fact that a pupil is entitled to FSM indicates that they are from a family whose parents or carers are in receipt of benefit and are therefore are on low income and are entitled to apply to their local authority to claim FSMs. The use of the Income Deprivation Affecting Children Index (IDACI) is used in order to determine FSM eligibility. This however, this is by no means a perfect system, as it misses out children from families who do not apply for all the benefit to which they are entitled; in so doing pushes the family further into economic chaos as lunches that need not necessarily be paid for now become, unnecessarily, part of the family budget. (DCSF: Deprivation and Education 2009) An attainment gap (measured by pupils entitled to FSM) is measured at each key stage; it begins at key stage 1 and increases at each key stage through education. By the end of key stage 4, research has shown that there was a 29 percentage point gap between FSM and non FSM pupils in English and a 28 percentage point gap in maths. This equates to a non FSM pupil having over three times the odds of achieving an A*-C grade in these subjects compared to an FSM pupil. In 2007 Only 21% of FSM pupils achieved 5 ACEM  [10]  , compared to 49% of non FSM pupils. This figure had narrowed slightly from the statistics available for 2003, whereby a non FSM pupil had 3.8 times the odds of achieving 5+ACEM, but this ratio has fallen over time to just 3.1 in 2007. (DCSF: Deprivation and Education 2009). With a link in educational attainment having been identified and linked to amongst others, poverty and FSMs it is necessary to look at how this gap can be narrowed; for as long as poverty exists in childhood there will be an increase in the risk of adult poverty. Intergenerational cycles of poverty are not unbreakable or inevitable, but changes need to be implemented or there will be a risk that, in future years, the gap in attainment will impact on society, as there will be children leaving education with fewer skills required by employers when entering into the workforce, which will ultimately hinder economic growth. There is evidence to suggest that poverty need not be the cause to achievement or attainment. Research carried out by Jason Strelitz, policy advisor on UK child poverty for Save the Children, showed that with successful financial and policy intervention by national government poverty as a key barrier to educational attainment can be eliminated (Jason Strelitz, The Guardian Newspaper, Thursday 21 August 2008). It has been shown and is acknowledged that FSMs are a clear indicators of performance however, in London in 2007, the average attainment gap of children on FSM and non FSMs was 27 percentage points, the gap in performance between children on FSM in the best authority and the worst was wider still; 37 percentage points suggesting that it is not FSM in isolation alone that is seen as a barrier but geography and postcode. To illustrate; two contrasting London boroughs: Kensington and Chelsea, with few children on FSM, besides Tower Hamlets, who had the highest proportion of children on FSM anywhere in the country. In 1998 Tower Hamlets ranked as one of lowest-performing authorities in the country for educational attainment; 10 years later their results were above average across the board and, for the poorest children among the very best. It appeared the answer for Tower Hamlets was investment. During the 10 year period identified, investment and educational initiatives were focused on d isadvantaged areas and the results were outstanding. With the exception of one, all of the 30 local authorities that were identified saw improvement in their GCSE attainment since 1998. All, bar one, had above average per-pupil funding. (Strelitz, 2008). This clearly demonstrates how investment in education can work to narrow the gap in attainment and that poverty, is not necessarily a barrier to education. However, it should be remembered that the investment has been made in the educational system/framework not the individual and that the children themselves, due to family circumstance, are still actually in poverty although the opportunity of a good/better education has been afforded them and which will be the key to their future and the opportunity for them to move on into higher education or employment giving them the prospect of breaking intergenerational cycles of poverty. It is clear then from the above that problems within the education system have been identified and are being addressed, through legislation drive and forward thinking as financial investment alone will not solve the problem, however, it does indicate that the problem can be solved. Working on the guidelines for change recommended in ECM the government has produced a series of papers aimed at outlining the way forward to narrow the gap for specific groups. June 2009 saw the publication of the current governments white paper: Building a 21st Century School System along with Breaking the Link. Building a 21st Century School System proposes the way forward for education. It documents how this and future governments will build on the existing school system to create a new system that will provide an education that is able to act in response to the challenges of society. Further it looks at and endorses a totally inclusive educational system aiming to break the link between deprivation, disadvantage, disability and low educational attainment and so impacts upon intergenerational poverty as discussed above and where every child, regardless of gender, ethnicity or circumstance [poverty] will have the opportunity to develop and gain the skills necessary to succeed in the ever changing global climate. (DCSF: 21st Century School System) One element of the 21st Century School is Extended services within schools. This has now been implemented in 72% of schools nationwide and it is intended that by the end of 2010 all schools will offer extended school services. The aim being, to have integrated health and social care on site as well as child care and after school facilities; thereby ensuring that problems which may potentially stand in the way of pupils learning are more easily and readily dealt with. However, data to date shows that whilst awareness of and satisfaction with services among parents is relatively high, there remains a participation gap between FSM eligible pupils and those not eligible, with non FSM showing typically a 10% higher participation rate. The issue therefore is to further encourage the disadvantaged groups and, in particular those eligible for FSM, to participate and make use of the offer. The participation gap indicates that children from poorer backgrounds are less likely than their peers t o have used to such facilities and are therefore less likely to state that the service meets their needs on the other hand the data shows clearly that progress is being been made in enabling disadvantaged children to participate in quality after school activities, but that more needs to be done to maximise the benefits of these activities to bring this groups engagement with learning. (DSCF: Breaking the Link, 2009) Conclusion It is not poverty alone that is the barrier to educational achievement. Poverty is circumstance. This and subsequent governments can, and should invest in education in order to give our children the opportunity they need to break away from intergenerational poverty and to close the gap in educational achievement and social inclusion. While children are denied their basic human right of an education equal for all, no matter their current circumstance, they will remain in poverty. Improving life chances through education, for all, is not an unrealistic aspiration but does demand the commitment of policymakers, both national and local, schools, partner agencies and parents to work together, to be focused on delivering change for all. As Nelson Mandela broke through his barrier and proved that race need not hold back achievement, this country too can break down barriers; children from all backgrounds can achieve poverty does not and should not be a barrier to attainment.

Researched Guidelines and Types of Interviews Essay

Interview An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interviewee. Although interviews are a standard part of journalism and media reporting, the focus of this piece is on how interviews can be used as a tool for psychological research. Interviews are particularly useful for getting the story behind a participant’s experiences. The interviewer can pursue in-depth information around a topic. Interviews may be useful as follow-up to certain respondents to questionnaires, e.g., to further investigate their responses. Usually open-ended questions are asked during interviews. Before you start to design your interview questions and process, clearly articulate to yourself what problem or need is to be addressed using the information to be gathered by the interviews. This helps you keep clear focus on the intent of each question. Preparation for Interview 1. Choose a setting with little distraction. Avoid loud lights or noises, ensure the interviewee is comfortable (you might ask them if they are), etc. Often, they may feel more comfortable at their own places of work or homes. 2. Explain the purpose of the interview. 3. Address terms of confidentiality. Note any terms of confidentiality. (Be careful here. Rarely can you absolutely promise anything. Courts may get access to information, in certain circumstances.) Explain who will get access to their answers and how their answers will be analyzed. If their comments are to be used as quotes, get their written permission to do so. 4. Explain the format of the interview. Explain the type of interview you are conducting and its nature. If you want them to ask questions, specify if they’re to do so as they have them or wait until the end of the interview. 5. Indicate how long the interview usually takes. 6. Tell them how to get in touch with you later if they want to. 7. Ask them if they have any questions before you both get started with the interview. 8. Don’t count on your memory to recall their answers. Ask for permission to record the interview or bring along someone to take notes. Sequence of Questions 1. Get the respondents involved in the interview as soon as possible. 2. Before asking about controversial matters (such as feelings and conclusions), first ask about some facts. With this approach, respondents can more easily engage in the interview before warming up to more personal matters. 3. Intersperse fact-based questions throughout the interview to avoid long lists of fact-based questions, which tends to leave respondents disengaged. 4. Ask questions about the present before questions about the past or future. It’s usually easier for them to talk about the present and then work into the past or future. 5. The last questions might be to allow respondents to provide any other information they prefer to add and their impressions of the interview. Wording of Questions 1. Wording should be open-ended. Respondents should be able to choose their own terms when answering questions. 2. Questions should be as neutral as possible. Avoid wording that might influence answers, e.g., evocative, judgmental wording. 3. Questions should be asked one at a time. 4. Questions should be worded clearly. This includes knowing any terms particular to the program or the respondents’ culture. 5. Be careful asking â€Å"why† questions. This type of question infers a cause-effect relationship that may not truly exist. These questions may also cause respondents to feel defensive, e.g., that they have to justify their response, which may inhibit their responses to this and future questions. Conducting Interview 1. Occasionally verify the tape recorder (if used) is working. 2. Ask one question at a time. 3. Attempt to remain as neutral as possible. That is, don’t show strong emotional reactions to their responses. Patton suggests to act as if â€Å"you’ve heard it all before.† 4. Encourage responses with occasional nods of the head, â€Å"uh huh†s, etc. 5. Be careful about the appearance when note taking. That is, if you jump to take a note, it may appear as if you’re surprised or very pleased about an answer, which may influence answers to future questions. 6. Provide transition between major topics, e.g., â€Å"we’ve been talking about (some topic) and now I’d like to move on to (another topic).† 7. Don’t lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer. Immediately After Interview 1. Verify if the tape recorder, if used, worked throughout the interview. 2. Make any notes on your written notes, e.g., to clarify any scratchings, ensure pages are numbered, fill out any notes that don’t make senses, etc. 3. Write down any observations made during the interview. For example, where did the interview occur and when, was the respondent particularly nervous at any time? Were there any surprises during the interview? Did the tape recorder break? Types of Interviews 1. Informal, conversational interview – no predetermined questions are asked, in order to remain as open and adaptable as possible to the interviewee’s nature and priorities; during the interview, the interviewer â€Å"goes with the flow†. 2. General interview guide approach – the guide approach is intended to ensure that the same general areas of information are collected from each interviewee; this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting information from the interviewee. 3. Standardized, open-ended interview – here, the same open-ended questions are asked to all interviewees (an open-ended question is where respondents are free to choose how to answer the question, i.e., they don’t select â€Å"yes† or â€Å"no† or provide a numeric rating, etc.); this approach facilitates faster interviews that can be more easily analyzed and compared. 4. Closed, fixed-response interview – where all interviewees are asked the same questions and asked to choose answers from among the same set of alternatives. This format is useful for those not practiced in interviewing. Types of Topics in Questions Patton notes six kinds of questions. One can ask questions about: 1. Behaviors – about what a person has done or is doing 2. Opinions/values – about what a person thinks about a topic 3. Feelings – note that respondents sometimes respond with â€Å"I think †¦Ã¢â‚¬  so be careful to note that you’re looking for feelings 4. Knowledge – to get facts about a topic 5. Sensory – about what people have seen, touched, heard, tasted or smelled 6. Background/demographics – standard background questions, such as age, education, etc. Note that the above questions can be asked in terms of past, present or future. Kinds of Interview 1. Informational Interview The objective of this interview is to ask for advice and learn more about a particular career field, employer or particular job. Interviewing experts in their field is one more way to become more occupationally literate. The knowledge that you gain here will make you a sharper and more informed. You will also make a contact and further develop your network. 2. Screening or Telephone Interview A phone interview is a very cost effective way to screen candidates. These can last anywhere from 10 to 30 minutes. You should prepare for it like an open book exam. It is recommended that you have in front of you your resume, the job description, a list of references, some prepared answers to challenging questions and perhaps something about the company. The vast majority of communication is non-verbal. Because they can’t see your body language, it is critically important to have positive and polished answers with energetic tone and inflection. Be sure to ask what the next step is. 3. Individual Interview This is the most common type and often called a â€Å"personal interview.† It is typically a one-on-one exchange at the organizations offices. In order to best prepare you will want to know the length of the interview which can usually range from 30 to 90 minutes. If the interview is 30 minutes you have to be concise and have a high impact with your answers. If it is 60 or 90 minutes you will want to go into much more depth and use specific examples to support your generalizations. 4. Small Group or Committee Interview This is where you will be meeting with several decision-makers at once. This can be an intimidating experience if you are not prepared. It’s an efficient way to interview candidates and allows for different interpretations or perceptions of the same answer. Be sure to make eye contact with everyone, no matter who asked the question. It’s important to establish rapport with each member of the interview team. Try to find out the names and job titles of the participants. 5. The Second or On-Site Interview After your first interview, you may be asked back again for a â€Å"second date.† They like you enough that you made the first round of cuts, but they would like to know more about you before making their final decision. Second Interviews can last either a half or full-day so it is best to check again and get an agenda. You may be meeting with three to five individuals. This may include a representative from Human Resources, the department head, the office staff and the department head’s supervisor. Be alert and enthusiastic at all times! The more you know about the structure of the process, the less anxious you are going to feel and the better you will perform. This is the last step before an offer is made. 6. Behavioral-Based Interview The theory behind Critical Behavioral Interviewing (CBI) is that past performance in a similar situation is the best predictor of future performance. CBI probes much deeper than traditional interviewing techniques. You should prepare by thinking of specific examples that demonstrate your competence in core behaviors such as teamwork, problem-solving, communication, creativity, flexibility and organizational skills. You will want to tell your story and structure it by stating your answers in terms of the situation, the task, what action you took, and what was the result or outcome. 7. Task Oriented or Testing Interview This is a problem-solving interview where you will be given some exercises to demonstrate your creative and analytical abilities. A company may ask you to take a short test to evaluate your technical knowledge and skills. Sometimes a presentation to a group is necessary to determine your communication skills. Try to relax as much as possible. 8. Stress Interview During this rare type, the interviewer tries to bait you, to see how you will respond. The objective is to find your weaknesses and test how you hold up to pressure. Such tactics as weird silences, constant interruptions and challenging interrogation with antagonistic questions are designed to push your boundaries. The question you have to ask yourself is: Do I want to work for a company that treats me this way even before the offer is made? Rethink the corporate culture. Different Types of Interviews One-to-one Interview This is the most common type of Interview. In the One-to-one interview the candidate for employment meets directly with the interviewer. Phone Interview Phone Interviews are becoming increasingly popular among large corporations who are conducting a mass-hiring of employees. These interviews are conducted entirely over the phone and eliminate bias that may arise from a candidate’s appearance, mannerisms, or ethnicity. Often times, phone interview questions are structured and the question are behavioral in nature; to further eliminate bias. When preparing for a phone interview you should follow all of the steps listed above including getting dressed for the interview. Studies have shown that people who dress professionally for a phone interview will perform better than those dressed casually. Group interview In the group interview style you will be interviewing simultaneously with two or three other candidates all vying for the same position. In this interview style one or more applicants may be asked the same question or the pool of applicants can be broken into teams to determine a solution to a problem posed by the interviewer. This style of interviewing is most common in the technology fields or any field where group cohesiveness is of extreme importance. The best way to prepare for a group interview is to follow the steps listed above. Panel Interview A panel interview involves three or more members of the hiring organization meeting simultaneously with the person being considered for the position. This interview style is most common in academia or when hiring a senior level corporate executive. The term â€Å"search committee† is commonly used to describe a Panel Interview. In preparing for a panel interview it is best to understand an organization from every point of view. For example, if you are going to be interviewed by an organization’s Customer Service Manager, Finance Manager, and Human Resources Manager; you should familiarize yourself with current information about the organizations customer service policies, finance policies, and HR policies. Mock Interview The Mock Interview allows prospective job candidates to practice their interviewing skills in a simulated interview environment. Mock interviews provide constructive feedback to the participants to enhance job prospects by improving interview skills. Career fair interview A conversation during a career fair can be considered a screening interview. It is generally, 2-10 minutes in length with a human resources representative or a technical manager in your field. If mutual interest is established, it is likely you will be invited for further interviews. Because your meeting is brief, you will need to make an immediate positive impression. Research the employer and be prepared to match your background and interests to their needs. Site interview The site interview takes place at the employer’s site. It is a selection interview, following a successful screening interview (phone, career fair, on-campus). This is very good news for you since you are now 50% closer to a job offer. There is however, still work to do! Clarify the details of the visit in advance (date, location, length of visit, travel arrangements, suggested attire, expenses.) You may be scheduled for a half or full day of interviews, which may include a meal, a tour of the facility, and an overnight stay. To prepare for a site visit, conduct in-depth research on the employer and their location. Dress professionally and arrive 15-20 minutes early. Bring ten copies of your resume, reference list (graduating students), and unofficial transcript. If you have a portfolio or sample of your work, bring it with you. Behavioral Interview (Behavior based Interviewing or Structured Interviews) A structured interview is a type of interview that is utilized by many larger organizations. This interview is especially popular when there is more than one of the same position available within the organization. In a structured interview every applicant for the position is asked the same questions as every other applicant applying for the position. A structured interview may contain standard interview questions, behavioral interview questions, or a combination of the two.

English Literature Essay

Describe the contemporary education system as it appears at the beginning of ‘Hard Times’. How does Dickens show his distaste for this system up to the end of chapter four? Hard Times is like several other Dickens novels, it’s full of social criticism. Writing in the 1850’s, Charles Dickens was focusing mainly on the Industrial Revolution underway. As the title suggests, this novel is all about harsh times. Dickens uses the principle of utilitarianism throughout the novel. Utilitarianism is a philosophy which argues that all human activity, including learning, should be useful in the practical sense. Dickens is a social critic and all his other novels criticise institutions in some way or another such as in ‘Nicholas Nickelby’. The title ‘Hard Times’ suggests they were living in some really harsh times, what with industrialism on the way. Dickens’ philosophy is shaped from the characters in the book. The two businessmen believe in this philosophy which indicates that when you teach you have to use facts and calculations. This philosophy turns out to be a selfish one, which only focuses on practical learning. Dickens is very aware and understands this society. He has produced three sections to their novel: – sowing, reaping and garnering. The sowing section is the laying down and scattering of the seeds, mainly the teaching and ideas. This means that you are planting them down for the future and allowing them to grow. The reaping section indicates the harvesting of the seeds and cutting them in order for them to grow quicker. In other words, dickens has taken an agricultural view to portray how the teaching methods are affecting the children. The final section, garnering, is the considering of the lessons that are learned. There is a famous saying ‘you reap what you sow’. This perfectly describes this situation with the system and Gradgrind. He reaps what he’s sown, which is his family being torn apart at the end of the novel. We learn that this system is a failing one. It is based mainly on utilitarianism and all they do is force facts onto the children. The aim of the system is to create children who are like models or robots. Mr Thomas Gradgrind is a businessman who has lived by and supports utilitarianism in teaching. He owns a school which his daughter Louisa and son Thomas attend. The school’s principles are also based on facts but as we realise up to the end of chapter four, this method isn’t working. Dickens gives the name Gradgrind to show us that he is gradually grinding away the children’s freedom. I shall now analyse how dickens shows his distaste for this education system The first chapter is called ‘The One Thing Needful’. Dickens implies that the one thing needful is facts. He is being sarcastic and in doing so, he’s also made the first letter of each word in capitals.