Japanese Employment Practices

|International EMPLOYMENT RELATIONS | |TO WHAT EXTENT THE JAPANESE EMPLOYMENT PRACTICES HAS CHANGED AFTER THE ECONOMIC CRISIS? | |[pic] | |SINTHIA NOVA | |Student ID †2724881 | |14th May 2009 | Chapter by chapter list INTRODUCTION3 TRADITIONAL JAPANESE MODEL OF EMPLOYMENT SYSTEM4 THE CHANGING NATURE OF JAPANESE EMPLOYMENT SYSTEM5 1. Wellsprings of change5 2. Lifetime employment6 3. Position based Pay and Promotion System7 4. Venture Unions9 CONCLUSION9 REFERENCES10 INTRODUCTION In the post-war period, Japanese assembling organizations essentially expanded a lot of the worldwide market of autos (Automotive News-Market Data Book, cited in Womack, Jones, and Roos 1991, 69) just as accomplishing in excess of 50 percent of the world markets in cameras, video recorders, watches, mini-computers, microwaves, cruisers, and shading TVs (Oliver and Wilkinson 1992, 5). Quite a bit of this achievement was credited to the types of human-asset Management found in Japanese organizations (Abegglen and Stalk 1987; Clark 1987; Dore 1990; Tachibanaki and Noda 2000). Notwithstanding, during the time of Asian Financial emergency and monetary downturn for the vast majority of the 1990s, the common Japanese highlights that bolstered nearly elite until the late 1980s came in for extreme analysis. Considering the elite of the US economy during the 1990s, Neoliberals, in light of the all inclusive significance of liberal markets, contend that the Japanese model is dead, and that Japan should (and will) embrace the US liberal market model (Lindsey and Lukas, 1998; Lin, 2001; Dornbusch, 1998; Krugman, 1996). On the other hand, numerous scholars of institutionalism, in view of contextualized proficiency and way subordinate national examples, guarantee that Japan proceeds with its way reliant national model because of its novel culture †underestimated inside the way of life †the interconnectedness of organizations and agents’ endeavors to use the near focal points of their establishments (Dore, 2000; Green, 2001; Isogai et. al. , 2000; Chesbrough, 1998; DiMaggio and Powell, 1983; Hall and Soskice, 2001). Be that as it may, neither the neoliberals’ contention for basic combination towards a liberal market economy nor the institutionalists’ guarantee for the continuation of the first Japanese model can clarify the dynamic changes occurring inside the Japanese model when the new century rolled over. In this report, the ongoing patterns of Japanese work relations will be inspected. Two inquiries have been tended to here. To begin with, why the conventional Japanese business framework has been changed. Second, to what degree has ER framework has been changed? To respond to these inquiries we will initially analyze the customary Japanese model and afterward subsequent to considering a few issues identifying with the reasons of this change, we will examination the present patterns to discover the degree of alteration in various normal ER rehearses. A conversation of the ramifications of these progressions is then be introduced, trailed by the end. Conventional JAPANESE MODEL OF EMPLOYMENT SYSTEM Japan is a perplexing, unique society that has experienced gigantic change in the previous 125 years, changing over itself from a primitive state into a cutting edge industrialized country and a financial superpower. In doing as such, the Japanese have had the option to duplicate Western innovation, science, instruction and legislative issues, while as yet keeping their exceptional social character. One particular component of Japan that isolated it from other Asian nations was it aggregate culture which has been continued to the organizations (Kashima and Callan, 1994). As a representative, an individual identity’s with a bigger substance through which one additions pride and sentiment of being a piece of something huge, tying a person's esteem legitimately to the eminence of their manager. Normally, the organization is viewed as a supplier of security and government assistance. To an enormous degree, unwaveringness to the organization outperforms the family bond. The center standards of Japanese business model is the alleged ‘‘THREE SACRED TREASURES’’ (sanshu no jingi) of Japanese administration. 1)The lifetime/long haul business framework (shushin koyo) The terms â€Å"long-term† or â€Å"permanent† work are utilized interchangeably to depict lifetime business, which was set up at numerous organizations during the time of high financial development during the 1960s. The idea of lifetime work rose because of the impossible to miss parts of Japanese manager representatives relations that were bolstered by restricted work markets during the post-war period when Japan encountered a work deficiency without precedent for her mechanical history. This framework created and was set up at numerous huge and fair sized organizations during this time of high monetary development. With fast innovation advancement and extension of organizations, enormous measured organizations recruited unpracticed labor legitimately from the work advertise and through in-house preparing and improvement programs these laborers created different aptitudes and procedures. (2)The arrangement of position based compensation and advancement (nenko joretsu) Here status and rank are attached to length of administration, as opposed to work obligations or legitimacy. As per this framework, the conclusive components deciding compensation are the length of administration, age and instructive foundation, not the work performed. The framework goes inseparably with the lifetime work. Customarily, the position based prize framework had two distinct points. The first was to propel an employee’s vocation and give monetary remuneration dependent on an expansive social contemplations and individual capabilities, for example, the age and instruction level of workers. The second was to utilize non-money incidental advantages for workers and their families. 3)Enterprise unionism (kigyobetsu rodo kumiai) Another significant attribute of Japanese work relations are undertaking based associations. In Japan, associations are composed at the undertaking level, all things considered deal with a solitary manager, and close aggregate concurrences on the venture level. As per Inohara: â€Å"Enterprise-wide unionism explicitly communicates the working environme nt as far as organization enrollment. On a fundamental level, it sorts out every single standard worker of an organization unpredictably into one association, I. e. it is a worker association based on where they work (organization) and not what they do (occupation or ability). Such a worker's guild isn't ruled by the organization; it speaks to the workforce, and all things considered, appreciates proper esteem and advantages gave by the organization. Relations among the executives and the association are between insiders, in particular, all the individuals from the association are organization representatives. Mediation by outcasts, for example, modern and national work associations, outside business specialists, or lawyers isn't endured. † THE CHANGING NATURE OF JAPANESE EMPLOYMENT SYSTEM Wellsprings of progress Prior to summer of 1997, the Japanese framework ensured simple access to minimal effort capital and crude materials was provided by a dedicated and committed work power (at the hour of work deficiency) which encouraged market extension. In any case, the market got soaked and the economy eased back down, these upper hands were transformed into liabilities. Keiretsu banks ended up burdened with awful obligations from bunch organizations, between bunch buying became boundaries to cost decrease, and abundance size of a though faithful work power was seen as a weight to battling organizations. Japanese organizations were additionally responding to the data upset and were deserted by their American partners. Albeit, most Japanese organizations have seen change at a speedy pace as an excessive amount to ask they needed to embrace outside practices and strategies so as to endure. Deregulation is another power for change. It has made Japanese markets progressively open to contenders, outside just as local. In up to this time secured ventures like money related administrations, dissemination and farming not many firms are set up for the assault of rivalry and vulnerability (Lincoln and Nakata, 1997). The maturing populace additionally has clear ramifications for corporate business connection practice. With a maturing workforce, the changeless business and status framework troubles firms with rising quantities of more generously compensated and less profitable specialists. Beforehand, these frameworks were progressively appropriate to bosses, since the lofty position lift brought about less installment for the moderately youthful workforce and the perpetual business standard diminished the vulnerabilities and expenses of high staff turnover. Besides, the progress to an assistance economy joined with socio-social and financial changes has profoundly affected Japan's work establishments. Despite the fact that driving edge producers are as yet serious, their commitment to Japanese local work and salary is contracting, for the rising help segment as the following extraordinary motor of occupations and riches. Business practices of deals and administration firms are not the same as those of assembling. Their more youthful workforce is progressively portable, less dedicated to work and the firm. Moreover, since the association of work in administration firms is less group based, singular execution is all the more effectively assessed. Likewise, word related abilities are esteemed over firm-explicit aptitudes, with the goal that expansive professional training turns into the fundamental driver of wages and execution as opposed to steadfastness to one boss (Debroux, 1997; Lincoln and Nakata, 1997; Ornatowski, 1998). Lifetime business One of the unmistakable highlights of the Japanese work relations framework is lifetime work. Japanese specialists joins organizations at a youthful age, and spend a bigger bit of their life in the organization contrasted with different nations. The figure beneath can show that Japanese laborers as far as length of administration, normal number of years and middle years contrasted with laborers in different nations was a lot of high

Timelessness free essay sample

In first grade, I chose precisely what I was bound to be: the President of the United States. Being the rundown producer that I am, I had the entirety of the significant advances arranged by fourth grade. #1. Go to a lofty school. #2. Become representative. #3. Become Secretary of State. #4. Run for President. #5 Win. My youth symbol was Condoleeza Rice. Rice communicates in Russian; I chose to learn Mandarin Chinese. Rice is a professional piano player; I chose to sing. I understood through voice exercises how seriously I relish in music, how extraordinary I feel when adding to a tune through my voice. I felt such respect while permitting my voice to two part harmony with a piano, or with an acoustic guitar. Singing demonstrated essentially charming, it set each section of me free†¦my voice, my cerebrum, my body. Nothing could supplant the planting of my feet to the ground, standing tall, and discharging music to the sky, a sound particularly mine. We will compose a custom paper test on Immortality or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page I found the blessing a genuine energy can give: immortality. I tried out for a show, and got the respect of singing the work of art, â€Å"Somewhere Over the Rainbow.† The executive demonstrated extreme, and I once in a while got shouted at†¦but peculiarly, I preferred it. I contemplated my character, and started to see how she required and had the right to be played. I was not going to allow her to down. Once more, the immortality happened: practice would fly by, and exhibitions were over before I felt they had even started. In any case, my fantasies about turning into the President didn't falter. I had a plan. Singing was to be my leisure activity, not my vocation. It’s odd how three brief hours changed a mind-blowing way. I saw Wicked. Mischievous is the Harry Potter of musicals, a piece nearly everyone cherishes, regardless of whether not an energetic peruser or melodic lover. Underhanded obviously, turned out to be very well known, with 90% of my pre-high scho oler companions knowing each verse to the celebrated â€Å"Defying Gravity† and â€Å"Popular†. I adored the music, the lines, the characters, yet it was one component that basically transformed me. Stephanie J. Square. Suspended stupendously noticeable all around, I didn't see Elphaba. I saw a shocking lady painted green, immersed in her passion†¦experiencing total immortality. This entertainer was free, she was lost, she was feeling what I wound up feeling when I sing. I couldn’t strip my eyes away. I saw her and realized that is the thing that I needed. All the more significantly, I realized that is the thing that I required. I couldn’t be satisfied without it. I expected to sing with each fiber of my being. I yearned to have Stephanie’s aptitude, with Kristin Chenoweth’s glad soprano ring. I longed for strategy, for flawlessness. That night, I had a revelation. Theater is showcasing, permitting individuals to accept what you need th em to, correspondence, and acting. Precisely the rules that encapsulate governmental issues! Be that as it may, with theater I could sing each day. I overhauled my rundown a tad. Maybe I could follow in Ronald Reagan’s strides? Theater first, at that point governmental issues.

How to Write a Resume To Make It More Appealing For The Employer

How to Write a Resume To Make It More Appealing For The Employer When you go somewhere, you have to introduce yourself, In the same manner, when you want to seek a job you have to introduce yourself to the employers. Here are the top tips on how to write a resume. Since you can’t meet the employers directly in the first meeting you have to introduce yourself through a resume or a bio-data having all the information about you that an employer wants to know. We are here to guide you about How to write a resume. Qualities of a resume Summary Qualities of a resumeFormats Of a ResumeReverse chronological resume formatSkill-based resume formatCombination resume formatBest Resume layoutHow to write a Resume :Contact detailsExperience DetailsYour skills and ProficiencyEducational or technical QualificationPersonal Details Your resume must be in simple and understandable language.Your resume must have all the necessary information about you that an employer may be found.A resume must provide all the correct information about you. How to write a resume meant that writing a resume in accordance with your skills and the need of the employer. Formats Of a Resume A Resume is of different kinds of,  to make a resume there are different kinds of formats available here on how to write a resume. They are as follows: Reverse chronological resume format This format of resume is more popular and is taken by those with plenty of work experience which is relevant to the role or job they are seeking for. Skill-based resume format This kind of resume format is good an option for those who have less work experience and best skills to perform any work. This is best because in it one may give a summary of all the skills a person is having in him. This type of format is for students and undergraduates because they have less work experience but are packed with lots of skills. Combination resume format This type of resume format is best if you are more skilled and have more working experience with you. That’s why it is called a combination work format. Best Resume layout Whenever you appear for a job interview the first thing the employer notices is that the layout of your resume. The layout of a resume is a part of how to write a resume. Hence, here are some tips for a good layout of a resume.One page length (maximum three)Your headings should be clear and understandable.The pages you are opting up for your resume must be clean and white in color.                       Font should be easy to read.A clean white space  especially around margins. How to write a Resume : Contact details A resume must have your contact details on it, so as the employer can contact you through those details. Contact details may be your mobile no., your address, your email address along with your name. Experience Details To attract the employer more towards you, you must ensure that your resume must have your experience details somehow related to that field of work. This experience detail put up a great impact on your employer. Your skills and Proficiency After giving details about your experience, you are likely to tell about your skills and proficiency in that field. Skills are in your favor since you will tell all the good points in this part of your resume. Educational or technical Qualification Every job must be limited to some qualification. So,  giving your educational and technical qualification is necessary. In this part of your resume, you must explain your qualification area. Personal Details Personal details of your’s must be given at last in a resume.  This is just to know your employer, more about you. Get the best assignment help services from our experts at nominal charges.

Censorship and Banned Books in Schools

While reading Adventures of Huckleberry Finn in school, teachers often spend full class periods discussing a very important issue: Mark Twains use of the n word throughout the book. Its important to not only explain that the book must be looked at through the context of the time period but also what Twain was trying to do with his story. He was trying to reveal the plight of the slave and he was doing so with the vernacular of the time. Students may make wisecracks, but its important to address their humor with information. Students need to understand the words meaning and Twains reasons for using it. These conversations are difficult to have because they are controversial and many people are very uncomfortable with the n word—for good reason. Due to its origins in slavery and racism, it is often the topic of disgruntled phone calls from parents. Adventures of Huckleberry Finn is the 4th most banned book  in schools according to Banned in the U.S.A. by Herbert N. Foerstal. In 1998 three new attacks arose to challenge its inclusion in education. Reasons for Banned Books Is censorship in schools good? Is it necessary to ban books? Each person answers these questions differently. This is the core of the problem for educators. Books can be found offensive for many reasons. Here are just some reasons taken from Rethinking Schools Online: I Know Why the Caged Bird Sings by Maya Angelou. Reason: Rape scene, anti-white.Of Mice and Men by John Steinbeck. Reason: Profanity.Go Ask Alice by Anonymous. Reason: Drug use, sexual situations, profanity.A Day No Pigs Would Die by Robert Newton Peck. Reason: Depiction of pigs mating and being slaughtered. More recent books that were challenged according to the American Library Association include the Twilight saga due to its religious viewpoint and violence and The Hunger Games because it was unsuited to the age group, sexually explicit and too violent. Many ways exist to ban books. Our county has a group which reads the questionable book and determines whether its educational value exceeds the weight of the objections against it. However, schools can ban books without this lengthy procedure. They just choose not to order the books in the first place. This is the situation in Hillsborough County, Florida. As reported in the St. Petersburg Times, one elementary school will not stock two of the Harry Potter books by J.K. Rowling because of the witchcraft themes. As the Principal explained it, the school knew they would get complaints about the books so they did not buy them. Many people, including the American Library Association, has spoken out against this. There is an article by Judy Blume on the website for the National Coalition Against Censorship to be very interesting. Its title: Is Harry Potter Evil? The question that faces us in the future is when do we stop? Do we remove mythology and Arthurian legends because of its references to magic? Do we strip the shelves of medieval literature because it presupposes the existence of saints? Do we remove Macbeth because of the murders and witches? Most would say there is a point where we must stop. But who gets to pick the point? Proactive Measures an Educator Can Take Education is not something to be feared. There are enough hurdles in teaching with which we must deal. So how can we stop the above situation from occurring in our classrooms? Here are just a few suggestions: Choose the books you use wisely. Make sure that they fit nicely into your curriculum. You should have evidence which you can present that the books you are using are necessary for the student.If you are using a book that you know has caused concerns in the past, try to come up with alternative novels that students can read.Make yourself available to answer questions about the books you have chosen. In the very beginning of the school year, introduce yourself to parents at  an open house  and tell them to call you if they have any concerns. If a parent calls you there will probably be less of a problem then if they call administration.Discuss the controversial issues in the book with the students. Explain to them the reasons those parts were necessary for the authors work.Have an outside speaker come to class to discuss concerns. For example, if you are reading  Huckleberry Finn, get a Civil Rights Activist to give a presentation to students about racism. Final Word Ray Bradbury  describes a situation in the  coda to  Fahrenheit 451. It is about a future where all books are burned because the people have decided that knowledge brings pain. It is far better to be ignorant than knowledgeable. Bradburys coda discusses the censorship that hes faced. He had a play that he sent to a university to be produced. They sent it back because it had no women in it. This is the height of irony. Nothing was said about the content of the play or the fact that there was a reason it featured only men. They did not want to offend a certain group at the school: women. Is there is  a place for censorship  and banning of books? Its hard to say that children should read certain books in certain grades, but education is not to be feared.

Battle of Brandy Station in the Civil War

How Psychological Theories Have Been Used in Beer Free Essays

When they see a person carrying a bottle of beer and the soft toy, they will Immediately apprehend IM without any questions asked. Back In the police station, the policemen would be enjoying the beer, which they had confiscated, while the Innocent customers would be miserably locked up In the cell. Similarly, this commercial Is supposedly targeted at adults, those who are above 8 years of age, since they are allowed to drink. We will write a custom essay sample on How Psychological Theories Have Been Used in Beer or any similar topic only for you Order Now However, everyone is again allowed to view the commercial for humor purposes. Our group will also be doing comparisons of the two beer commercials in terms of the psychological theories used and other dissimilarities worth mentioning. 2) Theory Reviews 2. ) Learning Theory There are basically three theories to learning, I) Classical conditioning II) Operant conditioning Ill) Observational learning Classical controlling Is the type of controlling that makes use of a stimulus that, before controlling, does not naturally bring about the response of Interest and a stimulus that brings about interest without having being learned. A good example loving it† makes it a top choice fast-food outlet that most people will patronize. The slogan in this case plays the role of a natural stimulus whereas Macdonald fast-food outlet is the unconditioned stimulus. Upon hearing the â€Å"I’m loving it† slogan, the sign of Macdonald fast-food outlet will appear unknowingly to our mind. Operant conditioning is a type of conditioning, which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences. An example will be that of a Wall’s ice-cream advertisement. With attractive offers like, buy 3 for the price of 2 or even free gifts being given away for each tub of ice- cream brought. Observational learning is learning through observing the behavior of another person called a model. A good example will be that of a coca cola drink advertisement. In most of the coca cola drink advertisement, there will be people drinking the coca cola drink itself and they will reveal a very refreshing and cooling expression when they finish drinking a drink and by seeing that after drinking that can of coca cola drink, it will bring about a refreshing and cooling sensation to a person. Out of these three learning theories, only the classical conditioning and the observational learning are being applied to the beer commercials. This commercial uses the Classical Conditioning theory. Most people would not normally associate beer with singing. But after being exposed to the commercial for mom time, a person would actually remembers the Heinlein beer commercial, and hopefully proceed to buy the beer. When a person watches the commercial for the first time, he/she will acquire the impression that the singing has nothing to do with the beer. However, the tastiness, â€Å"It seems some people didn’t take the last Heinlein commercial seriously. † And â€Å"Remember, buy Heinlein or we’ll keep running these commercials,† actually reveals the whole intention of the commercial. So eventually, they will associate the beer with the horrible singing. Scrabbles This commercial uses the Observational Learning. Firstly, when the customer buy the beer and gets a free toy, a person may also follow suit. The idea of an incentive or free-gift’ appeals very much to us Singapore who are very ‘kiss’ or have the â€Å"don’t want to lose out â€Å"attitude. So, when the customer is being apprehended by the police, gets locked up in a cell, and even having his beer confiscated, the observational learning still comes into play. This occurs when the policemen themselves drink the confiscated beer, giving them the impression that beers are better than diamonds. Therefore, giving viewers the notion that they should also buy Comparison The use of observational learning is more effective compared to classical conditioning. This is because the influences of an authoritative figure I. E. The policemen are brought into the picture. Therefore, it reinforces the observational learning. Like mentioned earlier, policemen are people of authority, therefore, if they were to do something that is generally not proper, which is in this case, drinking the confiscated beer, their actions would actually be socially accepted since they are people who are of higher authority than a normal civilian would be. The use of classical conditioning as a comparatively weaker impact to the audience in contrast to the use of observational learning. Since the stimulus of classical conditioning does not naturally bring about the response or interest to the beer, it can easily be forgotten if it is not reinforced. One-way for Heinlein to resolve this problem is to keep on playing the commercial. However, they would have to bear the costs incurred, and not forgetting, the contempt from irritated viewers who are forced to view the annoying commercial over and over again. 3. 2 Memory theory For this commercial, under the psychological theory of Memory, it â€Å"attacks† the ewer’s sensory memory, specifically the Echoic Memory. Thus, it makes the viewer able to react to the annoying singing by remembering the commercial better since it is using the audio element to etch the product into the viewer’s minds. The audio element is supposedly the most prominent sensory element of the commercial. Hence, the commercial will be played over and over again in the viewers’ mind. The point is, the viewer does not even have to view the commercial visually to have the desired impact of the commercial on the viewer. As mentioned before, the audio element is the strongest agenda of the whole commercial. For this commercial, using the same psychological theory of Memory, the commercial is appealing to the viewer’s sensory memory, especially the Iconic Memory to remember the product. As can be seen, we can work out with an example from the commercial that, the when the man buys the bottle of Scrabbles beer, and the cashier hands the buyer a soft toy, saying that it is a gift from buying the beer. â€Å"diamonds†, and the beer was confiscated along with him. Also, the makers of the commercial â€Å"attacks† the viewer’s minds in which that they ill remember that the buying the Scrabbles beer is so good that, the police officers are enjoying themselves so much. Since the policemen, as mentioned, are people with authority, drinking the Scrabbles beers that they confiscated are seemingly more significant. This also portrays a powerful signal that the beer can even tempt the authorities under work obligations. Hence, such actions are being socially accepted, therefore, the viewer’s implicit memory would subconsciously steer the viewer to buy Scrabbles beer. Both uses the same sensory theory and the only different is one, echoic and another, conic. Most commercial uses the echoic memory to remember, which in the Heinlein commercial you do not even need to use your eyes to watch and Just hear the songs they are singing is enough to serve the purpose. 3. 3) Motivation Theory Motivation is the factor that directs and invigorates the behavior of humans. Often, human motivation is driven by the intention, or arousal of achieving a goal. Primary drive are related to the biological needs that often helps to fulfill our basic needs, whereas secondary drive are prior to experience and learning that has no direct impact on our biological needs. In the two commercial that we have chosen, we can say that both commercials applies the secondary drive as both brings out the needs of a person to drink beer brought about by previous experience or learning. The main aim of the commercials that we have chosen was to motivate and attract the viewers to drink the respective brand of beer. Suggests that motivation stems from the desire to obtain valued external goals. The commercial started off with a seemly strange tagging – at least it is not common in most commercials that we see nowadays. It says, â€Å"It seems some people didn’t take the last Heinlein commercial seriously. Although viewers might first think the commercial is trying to reprimand them, but it is actually indirectly motivating viewers to direct their attention on the commercial, simply because they do not want to be wrongly accused of â€Å"not taking commercial or anything seriously’ and end off with a message when they got the attention by saying, â€Å"Remember, buy Heinlein, or we’ll keep on running these commercials. † This suggests the determination shown by the commercial in motivating viewers to at least try the product, and that reignites the desire of consumers to obtain the beer – external goals. Furthermore, it also intends to serve as a constant reminder to consumers to realize their highest potential through drinking Heinlein instead of other brand of beer. Scrabbles In the second commercial, more than one approach can be applied to the advertisement. Arousal Approach explains the increase of the stimulation and activity where people are willing to take the risk of getting caught by the police when purchasing the Scrabbles beer. Incentive Approach motivates people to buy Scrabbles beer, even the police whom are seen as protectors of the local people themselves are drinking Scrabbles. Hence, the impact and motivation, the local people receive when they revere to the police gives them the desire to obtain the same beer as their ‘protectors’. For Cognitive Approaches, the intrinsic motivation shows that the people are willing to buy the Scrabbles beer as it stimulates excitement for their own enjoyment whereas the extrinsic motivation, recognize the effort and give the soft toy as a reward. The need for affiliation was also applied on this commercial, the people who have seen the commercial will tend to follow what the police officers do because as the law enforcer, they themselves are drinking the confiscated Scrabbles. Therefore, drinking Scrabbles would be seen as a gateway in establishing bilateral ties and maintaining relationship with the police. This commercial also motivates the viewers to realize their sense of self-actualization, the state of self-fulfillment, which is the highest level of Mascots Hierarchy, in which people realize their highest potentials, as the Scrabbles beer is now within their reach. Both commercials in this case use different styles and strategies in motivating consumers to purchase their products. In the Heinlein commercial, it uses the reverse psychological principles whereby it is indirectly motivating consumers to buy the Heinlein beer and it consists of symbol captions, which enable the viewers to establish inner thoughts to achieve constant memory of the product as well as incur the desire to try or even have the product. As for the Scrabbles commercial, it uses a more direct style and hence is clearer to understand. It motivates consumers as it consists of various theories of motivation, which gives several different perspectives on motivation. Furthermore, it adds a lot of humbly into the commercial that requires consumers to reflect on the purpose of the commercial and what it signifies. For example, firstly the diamonds are hidden in the soft toy, and the police confiscate the toy containing the ‘stolen diamonds’ together with the Scrabbles beer. One scene where the innocent customers are trapped within a cell gives the impression of being ‘locked’. However, at the same time, the policemen are having a great time enjoying the confiscated beer. Hence, the Juxtaposition of the two agendas is basically trying to reinforce the point hat, without the beer, you would be miserable as signified by the customers being locked up and feeling miserable, yet at the same time, when you have the beer, you would be at the top of the mountain as portrayed by the policemen merrily drinking away. These metaphors and symbols are worth looking into as they indirectly motivate viewers to buy the beer and act as an unconscious motivation tool. 3. 4) Social Psychology Theory This commercial uses the Persuasion Theory. It is a process of changing attitude. How to cite How Psychological Theories Have Been Used in Beer, Papers

Overrepresentation of Minorities and English Language Learners in Special Education

Introduction The amendments made to the Individuals with Disabilities Education Act led to the emergence of a new crisis in most American schools. Currently, most American schools suffer from an unbalanced representation of learners from linguistically and racially different settings in special education programs.Advertising We will write a custom research paper sample on Overrepresentation of Minorities and English Language Learners in Special Education specifically for you for only $16.05 $11/page Learn More Overrepresentation of minorities and English language learners in special education is a major challenge affecting the majority of schools. By 1968, over 80 per cent of students in special education came from minority groups (Samson Lesaux, 2009). Moreover, in California, Mexican Americans and African Americans had higher chances of suffering from mental problems relative to the whites. It has been hard to address these challenges through the esta blished laws. One of the factors that have made it hard for the Americans to address these challenges is a failure by policymakers to put into consideration the ever-changing miscellany in American classrooms, as they come up with new education policies (Samson Lesaux, 2009). In looking at the issue of overrepresentation, and when coming up with new reforms in the school system, policymakers have not paid adequate attention to the English language learners and the minorities. This paper will focus on the level of overrepresentation of the minority and English language learners in special education. It will also identify some of the factors that contribute to the overrepresentation and how to mitigate them. Nature of the problem The principal supposition of overrepresentation among the minority and English language learners is that when represented correctly, the ratio of the minority or English language learners in any program ought to be equal to their ratio in the broad school po pulation. Different studies have shown that â€Å"the ratio of the minority and English language learners serving in special education has changed over the last few decades† (Skiba, et al., 2011, p.266). The African-American children have higher chances of being deemed as suffering from mental retardation relative to the White children, which has contributed to the increase in the overrepresentation of minorities in special education, as more students from the minority groups are sent to schools offering special education.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the United States, special education seems to be set aside for minorities and English language learners. Most of the public schools offering special education record high numbers of minorities and English language learners (Skiba, et al., 2011). This trend has not changed since the establishment of the special educa tion program. In Arizona, Hispanic students attending schools dominated by the White students have higher chances of being placed under the special education programs relative to their White counterparts. Most of the Hispanic students are enrolled into special education programs while they do not deserve to be in such programs. In a bid to identify students who should enroll in special programs, the Americans use an approach of disability, which identifies the challenges or â€Å"disease† in the students and then tries to address the challenges through a sequence of remedies or â€Å"treatments† (Skiba, et al., 2011). Nonetheless, teachers assess students’ abilities based on other aspects and not on their capabilities. The factors used to assess students when placing them under the special education include culture, language, race, economic status, and sex (Skiba, et al., 2011). The absence of competent personnel and apposite assessment criteria in the assessmen t of minorities and English language learners contribute to the current level of overrepresentation of these students in special education. The biasness in the assessment process forces most of minorities and English language learners to enroll in special education while they have the capacity to enroll in other programs. Demographic changes With time, the United States has encountered drastic changes in demographic patterns due to immigration and changes in birth rate. By 2000, more than 281 million people resided in the United States. Over 40 per cent of this population comprised people from the minority groups. Continued immigration and increase in birth rates have led to increase in the number of people of color and minority groups in the United States (Bollmer, et al., 2007). Majority of the minority groups report higher birth rates relative to the Whites. These changes in the American demography are being reflected in the American schools.Advertising We will write a custo m research paper sample on Overrepresentation of Minorities and English Language Learners in Special Education specifically for you for only $16.05 $11/page Learn More In 2005, almost 40 per cent of the students in public schools hailed from families with diverse racial and linguistic backgrounds. About 10 million of the students came from non-English speaking families. The number of people speaking the minority languages is growing at an alarming rate relative to that of the English-speaking people. Hence, with time, the number of students from the minorities and English language learners is expected to go higher in most of the major United States’ cities. Accounting for overrepresentation The available data on â€Å"the level of overrepresentation of minorities and English language learners in special education shows that this problem still exists despite its identification many decades ago† (Skiba, et al., 2011, p.266). The current data is d rawn from nation, state, and district level, thus showing many disparities in the different geographical regions. The factors identified to account for the overrepresentation include poor performance among the minorities and English language learners, inappropriate identification, poverty, and language proficiency. Poor performance One of the factors that contribute to the current overrepresentation of minorities and English language learners in special education is poor performance. According to Townsend (2008), students from the minority groups tend to incorporate their racial challenges into the academic feat. Townsend (2008) notes, â€Å"Students from the minority groups adopt racial identities in opposition to school expectations and codes† (p.227). This habit makes it hard for students to perform well in class thus appearing to suffer from certain disabilities. Most of minorities and English language learners are academically endowed. Nevertheless, their attitude toward s academics pushes them to perform poorly. In return, most of them are sent to schools offering special education in the name of helping them improve the academic capabilities, thus their overrepresentation in these schools.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of those engaged in the assessment process claim that if English language learners are not doing well in general education programs, there is no problem in recommending them to enroll in special education. They claim that it is only in special education programs that such students can have a chance to get individualized services, thus helping them to enhance their learning capabilities (Rueda Windmueller, 2007). Nevertheless, a majority of students enrolling in special education still do not perform admirably. A study conducted on the Spanish-speaking students proved that even after the students from the Spanish background enrolled in special education for three years, it did not help in enhancing their learning abilities (Artiles, et al., 2010). Instead, most of these students ended up performing poorly relative to how they performed in their previous placements. This aspect shows that placing the minorities and English language learners under special programs does not signif icantly help in improving their learning ability. The reasons behind this aspect include poor assessment methods used in identifying the students to place under special programs and lack of competent personnel to carry out the assessment process. Inappropriate identification Another factor that has contributed to overrepresentation of minorities and English language learners in special education is the absence of appropriate methods for identifying students that deserve special treatment. In spite of numerous schools recording an increase in the number of students from the different ethnic backgrounds, most of these students hardly get a Free and Appropriate Public Education (FAPE) as stipulated in the provisions of the Individuals with Disability Education Act (Artiles, et al., 2010). English language learners and minorities with disabilities who live in areas locked under poverty and in towns are prone to the risk of performing poorly in education since they receive biased identif ication and placement services. In spite of the American student body becoming increasingly diverse, children from the minority groups as well as English language learners still fall in the category of those suffering from mental retardation and other disabilities. Hence, most of these children enroll in special education leading to an increase in their number. Language proficiency Schools in the United States have the duty of ensuring that every child has a good command of the English language in a bid to perform effectively in classes that offer all the subjects in English. Nonetheless, the law does protect the minority groups as well as it does protect English language learners from discrimination by schools for not having a command of the English language. Schools are required to offer curriculums that would help English language learners to understand the language. Therefore, to ensure that all students fit in the American curriculum, it is imperative to evaluate them based on their English proficiency. Besides, some states recommend schools to assess if the students understand their native languages. Some children from the minorities and English language learners understand neither English nor their native language. Mahoney and MacSwan (2009) realized that at least 13 states in the United States called for their schools to ensure that English language learners knew their native language prior to their admission into the schools. The reason behind this evaluation is the belief that minorities and English language learners have poor language proficiency, which contributes to their poor performance in schools. This thorough scrutiny on language proficiency prior to enrollment leads to overrepresentation of minorities and English language learners in special education. The fact that students from the two categories are poor in either English or their native language makes it hard for them to pass the language proficiency test (Zhang Katsiyannis, 2007). It i s hard for children with poor command of English to enroll in the general classes. The classes conduct their lessons in English. By recommending English language learners and minorities with poor language proficiency to enroll in special education, the schools believe that these students can best work on their language proficiency only in special education programs. The student: teacher ratio in special education programs gives room for individualized services. Hence, teachers are capable of having close interaction with individual students thus helping them to improve their language proficiency. The majority of the minority groups have difficulties with the English language, which leads to their classification as English language learners. Moreover, most of students from the minority groups have challenges with their native language. The minority groups are made of the immigrants. Hence, most of the students were born after their parents migrated to the United States (Rueda Windmu eller, 2007). This scenario leaves them at a position where they are incapable of learning their native language. The American education policies subject individuals with challenges in both the native language and English to placement under the special education, and thus a high number of minorities and English language learners end up in special education thus adding to their overrepresentation. The reason behind placing these groups under the special education is to ensure that they receive adequate attention and support from the teachers. Poverty Poverty significantly contributes to the current rate of overrepresentation of minorities and English language learners in special education. A study on poverty analysis indicates that it leads â€Å"to different representation trends for the various disabilities† (Skiba, et al., 2011, p.266). Increase in poverty level among the minority groups forces their children to suffer from gentle mental retardation, and the opposite happen s to children with severe emotional complications. A study on the wealthy minorities proved that they are capable of tolerating emotional challenges, which is an indication that poverty contributes to the inability to use other preventative measures (Orosco Klingner, 2010). It becomes hard for families from the minority groups to apply pre and post-natal nutrition measures in addressing some of the disabilities facing their children. Eventually, their children end up exhibiting some challenges like low intelligence quotient and thus they are recommended to enroll in special education. Overrepresentation in various American states The number of the minority and English language learner students who enroll for special programs differs across the United States. For instance, in Texas, some districts have higher rates of English language learners enrolling for special education than others. According to the current trend, accessibility of language support programs and high population a mong the English language learners contribute to the current level of overrepresentation of minorities and English language learners students in special education. In a bid to understand the level of representation of English language learners in special education in Texas, Linn et al. (2008) carried out a study among the Latinos in the state. From the study, they realized that there was a high level of overrepresentation of the English language learners from the Latino group in most of the districts. Most of the schools that reported overrepresentation came from Education Service Centre (ESC) regions. In 2009, overrepresentation in special education data at the state level showed that the comparative risk ratio stood at 0.9 (Linn, 2011). A study conducted by Artiles et al. (2007) on South California schools proved that the number of English language learners was high both at the state and district levels. Inadequate aptitude in either English or the indigenous language and grade le vel is one of the factors that contribute to overrepresentation of minorities and English language learners in South California schools. Valenzuela et al. (2009) posit, â€Å"English language learners in secondary schools, as well as those with inadequate aptitude in the first and second language, are the most overrepresented in programs for students with mental retardation, learning disabilities, and language and speech impairments† (p.434). Teachers in secondary schools offer limited language support to English language learners compared to teachers in the elementary schools. Artiles et al. (2007) also learnt that English language learners were in higher chances of being categorized in the high incidence disability groups relative to the English speakers. The inclination to categorizing the English language learners under this group contributes to their overrepresentation in special education. Sullivan (2011) carried out a study on public schools in Arizona, where she learn t that the trend of overrepresentation of the minority and English language learners is still high among the students in this state. Using comparative risk ratios, Sullivan (2011) noted that the state level involvement of minorities and English language learners in special education progressively went up from 0.77 to 1.19 between 1999 and 2006. In addition, she found that there was also overrepresentation of these groups at the district level. According to Sullivan (2011), the proportion of districts that recorded overrepresentation of minorities and the English language learners in special education went up from 32 per cent to 42 per cent between 1999 and 2006. Addressing overrepresentation Overrepresentation of minorities and English language learners in special education is challenging since it has negative effects on students even with no signs of disabilities. At times, schools refer students to special education out of mere speculation that they might perform poorly or their c hances of social, economic, and academic advancements are minimal. Rather than referring the minorities and English language learners to special education, the American government ought to establish a school environment that helps the minorities and English language learners to deal with their challenges at an advanced stage, and thus help them realize academic success (Linn Hemmer, 2011). Moreover, schools ought to come up with proper assessment criteria to ensure that they do not discriminate against students from the minority groups. Conclusion Amendments made to the Individual with Disability Education Act led to the problem of overrepresentation of minorities and English language learners in special Education. In the United States, most of minorities and non-English speakers enroll for special education programs. Numerous factors contribute to the enrollment of these people in special education programs, which include poor performance, language proficiency, inappropriate ident ification strategies, and poverty. Students from minority groups and English language learners exhibit poor academic performance, which convinces policymakers to view them as academically challenged individuals, thus recommending them to enroll for special education programs. Moreover, the American schools demand that all children should pass the language proficiency test. Children from the minority groups are not proficient in English. Today, â€Å"minorities and English language learners are overrepresented in special education at the national, state, and district level† (Sullivan, 2011, p.324). In Texas, schools close to the Education Service Centers report a high level of overrepresentation of the Latino people in special education. In California, inadequate aptitude in English and native language contributes to overrepresentation of minorities and English language learners in special education. In Arizona, more students from the minority groups and non-English speakers c ontinue to enroll in special education thus adding to an already overrepresented population. References Artiles, A. J., Kozleski, E. B., Stanley T. C., Osher, D., Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76, 279–299. Artiles, A. J., Rueda, R., Salazar, J., Highroad, I. (2007). 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Re-examining identification and reclassification of English Language Learners: A radical discussion of select state practices. Bilingual Research Journal, 29, 31–42. Orosco, M, J., Klingner, J. (2010). One school’s implementation of RTI with English language learners: â€Å"Referring into RTI†. Journal of Learning Disabilities, 43, 269–288. Rueda, R., Windmueller, M. P. (2007). English language learners, LD, and overrepresentation: A multiple-level analysis. Journal of Learning Disability, 29(2), 99-109. Samson, F., Lesaux, K. (2009). Language-minority learners in special e ducation: Rates and predictors of identification for services. Journal of Learning Disabilities, 42, 148–162. Skiba, J., Simmons, B., Ritter, S., Gibb, C., Rausch, K., Cuadrado, J., Chung, C. (2011). Achieving equity in special education: history, status, and current challenges. Exceptional Children, 74(3), 264-288. Sullivan, L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317–334. Townsend, L. (2008). ‘Testing while Black’: Standards based school reform and African American learners. Remedial and Special Education, 23, 222-230. Valenzuela, S., Copeland, R., Qi, H., Park, M. (2009). Examining educational equity: Revisiting the disproportionate representation of minority students in special education. Exceptional Children, 72, 425–441. Zhang, D., Katsiyannis, A. (2007). Minority overrepresentation in special education: A persistent challenge. Remedial and Speci al Education, 23(3), 180-187. This research paper on Overrepresentation of Minorities and English Language Learners in Special Education was written and submitted by user Javon Rojas 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. 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