Personal Selling and Sales Management Essay Example

Personal Selling and Sales Management Essay Global Perspective INTERNATIONAL ASSIGNMENTS ARE GLAMOROUS, RIGHT? Some challenges associated with an international assignment include job security, readjustment upon return to the U. S. and adjustment to other cultures. Given these kinds of problems, is that international sales position being offered to we as attractive as it looks? Will it really help wer career? Particularly in relationship cultures such as China, relationship marketing, built on effective communications between the seller and buyer, focuses on building long-term alliances rather than treating each sale as a one-time event. Designing the Sales Force Based on analyses of current and potential customers, the selling environment, competition, and the firms resources and capabilities, decisions must be made regarding the numbers, characteristics, and assignments of sales personnel. Distribution strategies will often vary from country to country. Some markets may require a direct sales force, whereas others may not. How customers are approached can differ as well. Once decisions have been made about how many expatriates, local nationals, or third=country nationals a particular market requires, then more intricate aspects of design can be undertaken, such as territory allocation and customer call plans. Recruiting Marketing and Sales Personnel †¢Expatriates †¢Virtual Expatriates †¢Local Nationals †¢Third Country Nationals †¢Host Country Restrictions Expatriates The largest personnel requirement abroad for most companies is the sales force. The number of companies relying on expatriate personnel is declining as the volume of world trade increases and as more companies use locals to fill marketing positions. We will write a custom essay sample on Personal Selling and Sales Management specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personal Selling and Sales Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personal Selling and Sales Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However, when products are highly technical, or when selling requires an extensive background of information and applications, an expatriate sales force remains the best choice. The chief disadvantages of an expatriate sales force are the high cost, cultural and legal barriers, and the limited number of high-caliber personnel willing to live abroad for extended periods. Virtual Expatriates The Internet and other advances in communications technologies, along with the growing reluctance of executives to move abroad, are creating a new breed of expatriate, the virtual one. Virtual expatriates manage operations in other countries but dont move there. Local Nationals The historical preference for expatriate managers and salespeople from the home country is giving way to a preference for local nationals. At the sales level, the picture is clearly biased in favor of the locals because they transcend both cultural and legal barriers. They are also familiar with distribution systems and referral networks. The main disadvantage of hiring local nationals is the tendency of headquarters personnel to ignore their advice. Another key disadvantage can be their lack of availability. In many countries, sales positions are viewed negatively. Third Country Nationals Third-country nationals (TCNs), are expatriates from their own countries working for a foreign company in a third country. Host Country Restrictions The host governments attitudes toward foreign workers often complicate selecting expatriate U. S. nationals over locals. Concerns about foreign corporate domination, local unemployment, and other issues cause some countries to restrict the number of non-nationals allowed to work within the ountry. Selecting Sales and Marketing Personnel To select personnel for international marketing positions effectively, management must define precisely what is expected of its people. Effective executives and salespeople, regardless of what foreign country they are operating in, share certain personal characteristics, skills, and orientations such as maturity, emotional stability, breadth of knowledge, positive o utlook, flexibility, cultural empathy, energetic, and enjoy travel. Selection mistakes are costly. When an expatriate assignment does not work out, hundreds of thousands of dollars are wasted in expenses and lost time. Mew evidence indicates that a managers culture affects personnel decisions. Training for International Marketing The nature of a training program depends largely on both the home culture of the sales person and the culture of the business system in the foreign market. Continual training may be more important in foreign markets than in domestic ones because of the lack of routine contact with the parent company and its marketing personnel. One aspect of training is frequently overlooked: Home-office personnel dealing with international marketing operations need training designed to make them responsive to the needs of the foreign operations. The Internet now makes some kinds of sales training much more efficient. Motivating Sales Personnel Motivation is especially complicated because the firm is dealing with different cultures, different sources, and different philosophies. Because cultural differences affect the motivational patterns of a sales force, a manager must be extremely sensitive to the personal behavior patterns of employees. Individual incentives that work effectively in the United States can fail completely in other cultures. Communications are also important in maintaining high levels of motivation; foreign managers need to know that the home office is interested in their operations. Because promotion and the opportunity to improve status are important motivators, a company needs to make clear the opportunities for growth within the firm. In one study, sales representatives in comparable Japanese and American sales organizations were asked to allocate 100 points across an array of potential rewards from work. As shown in Exhibit 17. 4, the results were surprisingly similar. The Sales People Were Asked to: ‘Distribute 100 Points among the Rewards in Terms of their Importance to You. ’ SOURCE: R. Bruce Money and John L. Graham, â€Å"Salesperson Performance,Pay, and Job Satisfaction: Tests of a Model Using Data Collected in the U. S. and Japan,† Journal of International Business Studies, 1999. Designing Compensation Systems For Expatriates Developing an equitable and functional compensation plan that combines balance, consistent motivation, and flexibility is extremely challenging in international operations. Fringe benefits play a major role in many countries. Pay can be a significant factor in making it difficult for a person to be repatriated. Often those returning home realize they have been making considerably more money with a lower cost of living in the overseas market; returning to the home country means a cut in pay and a cut in standard of living. In general, short-term assignments involve payments of overseas premiums (sometimes called separation allowances if the family does not go along), all excess expenses, and allowances for tax differentials. Besides rewarding an individuals contribution to the firm, a compensation program can be used effectively to recruit, develop, motivate, or retain personnel. For a Global Sales Force – The Do’s Compensation plans of American companies vary substantially around the globe, reflecting the economic and cultural differences in the diverse markets served. Some experts feel compensation plans in Japan and Southern Europe are most different from the standard U. S. approach. Those same experts believe that generally compensation schemes around the world are becoming more similar to the U. S. systems with its emphasis on commissions based on individual performance. Global Similarity to U. S. Compensations Plans SOURCE: David G. Schick and David J. Cichelli, â€Å"Developing Incentive Compensation Strategies in a Global Sales Environment,† ACA Journal, Autumn 1996. The Dos for designing compensation systems for a global sales force: †¢Do involve representatives from key countries. †¢Do allow local managers to decide the mix between base and incentive pay. †¢Do use consistent performance measures (results paid for) and emphasis on each measure. Do allow local countries flexibility in implementations. †¢Do use consistent communication and training themes worldwide. The Donts for designing compensation systems for a global sales force: †¢Dont design the plan centrally and dictate to local offices. †¢Dont create a similar framework for jobs with different responsibilities. †¢Dont require consistency on every performance measure with in the incentive plan. †¢Dont assume cultural differences can be managed through the incentive plan. †¢Dont proceed without the support of senior sales executives worldwide. A compensation Blueprint: How IBM Pays 140,000 Sales Executives Worldwide Beginning in the late 1990s IBM rolled out what is perhaps the most global approach to compensating a worldwide sales force. The main features of that plan, which applies to 140,000 sales executives in 165 countries, are presented in Exhibit 17. 6. SOURCE: Michele Marchetti and Antonio Langemi, â€Å"Gamble,† Sales and Marketing Management, July 1996, p. 65-69. Evaluating and Controlling Sales Representatives In the U. S. , emphasis is placed on individual performance, which can easily be measured by sales revenues generated. In many countries evaluation is more complex where teamwork is favored over individual effort. The primary control tool used by American sales managers is the incentive system. In other countries, corporate control and frequent interactions with peers and supervisors are the means of motivation and control. Preparing U. S. Personnel for Foreign Assignments Foreign assignments typically cost from 150-400 percent of the annual base salary. This cost increases if the expatriate returns home before completing the scheduled assignment. The planning process must begin prior to the selection of those going abroad and extend to their specific assignments after returning home. Overcoming Reluctance to Accept a Foreign Assignment Concerns for career and family are the most frequently mentioned reasons for a manager to refuse a foreign assignment. The most important career-related reservation is the fear that a two- or three-year absence will adversely affect opportunities for advancement. Concern for family may interfere with many accepting an assignment abroad. Initially, most potential candidates are worried about uprooting a family and settling into a strange environment. Questions about the education of the children, isolation from family and friends, proper health care, and, in some countries, the potential for violence reflect the misgivings a family faces when relocating to a foreign country. Reducing the Rate of Early Returns Once the employee and family accept the assignment abroad, the next problem is keeping them there for the assigned time. One researcher estimated that 75 percent of families sent to a foreign post experience adjustment problems with children or have marital discord. Before going abroad, cross-cultural training should be provided for families as well as the employee. Once the family is abroad, some companies even provide a local ombudsman (someone experienced in the country) to whom members can take their problems and get immediate assistance. Successful Expartiate Preparation Returnees should know where they are going and what they will be doing next month and several years ahead. A report on what MNCs are doing to improve the reentry process suggests five steps: 1. Commit to reassigning expatriates to meaningful positions. 2. Create a mentor program. Mentors are typically senior executives who monitor company activities, keep the expatriate informed on company activities, and act as liaison between the expatriate and various headquarters departments. 3. Offer a written job guarantee stating what the company is obligated to do for the expatriate on return. 4. Keep the expatriate in touch with headquarters through periodic briefings and headquarters visits. 5. Prepare the expatriate and family for repatriation once a return date is set. Developing Cultural Awareness Most expatriate failures are cause by lack of an understanding of cultural differences and their effect on management skills. Good cultural skills can be learned and developed. Cultural skills provide the individual with the ability to relate to a different culture even when the individual is unfamiliar with the details of that particular culture. The Changing Profile of the Global Manager Fewer companies today limit their search for senior-level executive talent to their home countries. Some companies believe that it is important to have international assignments early in a persons career, and international training is an integral part of their entry-level development programs. Many companies are active in making the foreign experience an integrated part of a successful corporate career. Foreign Language Skills Many believe that learning a language improves cultural understanding and business relationships. Many believe that to be taken seriously in the business community, the expatriate must be at least conversational in the host language. Many companies are making stronger efforts to recruit people who are bilingual or multilingual. Summary †¢The companys sales force is on the front line of a marketing organization. The role of marketers in both domestic and foreign markets along with the composition of international managerial and sales forces is rapidly changing. †¢The recent emphasis on using local personnel operating in their own lands has highlighted the importance of adapting U. S. managerial techniques to local needs. †¢The development of an effective marketing organization calls for careful recruiting, selecting, training, motivatin g, and compensating of expatriate personnel and their families. The most practical method of maintaining an efficient international sales and marketing force is careful, concerted planning at all stages of career development. An effective international sales force constitutes one of the international marketers greatest concerns. The companys sales force represents the major alternative method of organizing a company for foreign distribution and, as such, is on the front line of a marketing organization. The role of marketers in both domestic and foreign markets is rapidly changing, along with the composition of international managerial and sales forces. Such forces have many unique requirements that are being filled by expatriates, locals, third-country nationals, or a combination of the three. In recent years, the pattern of development has been to place more emphasis on local personnel operating in their own lands. This, in turn, has highlighted the importance of adapting U. S. managerial techniques to local needs. The development of an effective marketing organization calls for careful recruiting, selecting, training, motivating, and compensating of expatriate personnel and their families to ensure maximization of a companys return on its personnel expenditures. The most practical method of maintaining an efficient international sales and marketing force is careful, concerted planning at all stages of career development. Bibliography: International Marketing, Cateora P. R. , Graham J. L. , 12th ed, pp 500-525. Michele Marchetti and Antonio Langemi, â€Å"Gamble,† Sales and Marketing Management, July 1996, p. 65-69. David G. Schick and David J. Cichelli, â€Å"Developing Incentive Compensation Strategies in a Global Sales Environment,† ACA Journal, Autumn 1996.

Free Essays on The Mentally Challenged

When one looks at the world around, what is it that one notices? The way people walk? The way people act? What about those that don't walk, talk, or even look like most people? Everyone, regardless of who that person may be, needs to be reminded of the saying, "You can't judge a book by its cover." A lack of understanding is what leads to prejudice. The prejudices are not only against people with different skin tones, ages, or sexes, these prejudices also extend to judgments made against the physically and mentally challenged. Through my experience at the centre for the mentally challenged, I have learnt further about and understood these people. The Mentally Challenged express themselves in a pure clear way; they may rock their bodies to and fro, flick fingers in front of their face, make odd noises or have difficulty relating themselves to space, making one feel uneasy but it’s not like they can help it. One must understand that they have poor motor and speech development; t hey are only trying to express themselves, just like us. The mentally challenged require one step directions, all instructions and steps should be broken down as understanding and following more than one thing at a time is very difficult. Everyone is capable of learning; it’s just that some people learn slower. I remember trying to explain the simple game of â€Å"Memory† to the mentally challenged; they could not understand how the game was played. In the end, the cards had to be flipped over and the game was changed into a game of just matching, the mentally challenged had to be constantly shown how to play until only some got it. The mentally challenged require demonstration in concrete form, have a short attention span and short-term memory. Though they have poor memory recall, I noticed that they can carry on repetitive routine tasks without being reminded, such as going for lunch and packing up after playing. The passing of time, along with the education o... Free Essays on The Mentally Challenged Free Essays on The Mentally Challenged When one looks at the world around, what is it that one notices? The way people walk? The way people act? What about those that don't walk, talk, or even look like most people? Everyone, regardless of who that person may be, needs to be reminded of the saying, "You can't judge a book by its cover." A lack of understanding is what leads to prejudice. The prejudices are not only against people with different skin tones, ages, or sexes, these prejudices also extend to judgments made against the physically and mentally challenged. Through my experience at the centre for the mentally challenged, I have learnt further about and understood these people. The Mentally Challenged express themselves in a pure clear way; they may rock their bodies to and fro, flick fingers in front of their face, make odd noises or have difficulty relating themselves to space, making one feel uneasy but it’s not like they can help it. One must understand that they have poor motor and speech development; t hey are only trying to express themselves, just like us. The mentally challenged require one step directions, all instructions and steps should be broken down as understanding and following more than one thing at a time is very difficult. Everyone is capable of learning; it’s just that some people learn slower. I remember trying to explain the simple game of â€Å"Memory† to the mentally challenged; they could not understand how the game was played. In the end, the cards had to be flipped over and the game was changed into a game of just matching, the mentally challenged had to be constantly shown how to play until only some got it. The mentally challenged require demonstration in concrete form, have a short attention span and short-term memory. Though they have poor memory recall, I noticed that they can carry on repetitive routine tasks without being reminded, such as going for lunch and packing up after playing. The passing of time, along with the education o...

How to French Interrogative Pronouns Qui and Que

How to French Interrogative Pronouns Qui and Que French has three interrogative pronouns: qui  que, and lequel, which are used to ask questions. They all have differences in meaning and usage. Note that lequel  is a more complicated case and, as such, is addressed separately. Also, while qui and que are also  relative pronouns,  we are only discussing them here in their function as interrogative pronouns. How to Use Qui   Qui  means  who  or  whom; it is used when asking about people. When  who  is the  subject  of the question, you can use either  qui  or  qui est-ce qui. The word order cannot be inverted, and the verb is always third person singular. Qui veut le faire  ? / Qui est-ce qui veut le faire  ?   Who wants to do it?Qui parle  ? / Qui est-ce qui parle  ?   Who is speaking? When whom is the object of the question, qui can be followed by either est-ce que or inversion, as in: Qui est-ce que vous aimez  ? / Qui aimez-vous ?   Whom do you love?Qui est-ce que tu vois  ? / Qui vois-tu  ?   Whom do you see? Qui can also follow a preposition. qui est-ce que tu parles  ? / qui parles-tu  ?   To whom are you speaking?De qui est-ce que tu dà ©pends  ? / De qui dà ©pends-tu  ?   Upon whom do you depend? How to Use Que Que means what and is used to refer to ideas or things. When  what  is the subject of the question, you must use  quest-ce qui  followed by a verb in the third person singular, with no inversion. Quest-ce qui se passe  ?   Whats happening?Quest-ce qui est tombà © sur la terre  ?   What fell on the ground? When what is the object of the question, it can be followed by est-ce que or inversion. Quest-ce quil veut  ? / Que veut-il  ?   What does he want?Quest-ce que tu penses de mon idà ©e  ? / Que penses-tu de mon idà ©e  ?   What do you think of my idea?Quest-ce que cest (que cela)  ?   What is that? Que to Quoi After a preposition, que changes to quoi. De quoi est-ce que vous parlez  ? / De quoi parlez-vous ?   What are you talking about? quoi est-ce quil travaille  ? / quoi travaille-t-il  ?   Whats he working on? More Examples of the Interrogative  Qui and Que Qui donc ta frappà ©Ã‚  ?   Who hit you? Qui est-ce qui en veut  ?   Who wants some ? Qui cherchez-vous  ?   Who are you looking for? Cest qui  ?  Ã‚  Whose is it,  to whom does it belong? qui le tour  ?   Whose turn (is it) ? De qui parles-tu  ?   Who  (ou  whom) are you talking about? Qui est-ce que tu connais ici  ?   Who do you know around here? qui est-ce que je dois de largent  ?   Who do I owe money to ?,  to whom do I owe money?  (soutenu) Quy a-t-il  ?   Whats the matter ? Que devient-elle  ?   Whats become of her? Quest-ce que je vois / jentends  ? What is this I see / hear ? Quest-ce qui tarrive  ?   Whats the matter with you? Quest-ce que la libertà ©Ã‚  ?   What is freedom? Summary of French Interrogative Pronouns Subject of question Object of question After preposition People quiqui est-ce qui quiqui est-ce que qui Things quest-ce qui quequest-ce que quoi

Effect of E-Business on Marketing Strategies Case Study

Effect of E-Business on Marketing Strategies - Case Study Example Amazon.com becomes the first mover in the e-retailing market proposing a wide product range to diverse customer targets. E-business allows the company to connect customer service and good levels, increases customer satisfaction and decreases retention artistries. The main strategy is a virtual bookshop which helps the company to promote and sell its products to customers. Similar to traditional marketing, a virtual bookshop allows customers to review product details and analysis, read about the main characteristics and qualities. In contrast to traditional marketing, a customer sees only an image of the product. Following Archer et al (2002) "Various information systems can be used to process transactions, collect and analyze data. Technology-based tools have helped marketers perform their marketing strategies more efficiently and effectively in the traditional marketplace" (73). In contrast to traditional marketing, Amazon.com proposes a greater range of titles to choose from. Customers have twenty-four-hour access to book, table of contexts and reviews. They can order the book from any parts of the world and at comparatively low price. Also, e-business allows Amazon to establish a competitive price through lower transaction costs. Customer service therefore plays a pivotal role in e-business. Getting this role right, and to a standard of expertise that is superior to that of competitors and sustainable in the longer term, requires an in-depth understanding of the nature and nuance of customer service. Knowing customers means closing the loop between the messages sent to them and the messages they send back. The personalization of the service allows Amazon to create a core of brand supporters and increase its sales. Core information builds and provides access to the books catalogue (Turban et al 2004). The customer database also provides added-value informa tion. Core handling and processing maintains payment services between the company and its customers whether they be readers, publishers, resellers or authors. This function also covers shipping and delivery administration. From this configuration, the process of publishing and book selling became much more dynamic than the linear model that was the traditional industry model. The Internet has allowed each party in the process to interact with each other with more intensity (www.amazon.com). In contrast to traditional marketers, Amazon has wide possibilities to gather information about target groups and is able to make customer-specific recommendations, analyze their demands and needs. The customer database is used as a marketing tool in targeting existing customers and pursuing potential new ones. Amazon services (web-site and delivery service) are accessible for a large number of households and individuals. Delivering content gives more detailed information on an offer and goods; enabling transaction leads direct to a sale. Shaping attitudes can help build brand awareness, and solicit response. An advertisement may be intended to identify new leads or as a start for two-way communication (Archer et al 2002). In these cases an interactive advertisement may encourage a use to type in an e-mail address. In contrast to tra

Classical mythology Essay Example | Topics and Well Written Essays - 1500 words

Classical mythology - Essay Example However, when Greek myths [stories] are mentioned, most Christians and other contemporary religions shun them as mere fantasy, or fictional stories that never existed but were rather coined from human imagination. This and other disagreeing points exist when Greek mythology is being compared to other systems. However, the similarities are evident in some cases too. This paper will conduct a comparative research on Greek mythology and Christianity (as a non-Greek system), and in the comparison highlight significant emergent similarities and differences. Religion is the comparable element between Greek mythology and Christianity. Multiple differences and similarities are evident here. One similarity is that in Christianity and in the Greek system, there was a supreme being. In ancient Greek, there was Zeus, who was the god above all gods, and the Supreme Being that ruled over fate, order, law, the weather, and the sky. Although defined in terms of humanistic features such as being a sturdy man with a dark beard and one who depicted maturity, he held supernatural powers. He was attributed to the eagle, royal scepter, and a lightning bolt. Additionally, there were other gods under Zeus, such as the god of war, the god of fertility, and the god of love1. Similarly, the Christians have a Supreme Being, their God, who is the creator of mankind and rules over all creation. He is referred to as Yahweh, Jehovah, or simply â€Å"God†. The Christian God is referred to as â€Å"He† and is also attributed human features such as the famous Christian principle that says humans were made in God’s image2. Unlike Zeus, however, he has no specific attributes such as a beard, since He is spiritual and not visible to human eyes. Christians do not have lesser gods like the Greek in that Yahweh is the one and only God recognized by the religion. However, there is the definition

The impetus that has kept me on the art track Essay Example for Free

The impetus that has kept me on the art track Essay Some people think that art taught in schools (middle and high school) is sufficient to keep one in this creative world. While one cannot deny the overall importance of learning art in school, there is a bigger aspect to all this that can never be passed from the class teacher to the art student; this aspect comes from the artist himself/ herself. My impetus I have an artistic personality as art is my way of expressing myself; this is why I spent almost all my time drawing. When someone annoys me, then I will vent out this anger through art, when someone makes me happy, art is my only way of showing that feeling, when am sad, art is my only solace. The beauty about art is that it is platform for expressing myself. It allows me to be blatantly honest with myself as am not struggling with pretentiousness; this is who I truly am. Because my art work creates positive responses in others, then I have built a sense of confidence about my work. It makes me feel secure because I know that there is something I am good at. Given the above sentiments, then my definition of art would have to deviate from the norm. I do not consider art as just another major, neither do I think that art is something that was merely handed down to us from history; I believe that art is jut part of who I am. It took a long time for me to admit this; but I finally got the revelation while staying at my country. I realized that everything I did revolved around art and I learned to enjoy what I was good at. My passion for art began when I was fifteen. At that time, I attended an exhibition known as the 2003 Women’s International exhibit Jeddah. My role during that exhibition was not a passive one as I was part of the company’s marketing department. For a period of on month, I created the company’s website. I was also able to design commercials for them. This was the point in my life where I realized what I could become through art. I was lucky to work with a supportive team from the company; they encouraged me and taught me how to improve my work. Additionally, my mother and my cousins saw what I had done for the company and they were astounded by it. They couldn’t believe that I was responsible for what they saw. Nothing can compare to the look on their faces; they were so proud of me. Right there and then, I knew that this was what I was meant to do. Thereafter, I began exploring the wonderful world of art. To me, art is a universal language that can be understood by people all over the world. This is a concept that I understood in high school. At that time, I was part of a club that specialized in art forms from different cultures. Not only were we looking at the conventional aspects of art, but we also learnt about the Japanese language, their food and other cultural aspects. Through this club, I got an insight into the Japanese way of life consequently, learning their language. The epitome of this inter-cultural experience occurred during a school bazaar held at the end of the year. We were expected to inform the public about our club through a small stand. My task was to create flyers and commercials. I was also supposed to establish a mission for the team and the overall color theme for the event. These activities shaped my leadership skills and led to a self discovery on what I was truly capable of doing. The most touching and important thing about this particular occasion was that I learnt about other people’s cultures. The Japanese way of life was completely unfamiliar to me, but through art, I understood them. Art was my window into the life and times of the Japanese. From that moment on, I began appreciating other people’s uniqueness. Art is a unifying force; I can speak to others and they can speak to me even without saying a word. To me, no other forte can achieve such an effect. If the world would embrace art a little more, then we would all live together in harmony. My stay in the United States has been equally enriching. This year, I attended a training competition know as Boston Phoenix. The major theme of the event was Japanese animation. Through this event, I met art enthusiasts like myself. We were able to exchange ideas in at equal levels and I was amazed at their work. These young people used simple tools around them to create brilliant art pieces. I also began collecting and designing my own supplies. It was so fantastic to know that there are youth out there who are as inspired by art as I am. Conclusion  The latter experiences have helped to shape who I have become toady. Being artistic is just part of my personality. Through art, I can be a leader, I can be creative and I can express my innermost sentiments. Art has given me an insight into other cultures thus making me respect and comprehend other their way of life. I have therefore become a versatile and multi-cultured individual. Because of these reasons, I felt that I should make art part of my professional life. This was why I joined the university and I believe that through my college education, I can become a better artist than before.

Essay --

Connor Peterson Miss. Cota Survival October 19th, 2013 The Tools of a True Survivor Jeannette Walls had a horrific childhood that truly brought out the survivor in her. Jeannette had troubles with her family, friends and siblings but she was not hindered by the difficult situations and the choices that she had to make. In order to survive she to had be resourceful and use what she had to her advantage and also learn to adapt to any situation. Through it all she had the drive and purpose of a true survivor. Her survival tools of Ingenuity, Adaptability and Purpose helped her to grow into the person she is today. Ingenuity is one of the survival skills that Jeannette possessed throughout her childhood. She continued to find new ways to accommodate herself in different situations. One such example is when she made herself braces because her parents could not afford them. Since she did not have the money to get them, Jeannette invented a clever way to make homemade ones. These braces (worn only at night so no one would know) were made from rubber bands and a coat hanger. In the survivor tool kit it describes ingenuity with, â€Å"you find novel uses and applications for everyday objects†(324). Jeannette’s braces clearly exemplify this quote. Ingenuity is also described as, â€Å"Bricolage: the art of building things from whatever materials are available.†(324). Jeannette used everyday objects such as rubber bands and a coat hanger to make a complicated set of braces. Besides from making braces, she also made her own catapult. Bullies would throw rocks at Jeannette and her brother on their walk home from school and then ride away on their bikes. Having limited resources, Jeannette used an abandoned mattress and some springs she found as ... ...n high school and she was striving for big goals, working hard to achieve them, and overcoming countless obstacles. Even when her father stole that piggy bank money she did not give up. Her purpose in life helped transfer her into adulthood. Without this determination and sacrifice, seceding into a successful adult would have been much more challenging. Each survivor has a set of tools at their disposal that can be used throughout their lifetime. Jeannette was able to overcome staggering odds to with her ability to use almost anything to her advantage and by being able to bend to the situation around her and constantly change. And finally, by having a drive in life that is simply incomprehensible, a drive and purpose so deep we cannot even begin to fathom its depth. Jeannette used these techniques to conquer her life and overcome every obstacle that stood in her way.

History of Special Education Essay

It was not until the middle decades of the eighteenth century that Europe turned, for the first time, towards the education of persons with disabilities. The spirit of reform, crystallized in the philosophy and precepts of the European Enlightenment, created new vistas for disabled persons and the pioneers who ventured to teach them. Although special education emerged in a number of national contexts, France was the crucible where innovative pedagogies to assist those deaf, blind, and intellectually disabled emerged and flourished (Winzer, 1986). Following the French initiatives, movements to provide services for those in the normative categories of deaf, blind, and intellectually disabled were contemporaneous in continental Europe, Britain, and North America. Prior to the mid-eighteenth century, individual deviations were rarely tolerated and little was done for those who in some way disrupted the norms of a society. Disability was not an innocuous boundary; rather, it was a liability in social and economic participation. People perceived as disabled – whatever the type or degree – were lumped together under the broad categorization of idiot, scorned as inferior beings and deprived of rights and privileges. This early period is replete with innumerable stories of healing, many imbued with an Indeed, many special educators seem curiously disinterested in the foundations of the field; historical knowledge is learned incidentally and unintentionally (Mostert & Crockett, 1999–2000; Winzer, 2004). To some, history becomes increasingly selective, with the past made over to suit present intentions; others speak to the ‘lack of history’ (Renzaglia, Hutchins & Lee, 1997, p. 361). At the same time, some contemporary writers disparage earlier events, programmes, and pioneers in favour of contemporary models. Some point to fossilized traditions; others hold that if today’s inclusive movement embodies the best ideals of social justice then the past, by extension, had to be unjust (Winzer, 2004). Implicit to this position is a steadfast unwillingness to learn from the wisdom of the accumulated past. The middle decades of the eighteenth century witnessed the pervasive influence of the European Enlightenment. While the intellectual project of the Enlightenment was to build a sound body of knowledge about the world, its humanitarian philosophy prompted ideas about the equality of all people and the human responsibility to take care of others, particularly individuals outside the private circle of the home and the family. Reform movements sprang up, aimed at the improvement of the well-being of groups of individuals, varying from poor people and slaves to prisoners, the insane, and disabled people. In France, the Abbe Michel Charles de l’Epee (sign language) assimilated Enlightenment ideals of equality, as well as novel concepts about language and its development. He joined these to the sensationalist philosophy of John Locke and the French philosophers to promote innovative approaches to the education of deaf persons. If de l’Epee’s doctrine promoting a silent language of the hands was not unprecedented, it was nevertheless revolutionary in the context of the times. In devising and instructing through a language of signs, the Abbe gave notice that speech was no longer the apex of instruction in the education of deaf persons. Simultaneously, he influenced and guided innovations for other groups with disabilities, specifically those blind, deaf blind, and intellectually disabled. Following de l’Epee’s successful mission with deaf students, Valentin Hauy in 1782 initiated the instruction of blind persons using a raised print method. Somewhat later, in 1810, Edouard Seguin devised pedagogy for those considered to be mentally retarded. The French educational initiatives travelled the Atlantic to be adopted by pioneer educators in US and Canada. Rejection of French innovations did not imply that British advances were minor. On the contrary. Building on the prerogatives of earlier pioneers, teachers and clergy such as Thomas Braidwood and John Townsend promoted education for deaf persons. Schemes to assist other groups soon followed. By the close of the eighteenth century in Europe and Britain, the instruction of disabled persons was no longer confined to isolated cases or regarded merely as a subject of philosophic curiosity. Permanent facilities were established, staffed by a cadre of teachers experimenting with novel and innovative pedagogical methods. The French endeavors formed the core of systems and methods adopted in the United States and much of British North America (Canada). In the latter, however, the Maritime provinces of Nova. Scotia and New Brunswick initially adopted British pedagogy (see Winzer, 1993). Founded on a humanitarian philosophy, evangelical commitment, and unbounded philanthropy, they established from 1817 onwards a complex of institutions designed to cater to the unique needs of exceptional individuals. Pedro Ponce de Leon(1578) in Spain created the first documented experience about education of deaf children (from nobility) AbbeCharles Michel de l’Epee(1760) in Paris created the â€Å"Institutpour sourds†(Institute for deaf) Louis Braille invented â€Å"Braille script†(1829). Pioneers in Special Education Jean-Marc Itard [pic] – DECS Order No. 1, s. 1997 – Organization of A Regional SPED Unit and Designation of Regional Supervisor in-charge of Special Education -DECS Order No. 14, s. 1993 – Regional Special Education Council -DECS Order No. 26, s. 1997 – Institutionalizing of SPED Programs in All Schools -DECS Order No. 5, s. 1998 – Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special School Principal Items – DECS Order No. 11, s. 2000 – Recognized Special Education (SPED) Centers in the Philippines. -REPUBLIC ACT NO. 7277 – AN ACT PROVIDING FOR THE REHABILITATION, SELF DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES http://www. deped. gov. ph/default. asp SPED teachers to sharpen tools in a national conference PASIG CITY – Teachers and school administrators handling children with special learning needs are expected to further hone their skills during the 2013 national conference on Special Education (SPED) being put together by the Department of Education (DepEd). â€Å"We are opening the conference to public and private school teachers and administrators and other SPED service providers in line with our policy to continue to create a culture of inclusive education,† said Education Secretary Br. Armin A. Luistro FSC. The conference aims to engage teachers and school administrators in the discussions of the evolving practices in handling SPED learners with the end-view of producing inclusive policies. Preparations are now underway for the conference to be held in November in Iloilo which carries the theme â€Å"Special Education: A Bridge to Inclusion. † One of the conference highlights is the awarding of prizes to the winners of the Search for the Most Outstanding Receiving Teachers, as well as Outstanding SPED Teachers and SPED Centers. The national finalists will be awarded certificates while the national winners will receive plaques of appreciation and cash prizes. The conference will also be a venue to discuss current trends, skills and practices on the management of inclusive education schools. â€Å"We can also expect presentations on researches on inclusive education which others may adopt or adapt,† added Luistro. The Philippines, as a signatory of the Salamanca Statement of Action on. Special Needs Education, recognizes the principle of equal educational opportunities for â€Å"all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order required the organization of at least one SPED center in each division and implementation of SPED programs in all school districts where there are students with special needs. Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person. Today, DepEd serves 11 types of children with special needs in public schools. As of school year 2006-2007, there were 162,858 students with special needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining 49 % were students with various disabilities such as hearing impairment, visual impairment, learning disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with learning disabilities comprise 25% of students with special needs. However, up to this date, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project. Historical Foundation of Inclusive Education Based on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C. Jines entitled Introduction To Special Education, it was during the year of 1902 and under the American regime that the Filipino children with disabilities were given the chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the Deaf is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine Association for the Deaf (PAD) was composed of hearing impaired members and special education specialists. The following year (1927), the Welfareville Children’s Village in Mandaluyong, Rizal was established. In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment.

Communication Leaflet Essay

Idea occurs: this is when you think of an idea that you want to communicate. We all communicate for a reason, which is usually to pass on information to another person. Message coded: once we have thought of an idea we compose this within our thoughts, how we are going to say our idea to the recipient in a way the recipient will understand. For example, is the message going to be spoken to them, do they speak English. Is the message going to written down for them or are we going to use sign language, if so, what signs are we going to use to portray our message. Message sent: idea/message sent to the recipient. Message received: message is received by the other person. The recipient senses they have a message, for example either by seeing the message you’re signing or have written to them or hearing the message you’re speaking to them. Message decoded: recipient looks at the message and has to process what you have communicated for them to understand what has been spoken, signed or written, the message could be misunderstood easily by interpreting words differently. Message understood: the message has been received, decoded and understood by the recipient. If it has been communicated clearly, for example if there were no barriers within the communication cycle, the recipient will show their understanding by replying to your message. As the conversation continues, the sender of the message will then become the receiver of the replied message and so on and so on. Example of a message being sent using the Communication Cycle. The cycle will only continue if both parties understand what one another are sending, they can only do this by listening and processing what is being sent, understand then you can reply appropriately. In the communication cycle, things don’t always go smoothly and communication can break down when the cycle is broken. The cycle can break if the sender is unclear when they are sending their message or the receiver can misunderstand the message due to other distractions and then assume something else was being sent. Working in health and social care, your communicational skills are one of the most important skills you’ll need and use everyday. When communicating with patients/service users it is important they understand what discussions are taking place so they can join in them and it is equally as important for you to understand them so you know what they need and the choices they want to make. Communication barriers There are so many barriers that could affect communication between people. For example: Noisy surroundings: these can be a barrier as you may not be hear what is being spoken over the noise. For example, The manager of a care home was having a staff meeting when they were distracted with a noisy drilling and hammering sounds from workmen using loud tools in the room next door.. To overcome a noisy distraction you could ask the workmen how long they are going to be and if it isn’t too long you may take a break or postpone your meeting until they have finished. You could ask if they could delay theirs works for the remainder of your meeting. If this is not possible, rearrange your meeting for a later day, move room location for the remainder of the meeting. Disabilities: A physically disabled person attending their eye appointment and there is no lift at the opticians. To overcome this barrier you would enquire to see if the have another means to transporting the service user up the stairs and if this was not possible, enquire if the appointment could take place downstairs and if this was not possible, arrange an appointment where they can accommodate a wheelchair. Cultural differences: same meaning but different beliefs in different cultures. For example, eye contact when initially greeting some cultures is important but continuing eye contact is seen as a sign of disrespect. Some cultures like you to introduce yourself, they like a smile and a shake of hands. They are particular with the way they shake hands, extend the hand out and gently touch the other person’s hand, they don’t like the strong grasping shake of hands that the some cultures have. Bad lighting: bad lighting can be a distraction for example, someone who is visually impaired and wears glasses is at a meeting and the bright florescent lights are reflecting off their lenses or flickering distracting their sight. To overcome this barrier, you would enquire of any disabilities people may have, such as visual impairments or epilepsy and would not use lighting that will affect their condition or change room locations if the problem of flickering lights persists. Jargon: is technical terminology used by professionals for example, when a doctor uses full medical terminology when speaking to a service user and they do not explain what they mean in a way the service user can understand. Slang: is wording and phrases that are used by service users that could have several ways of being misinterpreted by others, for example, the elder service users may say they have water problems, and they are meaning they have toileting problems, we may think they mean tap water problems. Slang can be used when all parties understand. Language barriers: someone who doesn’t speak in a language you understand, for example, they are foreign or they can only communicate with sign language. To overcome a language barrier, enquire what language they communicate and have in place a signer if needed or a translator. Body language: is an aid to expressing what we want to communicate, verbally and none verbally. Body language that can be misinterpreted, for example, a manager stood at their office door with their arms folded may be seen as they are angry when really they are stood there listening as they are waiting for a visitor. Aggression: an aggressive attitude is often a barrier as this behaviour is frightening to others and can be intimidating. Mobile phones: ringing at the wrong time, for example, you are at Sunday mass with a service user and whilst your at the alter with the service user, your mobile phone rings. To ensure mobile phones do not ring, put signs in place to ask people to kindly turn their mobiles on silent if they cannot turn them off for any reason.

The History and Achievements of Palomar Observatory

The History and Achievements of Palomar Observatory Southern California is home to two major observatories, Mount Wilson, north of Los Angeles, and Palomar Observatory, northeast of San Diego. Both were conceived in the late 19th century, built and expanded in the 20th Century, and continue to do cutting-edge astronomy observations in the 21st. Palomar Observatory, located on Palomar Mountain, is owned and operated by the California Institute of Technology (Caltech) and was started by astronomer George Ellery Hale. He was also the brains behind the Mount Wilson Observatory. Hale was a Caltech founder and was very interested in building ever-larger and more accurate telescopes. Palomar Observatory Telescopes Palomar Observatory is located northeast of San Diego, California, at the summit of Palomar Mountain.The biggest telescope at Palomar is the 200-inch, 530-ton Hale Telescope. It was named for founder George Ellery Hale.The 48-inch Samuel Oschin Telescope is operated remotely and uses a variety of cameras and instruments.  It produces hundreds of images per night in survey mode.The facilitys 60-inch telescope came online in 1970 and is remotely operated by astronomers at Caltech.Astronomers have used Palomar telescopes to discover and study everything from exoplanets, Kuiper Belt Objects, and supernovae, to dark matter and distant galaxies. The 200-Inch Telescope Palomar is home to one of the largest telescopes in the world, the 200-inch Hale Telescope. Built by Hale with support from the Rockefeller Foundation, the creation of its mirror and building began in the 1920s. The Hale Telescope had its first light in late 1949, and it has been one of the premier instruments for astronomy ever since. It was painstakingly built, and its mirror carefully hauled up the mountain in 1947, just two years before its first light. The 200-inch Hale Telescope at Palomar Observatory. Caltech/Palomar Observatory Today, the 200-inch Hale telescope is outfitted with adaptive optics systems that help it capture clear imagery. Astronomers use a Large  Format Camera (LFC) to study objects in visible light, as well as a Wide-field Infrared Camera (WIRC) to capture data about distant objects in infrared light. There are also several images available that help astronomers use the telescope to study various cosmic objects over several wavelengths.   To support such a huge telescope and its instruments, the builders of Palomar Observatory placed it all on a giant stell mount. The whole telescope weighs 530 tons and requires very precise motors for motion. Because southern California is subject to earthquakes, the telescope and its mount rest on piers that are anchored to bedrock some 22 feet below ground. this provides a very stable platform for the very precise observations astronomers need.   More Palomar Telescopes The 200-inch wasnt the only telescope built and installed at Palomar. Astronomer Fritz Zwicky used a much smaller 18-inch telescope on the mountain to do his supernova research. That instrument is currently decommissioned. In 1948, the 48-inch Schmidt telescope was put into service and has been used ever since. It has been renamed the Samuel Oschin Schmidt telescope in honor of a southern California entrepreneur who donated money to the observatory. This telescope is also famous for its use in one of the first large photographic sky surveys ever undertaken: the Palomar Observatory/National Geographic Sky Survey (known colloquially as POSS).  The plates from that survey are still in use today. Today, the Oschin telescope is equipped with a state-of-the-art CCD detector and is currently in robotic mode, surveying the skies for a variety of objects.  It has been used to study large-scale structures in the universe, to look for dwarf planets, and to detect the sudden flares that herald explosive events such as supernovae, gamma-ray bursts, and outbursts by active galactic nuclei. In the 1970s, Palomar Observatory also opened a 60-inch telescope to astronomers. It was a gift by the Mayer family and is a survey telescope. The Samuel Oschin Telescope at Palomar Observatory. Scott Roberts, Michael Vergara, Jean Large. CC BY-SA 3.0 Famous Discoveries at Palomar Over the years, a number of prominent astronomers have made observations using both Mount Wilsons large telescope and Palomars 200-inch and smaller instruments. They include Edwin P. Hubble, Fritz Zwicky, Allan Sandage, Maarten Schmidt, Eleanor Helin, Vera P. Rubin (who was one of the first women allowed to use the telescope), Gene and Carolyn Shoemaker, and Mike Brown. Between them, these astronomers expanded our view of the universe, looked for evidence of dark matter, tracked comets, and, in an interesting twist of astronomy politics, used the telescope to downgrade dwarf planet Pluto. That breakthrough sparked a debate that continues to this day in the planetary science community. Visiting Palomar Observatory When possible, Palomar Observatory opens its doors to public visitors, even as it conducts professional research for astronomers. It also maintains a staff of volunteers who help with visitors and represent the observatory at local community events. Sources â€Å"Caltech Optical Observatories.† The 48-Inch Samuel Oschin Telescope, www.astro.caltech.edu/observatories/coo/.â€Å"Hale Telescope, Palomar Observatory.† NASA, NASA, www.jpl.nasa.gov/spaceimages/details.php?idPIA13033.The 48-Inch Samuel Oschin Telescope, www.astro.caltech.edu/palomar/homepage.html.

The Background(1000words) is a written explanation of the historical Essay

The Background(1000words) is a written explanation of the historical evolution of the particular human rights. (Slavery) - Essay Example With the passage of time, different legal and social anti-slavery movements emerged in different parts of the world. Although, the extent, forms and magnitude of human slavery has reduced as compared to our past, but it has not been completely abolished. The evolution of human freedom as a basic human right was observed between mainly the time period of 1815 and 1957, when 300 different international agreements were implemented against slavery (Weissbrodt, 2002). Nevertheless, slavery exists among us in various parts of the contemporary world, in spite of the anti-slavery legislations. Slavery is observed in a plethora of forms and shapes including, forced labour, human trafficking, bonded labour, child labour and descent-based slavery. To understand the contemporary forms of slavery and the current legislations against slavery it is essential to familiarize with the evolution of this human right over the past decades. Slavery was defined by an international agreement in the League o f Nations Slavery Convention as, â€Å"the status or condition of a person over whom any or all of the powers attaching to the right of ownership are exercised† (Weissbrodt, 2002). ... These forms consisted of domestic or predial slavery, acquisition of girls by purchase disguised as payment of dowry, adoption of children with the purpose of their enslavement and systems of compulsory labour either public or private and paid or unpaid (Weissbrodt, 2002). Down the history lane, slavery was practiced commonly and quite prominently in Greece and Rome, colonial Latin America and the Caribbean and the Southern states of the USA. Slavery emerged after the development of three basic ideas: the concept of personal property, the realisation that humans can also be used to improve an individual’s industry and the development of nations which led to the prisoners of war (Smith, 2013). In Greek culture, different forms of slaves were kept such as war slaves, household slaves and the common slaves. Subsquent laws protected the Greeks from enslavement, however it was followed by enslavement of non-Greeks. Similar cases of debt bondage and enslavement associated to it was observed in the Roman culture (Darren, 2003). The experience of enslavement, in the United States, of the Africans was a harsh and cruel one. According to historians, it was strongly connected to racial prejudice and the slaves were brutally treated, even killed without any action taken. Harsh punishments for small mistakes or acts of ‘disrespect’were given. Strong rebellions against the harsh dominance was observed in United States and it forms an important part of evolution of the human rights. The contemporary forms of slavery and the existance of enslavement practices highlights the ineffectiveness of the laws in various parts of the world. The ‘new’slavery is different from the ‘old’ slavery in many ways. There is no legal

The Conquest of Spain by the Moorish Empire Essay

The Conquest of Spain by the Moorish Empire - Essay Example Moors’ conquest of Spain allowed the community access to the region that had different religious and cultural practices and a transformation of culture in Spain, through assimilation of Moor’s practices and through negative response to some of the immigrants’ values, especially after recapture of Spanish territory from the Moors. The conquest of Spain, owing to the advanced level of Islamic civilization, changed the social environment in Spain. Core to the civilization was health care services and facilities that benefited Spain. Induced civilization in Spain, resulting from the conquest was development in science as well as in technology, knowledge that transformed people’s lives in Spain and extended to the rest of Europe. Establishment of learning institutions and centers such as the city of Cordoba in Spain is an example of significance of civilization that the conquest had for Europe. Development of learning institutions and significance of learning i n the entire globe further identifies global civilization that could be attributed to the Moors’ empire, its associated Islamic culture, and the conquest of Spain (McCannon 133). Moore further explains the effects of the conquest on cultural and religious practices of Europeans. Even though the Islamic religion was widely denounced in the region, it remained significant and British scholars dedicated significant time studying it. Response to other aspects of Moorish culture among Europeans also suggests possible assimilation of the Islamic religion despite the negative attitude that Europeans had. This is because even though the European fought the Moorish empire to its decline, the kingdom’s inversion established a renaissance in the region.