Japan-the Strange Country free essay sample

More than 220,000 (two hundred and twenty thousand) people lost their lives and as a result, Japan abandoned its war time constitution. In these ways Japan is a country with its own original culture and history, but nowadays there are also many strange things about modern day Japan. Lets take a look at these strange things in eight different categories. 1. Character. Japanese people tend to be short, have black hair, small mouth and small eyes. This is a typical Japanese salaryman and over here is a Japanese schoolgirl. These days Japanese girls have a variety of ways to make their eyes appear bigger. Theres even a function to make your eyes so big when you have a photo taken. Japanese technology sure is amazing. Another obsession Japanese girls have is with brands. Not more than anything else, theyre obsessed with diets. Japanese women walk about town, carrying their high-quality brand bags. We will write a custom essay sample on Japan-the Strange Country or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (Above ) for them, its the ultimate status symbol. Japanese people also have the worst eyesight of anyone in the world with 40% (forty percent) of people using glasses or contact lenses. Japanese people are, generally, pretty shy. You could say that they find it particularly difficult to express how they really feel. Thanks to this, Japanese company meetings tend to drag on, and even after work is over, a Japanese person cant refuse an invitation for drinks. They also need to be careful of (whats the ) relationships between their boss and co-workers. Dont forget to bow on your way home, again, and again, and again. So, when do I get my vacation? 2. Tokyo Tokyo, Japans capital city, makes up an extremely small area, but its the heart of Japanese politics, economy, distribution and fashion. A true megalopolis. Tokyo is the Mekka, the place everyone wants to live. And so in recent years, its become overpopulated to the extreme. An example, compare to an American, who can claim a living space of 180 (one hundred and eighty) square kilometers to himself, there are 11 (eleven) Japanese people cramming to the same space, but in Tokyo alone, there are 192 (one hundred and ninty-two) people squished into the same extremely crammed living conditions. At the famous SHIBUYA scramble crossing, about every green light (drain peak hours, around 3,000 (three thousand) people will cross at the same time. At a Tokyos McDonalds, its perfectly normal to have just 50 centimeters of bench space per customer. (Aint that ) like being a chicken in the coop, isnt it? 3. Food From traditional Japanese style food, to Chinese, Italian, French and American style junk food, Japan is a nation of food lovers. However, the amount of food actually produced in Japan is only around 40%. Its incredible to think that a nation so obsessed with food lets 23,200,000 (twenty-three point two million) tons of it go to waste every single year. Thats actually more than four times the 5,900,000 (five point nine million) tons of food that gets sent yearly by eight programs to assist starving nations. Right now, there are 1,000,000,000 (one billion) people in the world suffering from starvation. Thats equal to one in every seven people. And someone in the world dies from starvation every four seconds. Of those who die, more than half are children under five. But despite that, Japanese people will eat as much as they like and simply throw away the rest. So, Japanese cuisine, really is a big deal. 4. Technology Japan is a techonologically advanced nation with bullet trains that reach a speed of 300 (three hundred) kilometers an hour. And mobile friends that can act as a credit card and television all-in-one. Robots that walk like humans? Now truly. There are even restaurants that employ robots to make your RAMEN for you. The toilets in Japan now (lift technological marvels? ). The seat warms your bottom. The lid automatically opens and shuts. And if you like, your toilet will even wash your and hhh. But for some reasons, old-style Japanese squat toilets still remain popular. Cant imagine why. 5. Water In Japan, if you turn on the tap, the water that comes out of it is perfectly safe to drink as is. Being an island country, Japan has water in abundance, but despite this, Japan imports huge amounts of mineral water from Europe, like about 580,000 (five hundred and eighty thousand) kilo liters every year. That amount equates to more than 1,160,000,000 (one point one six billion) 500 (five hundred) milliliter PET bottles. By the way, more than 1,100,000,000 (one point one billion) people in the world, or about eight times the population of Japan, dont have access to clean drinking water. A large portion of those who have to drink dirty water suffer from diarrhea and other diseases. 6. Sushi When you think Japan, you think SUSHI. Theres a traditional style counter SUSHI restaurants, but now SUSHI train restaurants are also popular. You can choose from shrimp, salmon roe, egg and any number or types of SUSHI. Recently, you can even order pudding or Korean BBQs. We dont really know why. By the way, the king of SUSHI in Japan is TUNA. That almost 2 million tons of it fished worldwide every year, Japanese people eat 710,000 (seven hundred and ten thousand) tons. Thats a third of the worlds total. Or Japan consumes 80% of the worlds supply of bluefin tuna. In the past thirty years, the total population of tuna has decreased by a third. Because of that, the bluefin tuna could soon be designated a threatened species, just like the giant panda, blue whale, tiger and African elephant. Now, for the amount of disposable wooden chopsticks that you use to eat that SUSHI with, Japanese people use 23,000,000,000 (twenty-three billion) pairs of chopsticks per year and every person will throw a two-hundred pairs each. And these days, 90% of those chopsticks are sourced from China. Did you have any idea that Japan was using Chinese natural forest resources to make its disposable wooden chopsticks? 7. Love Have you seen those amazing buildings that look like fairytale castles? Well, youre in Japan. Of course, they are love hotels. Therere around 30,000 (thirty thousand) love hotels in Japan and in a single day, 1,850,000 (one point eight five million) couples will visit one. Thats quite a lot, but consider this, while every Japanese couple has sex of a grand total of 48 times a year. Incredible! Oh, for the record, this is an actual Japanese castle. Please, dont mistake it for a love hotel and try to have sex in it. 8. Suicide For a country with such a strong economy and the luxury of throwing away unwanted food, youd think Japan would be a happier country, but it also boasts one of the highest rates of suicide in any developed nation. Even Mount FUJI, a revered symbol of Japan, is a notorious suicide spot for the around 100 dead bodies discovered in the surrounding woodiness every year. Its so not important, but every year, around 35,000 (thirty-five thousand) people in total kill themselves in Japan. Thats 90 people every day. Every 16 minutes in Japan, one person takes their own life. I guess a healthy economy does not necessarily make a happy country, does it? So, this is Japan. When you look at it from a global perspective, do you see what I mean when I say Japan is a strange country? Does Japan seem a bit different from what you first imagined? After all, Japan projects an image of wealth and prosperity. Theres probably a lot you cant see behind that image. But take a step back and you can see the bigger, strangier picture. And who created this strange country? You did.

Change Management Essays

Change Management Essays Change Management Paper Change Management Paper Unit: 9740 Change Management Table of contents Introduction p3 1. 0 Description of 2 schools of thought 1. Theories of planned change p3 2. Lewin’s change model p3 3. The positive model p4 2. 0 Comparison of each school p5 3. 0 Drive or impede planned change and reactive change p6 Conclusion p7 Reference List p8 Introduction In this report, there are two models; Lewin’s Change model and the positive model. The case for these models is SAMSUNG Company. Firstly, this essay starts with description of two schools of thought and each step of two models. Secondly, there will be comparison between Lewin’s Change model and the positive model adapt with the case. Finally, drive or impede planned change and reactive change are demonstrated. 0. Description of 2 schools of thought 1. Theories of planned change Conceptions of planned change have tended to focus on how change can be implemented in organizations. Called â€Å"theories of changing. † These frameworks describe the activities that must take place to initiate and carry out successful organizational change. In this section, we describe and compare two theories of changing: Lewin’s change model, the action research model, an the positive model. These frameworks have received widespread attention in OD and serve as the primary basis for a general model of planned change. (Cummings, 2005) 2. Lewin’s change model One of the earliest models of planned change was provided by Kurt Lewin. The level of performance of a work group might be stable because group norms maintaining that level are equivalent to the supervisor’s pressures for change to higher levels. This level can be increased either by changing the group norms to support higher levels of performance or by increasing supervisor pressures to produce at higher levels. Lewin suggested that decreasing those forces maintaining the status quo produces less tension and resistance than increasing forces for change and consequently is a more effective change strategy. Cummings, 2005), (Palyong. S, 2011) Unfreezing: This step usually involves reducing those forces maintain the organization’s behaviour at its present level. Unfreezing is sometimes accomplished through a process of â€Å"psychological disconfirmation. † By introducing information that shows discrepancies between behaviours desired by organization members and t hose behaviours currently exhibited, members can be motivated to engage in change activities. (Cummings, 2005), (Palyong. S, 2011) Moving (Transition): This step shifts the behaviour of the organization, department, or individual to a new level. It involves intervening in the system to develop new behaviours, values, and attitudes through changes in organizational structures and processes. (Cummings, 2005), (Palyong. S, 2011) Refreezing: This step stabilizes the organization at a new state of equilibrium. It is frequently accomplished through the use of supporting mechanisms that reinforce the new organizational state, such as organizational culture, rewards, and structures. (Cummings, 2005), (Palyong. S, 2011) 3. The positive model The positive model represents an important departure from Lewin’s model. This model focuses on what the organization is doing right. It helps members understand their organization when it is working at its best and builds off those capabilities to achieve even better results. Thus, positive expectations about the organization can create an anticipation that energizes and directs behaviour toward making those beliefs happen. (Cummings, 2005)  ¦ Initiate the Inquiry: This first phase determines the subject of change. It emphasizes member involvement to identify the organizational issue they have the most energy to address. If the focus of inquiry is real and vital to organization members, the change process itself will take on these positive attributes. Cummings, 2005)  ¦ Inquire into Best Practices: This phase involves gathering information about the â€Å"best of what is† in the organization. If the topic is organizational innovation, then members help to develop and interview protocol that collects stories of new ideas that were develop an interview protocol that collects stories of new ideas that were developed and implemented in the organization. (Cummings, 2005)  ¦ Discover the Themes: In this phase, members examine the stories, both large and small, to identify a set of themes representing the common dimensions of people’s experiences. The themes represent the basis for moving from â€Å"What is† to â€Å"What could be† (Cummings, 2005)  ¦ Envision a Preferred Future: Members then examine the identified themes, challenge the status quo, and describe a compelling future. Based on the organization’s successful past, Members collectively visualize the organization’s future and develop â€Å"possibility propositions’-statements that bridge the organization’s current best practices with ideal possibilities for future organizing. (Cummings, 2005) Design and Deliver Ways to Create the Future: The final phase involves the design and delivery of ways to create the future. It describes the activities and creates the plans necessary to bring about the vision. It proceeds to action and assessment phases similar to those of action research described previously. Members make changes, assess the results, make necessary adjustments, and so on as they move the organization toward the vis ion and sustain â€Å"What will be. † The process is continued by renewing the conversations about the best of what is. Cummings, 2005) 2. 0 Comparison of each school |Area of change |Lewin’s change model |The positive model | |Technological change |SAMSUNG CEO figured out that the |SAMSUNG Company organizes the | | |company needs new product to compete|meeting for staff to discuss about | | |with I-phone 4 from APPLE Company.. necessity of developing new software| | |SAMSUNG Company forces to develop |for new product. It is a step of | | |new software to staff for Galaxy S |Inquire into Best Practices. | | |4G which takes aim to I-Phone 4. It | | | |is a step of unfreeze. | |Structural change |New members, new team and post for |SAMSUNG Company CEO organizes the | | |developing new software must be |meeting to choose the staffs for | | |created in SAMSUNG Company. It helps|creating new team and post for | | |member to facilitate to develop new |developing Galaxy S 4G. It is a step| | |software. It is a step of |of Initiate the Inquiry. | | |transition. | | |People change | | | | |SAUMSUNG Company staffs have to |SAMSUNG Company staffs understand | | |figure out new ideas to develop new |necessity of developing new software| |Self |software. |for Galaxy S 4G. | | | | | | | | | | | | | | | | | | | | |Team | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Organisation | | | | | | | | | |SAMSUNG Company staff members can | | |New teams have to gather their ideas|gather information about development| | |together and figure out which idea |of Galaxy S 4G in the organization. | | |is the best for new software. |It is a step of Discover the Themes. | |SAMSUNG Company changes their output|When SAMSUNG Company CEO consider | | |schedule, because of production of |about change of output schedule, | | |Galaxy 4G. Then, there would be |the staff members will be provided | | |change in the organisation of the |meeting again and discuss about | | |company. |which way is the best. It means, | | | |staff members will figure out the | | | |way of change themselves. | (SAMSUNG, n. d) 3. 0 Drive or impede planned change and reactive change Schools of thought |Planned change |Reactive change | | |Drive |Impede |Drive |Impede | | |Transition (Moving) |There is no time to |Unfreezing stage helps |Refreezing stage | | |stage encourage member|adopt new change for |to reduce time. So, it |ensures that there is| | |to follow the change. |staff members in |is helpful when the |no way back to | | |Using facilitation |unfreezing stage. |company needs change |previous ways of | | |helps members too. |Staff members cannot |suddenly. Transition |working. It will not | |Lewin’s change model |Refreeze stage also |be given any option, |(Moving) stage helps |flexible device if | | |helps staffs to be |but to obey. Staffs |members to follow |the change goes | | |satisfied about their |may be unable to bear|change. When pressure of|different way from | | |change. |a burden. |company become hardly, |expected way. | | | | |staff members need to | | | | | |facilitation to helps | | | | | |member. | | |Initiate the Inquiry, |In the Discover the |Inquire into Best |Totally, this model | | |Inquire into Best |Themes phase, members|Practices stages can |takes too long time | | |Practices and Envision|examine the stories |gather information. |to make staff act. | | |a Preferred Future |to identify a set of |Then, members help to |There are too many | | |helps staff members |themes representing |develop an interview |discuss among the | | |understand and adapt |the common dimensions|each other and tell |staffs. Also, it is | | |into the chan ge. They |of people’s |stories of innovation in|not easy to gather | | |can be given choice, |experiences. It is |which they have |all of staff’s | | |communicate each of |not so important |personally been |opinion. So, it is | | |members and shown good|stage, because it is |involved. In this stage,|not suitable for | | |team work. Also, they |similar stage with |staff members can create|sudden or immediate | | |can act after |second; Inquire into |huge idea from each |change. Initiate the | | |understanding and |Best Practices. The |small idea. In Design |Inquiry, Discover the| | |deciding their way to |final step; Design |and Deliver Ways to |Themes and Envision a| |The positive model |act. Moreover, staff |and Deliver Ways to |Create the Future stage,|Preferred Future | | |members are able to |Create the Future |members make changes, |stage could be left | | |create unique idea |also describes the |assess the result, make |out. | | |together. |activities and |necessary adjustments, | | | | |creates the plans |and so on as they move | | | | |necessary to bring |the organization toward | | | | |about the vision ,but|the vision. It helps | | | | |it s not big |members to continue | | | | |different from fourth|conversation about the | | | | |stage; Envision a |best of what is. | | | | |Preferred Future. So,| | | | | |it could be left out | | | | | |to reduce time to | | | | | |practice. | | | (Cummings,2005),( Palyong. S,2011) Conclusion There were two different styles of schools of thought in this essay. As shown in this essay, Lewin’s model differ from the positive model in terms of the level of involvement of the participants and the focus of the change. Lewin’s model focuses on the general process of planned change. SAMSUNG Company externally seems to follow the Lewin’s model as a change model, but it was also able to figure out the strategy in the positive model. In conclusion, SAMSUNG Company flexibly follows two models. Reference List 1. Cummings, T. G Worley, C. G. (2005). Organization Development and Change, 8th ed. Ohio: South-Western p9 2. Cummings, T. G Worley, C. G. (2005). Organization Development and Change, 8th ed. Ohio: South-Western p12 3. Palyong, S. (2011. October 12). Original solving the problem practice of alternative and change management. Retrieved November 4, 2011, from http://blog. daum. net/songpy80/6045890 4. SAMSUNG . (n. d). New business of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/philosophy/new. do 5. SAMSUNG . (n. d). Philosophy of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/philosophy/principle. do 6. SAMSUNG. (n. d). The history of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/history. do

Law Term Paper Example | Topics and Well Written Essays - 1250 words

Law - Term Paper Example Consequently, copyright law functions more as a tool to defend creators and not as a system promoting innovation and creativity. Indirect infringement in the US comes under vicarious liability (Shapiro, Bernstein v. HL Green 326 F.2d 304 (2nd Cir. 1963)) and/or contributory liability (Sony Corp. v. Universal City Studios, 464 U.S. 417 (1984)). Where as, in Canada indirect infringement is known as secondary infringement. At the same time with regard to "fair use" doctrine this doctrine can be used in the US in a very broad sense than in Canada. This means that the provisions of fair use are more liberally interpreted in the US than they are in Canada. This is the background of the discussion for this paper. The most important factor of copyright law is linked to the public interest. Copyright law actually protects and for ever tries to equalize the requirement for motivators for creativeness and the requirement to allow society to approach works created (B Kaplan, 1967; P Goldstein, 1970; R C Denicola, 1979; M J Radin, 1982; D Baird, 1983 and I E Novos and M Waldman, 1984). Widening the security rendered by copyright furnishes better incentives for generators, but constricts the public area, that is, the general cultural resources to which the public has contact. Bringing in the right balance linking adequate incentives for originality and limiting the public domain has at all times been, and yet is, one of the major tests of copyright law. The Canadian and US laws look very different on their face as one anticipates different consequences in both the countries with regard to infringement of copyright laws. This is true only to a certain extent. Therefore, when a report is published by the Canadian government or a group which is the agent of the crown can claim copyright of the report in Canada (Dableh v. Ontario Hydro, 1993)i. Whereas the same report, if published by any arm of the US federal government, cannot claim

Analyze how instructors use strategies to ensure students' Term Paper

Analyze how instructors use strategies to ensure students' understanding in the reading and writing components of the reading lessons, including both mainstream and language minority students - Term Paper Example The assessment for this lesson will be a quiz with 20 items. The quiz will be consisted of 5 examples each punctuation (commas, quotation marks, colon and apostrophes). The students will be evaluated by asking them to make or provide their own examples of sentences using the punctuations. They will not only be evaluated about the lesson but also their ability to compose sentences. Using the spelling booklet, the students will have a quiz. There will be 22 words to spell from easy to difficult high frequency words. The students will also be asked to write 2 examples each for each pattern for a total of 18 words. The quiz will have a total of 40 items. There will be two assessments for this lesson. One is a conducted spelling contest and the second is a spelling quiz. The spelling contest will be conducted to 3 groups among the students. Using the dictionary, the students will answer and spell the words asked by the instructor. This is a fun way to test their ability to use the dictionary to spell correctly. There will be three categories: easy, medium and difficult. The easy category will have 10 easy questions. Medium category will have 5 questions and difficult category will have 5 questions. Using the spelling booklet, there will be a spelling quiz for 20 items. Without using a dictionary or thesaurus, students will have to answer individually using their spelling booklets the 20 words to spell. This will assess the students about the lesson. The lesson focuses on identifying the parts of the sentence and constructing correct simple and compound sentence. The assessment of this lesson is to create a minimum of 500 word essay on the topic of their choice. The students should be able to apply the lessons from day 1 to 5 to a bigger perspective. Thus, the students should be able to create an essay by using correct punctuations, spelling, and applying correct subject/verb agreement on simple and compound

Business Policy Assignment Example | Topics and Well Written Essays - 2000 words

Business Policy - Assignment Example KG). Swan Malaysia Sdn Bhd is one of the three production facilities of the Schwan-STABILO Group "that guarantee the best materials and resources, workmanship and experienced staff" (Swan Malaysia Sdn Bhd). It is the goal of this paper to analyze the particular external environment of STABILO Malaysia or the Swan Malaysia Sdn Bhd subsidiary as an aid to better business policy. Effective management and evaluation tools such as the PEST Analysis, The Porter's Five Forces Analysis, the Competitor Analysis and the Market Trend Analysis will all be done in this particular case. The external environment may seem out of company's control as the political, economic, social and technological climate are determined by outside factors, but the responsibility to forecast, adjust and reconcile the company's direction to them is within the company's scope and capability. Political. Malaysia espouses the Parliamentary democracy, with a constitutional monarch, the King of Malaysia as the head of state and the government administration divided among the Executive, Judicial and Legislative branches (Malaysian Administrative Modernisation and Management Planning Unit, 2010). The countr The country's judiciary in Malaysia is said to be not independent as there seems to be "excessive influence of the executive over the judiciary, especially in politically motivated cases" thus foreigners cannot be guaranteed an impartial trial from the country's judiciary (Alibaba.com, 2008). As to tax rates, the coutnry requires to Value Added Tax (VAT), but there is a sales tax which is normally at 5%, except for cigarette which is taxed 25% and wine and beer which is taxed at 20% (Alibaba.com, 2008). For corporation, capital gains tax range from 0% to 28% (Alibaba.com, 2008). Economic. Malaysia is one of the growing economies in Asia. Although it posted a -2.8% growth rate in 2010 its inflation rate was moderate at 0.4% in the same year (IndexMundi, 2010). Malaysia Ringgit is a relatively strong currency, which is currently exhcanged for 3.26 to 1.00 USD compared to Philippines' 45.9 to 1.00 USD (http://www.xe.com, 2010). Malaysia's competitive ranking surged to 10th compared to 18th a year ago "as the country benefited from strong demand from Asia as well as implementation of efficient policies, especially government policies" (Sidhu, 2010). Investment banker attributes the leap from the government's strong commitment to "reshapre the country's competitive landscape" (Sidhu, 2010). The ranking which was based from four main criteria including economic performance, governmen efficiency, business, efficiency and infrastructure is expected to boost the country's private investment (Sidhu, 2010). Social. The country currently houses 28.96 million individuals, with a projected average growth rate of 1.6% per year, a figure which is lower than the previous years and is primarily attributed Malaysians' decision to delay marriage and pursue higher education and career advancement (Malaxi.com, 2010 cited in Department of statistic and economic planning unit). 63.6% of the population is from 15-64 years old, 31.7% aged

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay The study is descriptive nature. Research philosophy is an over-arching term relating to the development of knowledge and the nature of that knowledge Saunders et al, (2009). Since, the research is guided primarily by the scientific criteria of the measuring instruments of quantification, systematic collection of evidence, reliability and transparency, researcher adopted positivism. 3.2. Research strategy 3.2.1. Inductive and qualitative approach Vs Deductive and Quantitative study Research on special education was vast and thus in order to further strengthen the findings researcher adopted quantitative deductive approach where theories are tested through empirically. Data was collected through pre-determined instrument to obtain numerical data which can be analyzed statistically. 3.3. Study setting and Sampling method The research project took place at the randomly selected schools in the United States. The teachers in these schools were interviewed on their perceptions and attitude towards special education program. About 200 teachers who are trained under special education (previous experience with certificate in special education) and not trained will be selected using systematic sampling method. The study adopts a pure descriptive approach. Data on the demographic information of the study sample were done based on the following criteria: whether the instructors included in the study was married or single, whether they were professionally trained for special education or not, the experience of the instructor greater than or less than 10 years. Predictor Variables It is vital that the participants fill in a detailed biographical questionnaire that gives information on the gender, marital status, experience as these demographics are predictor variables on the attitude towards inclusion. 3.4. Pilot study In order ensure for the content, readability and ambiguity the pilot study will be conducted prior to the main study. Pilot interviews were carried out among a small group of teachers, to generate items for the scale in assessing the attitudes of teachers towards the inclusion of special needs children in general education classrooms. The final scale consisted of 20 items which were accompanied by five-point Likert-type self-report rating scales ranging from positive attitude to negative attitude (1 to 5). Procedure of Data Administration The researcher administered the instrument in each of the selected schools after obtaining their mission to do so from the school authorities. In each of the schools, respondents were gathered in a class and were administered the questionnaire. The instructions were read to the respondents as regard the filling of the questionnaire. The items in the questionnaire were properly filled and returned after the exercise. To ensure there was no case of any loss of items as return rate was assessed. Snow (1974) recommended eight conditions to make designs more representative: 1. Actual educational setting: This survey was distributed in the actual educational setting of the teacher participants. 2. Variation of the educational setting: The four schools were chosen primarily because they were geographically and socio-economically varied. One upper middle-class and one lower middle-class school was examined in each county. 3. Observation of the participants: The researcher observed (a) all teacher participants during the pilot portion of the survey development and (b) the teacher participants surveyed during the study. 4. Observation of the social context: The researcher made a minimum of three visits per school to observe the social context. 5. Preparation of the participants: Brief instructions were given in the cover letter, on the survey, (and in person, for the pilot portion). Strict protocol and procedures were followed. Treatment fidelity was observed. 6. Incorporation of a control treatment that uses customary approaches: The survey was designed to be understood and completed simply, using common pen-and-paper assessment techniques. 3.5. Time Horizon Cross-sectional technique was adopted where data collected at one point of time and due to its inexpensive to conduct. 3.6. Data collection 3.6.1. Primary data collection This descriptive study involved mainstream classroom teachers and special education teachers. Questionnaire method was used to collect primary data. Questionnaire was developed based on the following hypotheses: Four hypotheses were postulated at the significant level of .05; they are: H01: There is no significant difference between male and female teachers in their attitude towards the inclusion of special needs students in general education classrooms. H02: There is no significant difference between married and single teachers in their attitude towards the inclusion of special needs students in general education classrooms. H03: There is no significant difference between professional qualified and non-professional qualified teachers in their attitude towards the inclusion of special needs and children in general education classrooms. H04: There is no significant difference between teacher with less than 10 years of teaching experience and their counterparts with more than 10 years of teaching in their attitude towards the inclusion of special needs students in general education classrooms. 3.6.2. Secondary data collection A desk-based approach was also adopted for the research where the data in collected from academic publications, journals, news-papers, government publications, policies, annual reports, and company websites. 3.6.1.1. Research instrument A survey on the attitudes and knowledge of school teachers regarding inclusive education was conducted. It consisted of an 18-item scale, divided in three parts: a) teachers perceptions (8 items), assessment of teachers views with the claim that children with disabilities are entitled to education together with their typically developing peers in inclusive classrooms, b) collaboration between the mainstream and special education teachers (5 items), which explored the relationship between the mainstream and special education teacher and c) strategies to improve inclusive education (5 items), which examined how inclusion can be enhanced. The participants were asked to indicate their degree of agreement on a five-point Likert scale In order to complete the questionnaire (1 = Strongly Accept; 2 = Agree; 3 = Undecided/Neutral; 4 = Disagree; 5 = Strongly Reject). Questionaire: Part I Students with special needs fare better academically in inclusive education Children with special needs must be integrated into the regular student community Students with special needs must be placed in regular classes with back up support to achieve highest level of inclusion Academically talented students may be isolated in inclusive class rooms Placement of children with special needs in regular class rooms may negatively affect academic performance of mainstream students. Children with special needs will benefit from inclusivity Children with special needs have a right to receive mainstream education Labelling as stupid, weird, hopeless is a problem in inclusive education. Questionnaire: Part II Special needs teachera and regular teachers need to work together in order to teach students with special needs in inclusive classrooms Although the inclusive education in a concept, its implementation is ineffective due to objections from mainstream classroom teachers Mainstream teachers have a main responsibility towards the students with special needs placed in their clssrooms The presence of a special education teacher in the regular classrooms could raise difficulties in determining who really is responsible for the special students The special education teacher only helps the students with special needs. Questionnaire: Part III Mainstream classroom teachers have the training and skills to teach special needs students Special needs students need extra help and attention Students with special needs committed more disciplinary problems compared to the regular students Mainstream classroom teachers received little help from the special needs teachers Although inclusive education is important, the resources for the students with special needs in a mainstream classroom are limited. 3.7. Reliability, validity issues The reliability and validity of an instrument will be done through pilot study and face and content validity measures. Validity No matter what research design is selected, concern for factors that could affect the validity of the design is always primary. Typically, two types of validity are considered when designing research: (a) internal validity and (b) external validity. Although both types of validity are important, emphasis may vary depending on the type of research questions being investigated. For descriptive questions (as in this study), external validity receives greater emphasis because the priority of the researcher is to systematically investigate an existing sample of individuals or phenomenon, as opposed to studying the impacts of a phenomenon or intervention (as in experimental research). The factors jeopardizing external validity (or representativeness) are often more relevant to a descriptive study. Internal Validity Internal validity determines whether, in fact, the experimental treatments used made a difference in a specific experimental instance (Campbell Stanley, 1966). Relevant to internal validity, Campbell and Stanley identified eight classes of extraneous variables, which, if not controlled by the experimental design, could produce effects confounded with the effect of the experimental stimulus. Cook, T. and Campbell (1979) expanded the list to include 12 extraneous variables. The variables and their relevance to the design of this study are reviewed below: History: History addresses the specific events that occur between the first and second measurement in addition to an experimental variable (Campbell Stanley, 1966) and would only be a potentially relevant threat in this design in relation to the 15 teachers randomly selected for participation in the confirmation interview. Since these interviews were completed shortly after the survey participation, and are only used for confirmation purposes, the threat is minimal. Maturation effects: Maturation effects are defined as those processes (physical or psychological changes) within the participants that are operating as a function of the passage of time (Campbell Stanley, 1966). Inherent within the research design was the use of only one treatment (the survey), which takes approximately 20 minutes to complete. The possibility is nominal that the growth of hunger, tiredness, or other conditions, within that time period would impact the data. Testing effects: Testing effects (defined by Campbell and Stanley [1966] as those effects of taking a test upon the scores of a second testing) were also controlled by this designas only one test was used. The pilot participants were not used as study participants and the participants used for interviews were not reassessedbut were only asked to confirm their answers. Instrumentation: Instrumentation (Campbell Stanley, 1966) refers to changes in the calibration of a measuring instrument, observers, or scorers used, and can produce changes in the obtained measurements. Controls built into this design for instrumentation effects included the use of one measurement (survey). The instrument was (a) carefully developed by accepted guidelines; (b) piloted; and (c) self-administered with supervision, handling, and mindful interpretation by only the researcher who had insight of the threat potentials. Experimenter bias and treatment fidelity were consciously avoided. Statistical regression: Statistical regression (explained by Campbell and Stanley [1966], as when groups have been selected on the basis of their extreme scores), was not considered a relevant threat in this design because only one test was applied, and selection was dependent upon general experience criteria and availability, not test scores. Differential selection: Biases, which result from differential selection by the comparison groups (Campbell Stanley, 1966), were not viewed as a significant threat in this research design because no comparison groups were used. The design used was more descriptive in nature, and the purported generalization was limited to the teachers of the four assessed schools. Experimental mortality: Experimental mortality, or differential loss of respondents from the comparison groups (Campbell Stanley, 1966), is controlled within the study design because no control groups were used, and the study was completed in a relatively short period of time. The possibility of the absence of some significant (main group) participants at the time of assessment is a noteworthy threat although deemed unavoidable. The researcher had no control over participants absences. Selection-maturation interaction: Selection-maturation interaction is where certain designs are threatened due to the given respondents growing older, or the results may be specific to the respondents given age level, fatigue level, etc. (Campbell Stanley, 1966). These threats were not relevant to this design because, again, no pretest or comparison groups were used and the questionnaire was taken by various aged participants within a short period of time. Experimental treatment diffusion, compensatory rivalry (John Henry effect): Experimental treatment diffusion, compensatory rivalry (John Henry effect), is nominal compensatory equalization, and resentful demoralization. Experimental treatment diffusion, compensatory rivalry (John Henry effect), compensatory equalization, and resentful demoralization (Cook, T. Campbell, 1979) as threatening extraneous variables were immaterial because no control group was used in this design. External Validity External validity (or representativeness) is the extent to which it is possible to generalize from the data and context of the research study to broader populations and settings (Bickman, 1989; Cook, T. Campbell, 1979; Hedrick, Bickman, Rog, 1993). Strictly speaking, one can only generalize to the accessible population from which this researchers sample was drawn. Several critical aspects of the populations used must be compared in order for the populations to be deemed similar. The environmental conditions also must be examined. Campbell and Stanley (1966) investigated factors that could jeopardize external validity. Interaction effect of testing: One factor that could jeopardize external validity is the reactive or interaction effect of testing (Campbell Stanley, 1966). This occurs where a pretest might increase or decrease the participants responsiveness to the experimental variable and thus make the pretested populations results unrepresentative of the effects of the experimental variable. This threat is considered to be minimal in this design because a pretest was not used. Therefore, it is arguable the population used may better represent the unpretested universe from which the respondents were selected. Interaction effects of selection. According to Campbell and Stanley (1996), the interaction effects of selection refers to the limitation of the effects of the experimental variable to that specific sample and the possibility that this reaction would be untypical of the more general universe of interest for which the naturally aggregated exposure group was a biased sample (p. 41). It is impossible to control all the variables of selection due to realities of life (funding, participant availability, human variability, etc.). This threat warranted concern but controls were added. Although randomization or matching was not possible, and intact groups had to be used for participant selection, a larger number of participants was used (N = 100). The sample included teachers serving varied socioeconomic and geographical locations. Explicit description of the sample population and study framework was provided. The study design and instrument were cautiously fashioned. The cover letter operat ionalized the definitions used for the surveys terminology, the survey was devised under specific guidelines, particular criteria were set for the participants, application and scoring of the survey was regimented, and bias of data interpretation was knowledgeably avoided. Furthermore, throughout the study, the researcher was cautious not to generalize any findings beyond the intended teacher population of the four schools selected for the study. Experimental arrangements: The confounding effects of the experimental arrangements might also jeopardize external validity (Campbell Stanley, 1966). The artificiality of an experimental setting and the participants knowledge that they are participating in an experiment threaten representativeness and generalization. This researchers choice of self-administered questionnaires and repeated assurance of participant confidentiality substantially diminished this threat. This researcher was absolutely resolute not to treat any participant in a substandard fashion. All participants were provided the same materials, information, and consideration. Multiple treatment interference: Multiple treatment interference, or the confounding effect of pretesting (Campbell Stanley, 1966), was controlled in this design. No pretesting was intended in this research study. The pilot test was used strictly to pilot the survey instrument and process. The results were not used in the study. Special care was taken to disallow any participant in the pilot study from retaking the survey. Any risk of the application of the interview survey in addition to the initial self-administered survey, changing the participants behaviorand therefore the results were also controlled by the design. The choice to select the interview participants randomly, from the entire population being studied, greatly reduced this threat, and enhanced the validity of the studys findings. Statistical analysis The data will be analyzed using excel. Descriptive statistic are used to analyze continuous and categorical data and presented in the form mean, standard deviation and percentage, while proportions are analyzed using chi-square test. To measure the reliability cronbachs alpha will be used.

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During the past few decades we have seen a shift from Industrial work to Information technology work. Recently our country has just recovered from an economic depression. This depression was a â€Å"wake up call† for many people, as they saw highly educated professionals loosing their jobs. Why, were these educated people loosing their jobs?—Did they break the rules, not get along with their bosses, or loose their cool? No, they did not have the flexibility, versatility, and cooperative skills that are needed in business for a changing economy. They were educated in a time when liberal art educations, and individualized work skills were taught at colleges. Layoffs were also due in part to the globilization of the economy. Cheaper labor can be found in other countries, which results in the closing of American factories or a drastic cut in pay for workers. Corporate downsizing, atomization, and an aging population have also contributed to this change in the type of work available (Rifkin 177). As most Americans used to be in the same economic bracket regardless of their line of work, today a worker’s real competitive position in the world economy depends on what kind of job they have (Jacobus 253). Education is the key to creating the worker’s demanded from businesses today. In aviation and other workplaces today, employers are not only looking for highly skilled workers, but for people who are flexible, work well with others and have good problem solving skills. Colleges must implement new teaching approaches and offer specialized degrees now, to prepare students for the needs of employers in the information-technology age. A workers must be flexible to be able to change and grow with the economy and the needs of employers is very important in today’s job market. â€Å"With corporate downsizing and restructuring so prevalent, employers are demanding more of their employees. They must be more versatile and multi-task oriented (Schmiedl 29).† Employees must be able to move from one job to another, and learn new tasks quickly. The more education they have the easier it is to adapt to these changes (Carnoy 123). Continuing education is also becoming more prevalent for today’s workers. To stay at the top of their fields in knowledge and technology, employees must constantly be up-dating their education (Schmiedl 29). Flexibility also ties in with the skill of worki... ...ooner it will trickle down into elementary and secondary schools. Thus making cooperative learning a part of students lives earlier, so they will sooner adjust to it’s style. College professors must implement cooperative learning now, to teach flexibility and working well with others. This change is imperative not only to the success of workers but the entire economy. Workers with out these skills are at a serious disadvantage in getting jobs, and keeping them. Works Cited Carnoy, Martin. â€Å"The Changing World of Work in the Information Age.† New Political Economy 3.1 (1998): 123-129 Jacobus, Lee. â€Å"Why the Rich Are Getting Richer and the Poor, Poorer.† A World of Ideas. 5th ed. Boston: Bedford Books, 1998. 251-267. Johnson, David Johnson, Roger Smith, Karal. â€Å"Cooperative Learning returns to College† Change 30.4 (1998): 26-36 Rifkin, Jeremy. â€Å"A Civil Education for the Twenty-first Century: Preparing Students for a Three Sector Society.† National Civic Review. 87.2 (1998): 177- 182 Schmidl, Joe. â€Å"Changing the Face of Higher Education† Pacific Business News 35.19 (1997): 29 Walker, Lorenn. â€Å"Hands-On Learning will Produce better Problem Solvers† Pacific Business News 33.20 (1995): 27