Statement of Purpose for UCLA art major Personal

Of Purpose for UCLA art major - Personal Statement Example Since an early age, my parents instilled in me a love for art and a respect for various artistic disciplines. I attended painting and drawing classes every week since 7 years of age until 15 years of age. I came to the U.S. from Taiwan at a young age. I fully credit my parents with having given me the tools to succeed in the art world in the U.S. My parents passed on to me their interest in collecting paintings of a wide variety. Therefore, we have an art gallery at home full of famous paintings from both Taiwan and China. My parents consistently took myself and my siblings to art galleries, and is still one of our favorite family activities when we get together. Regarding my own personal interest in art, I’ve participated in numerous painting and drawing contests. When I moved to the United States for high school, I attended a creative and performing arts school in San Diego and continued working on my artistic talent. After high school, I developed my other interests in desi gn. I chose to work on fashion design. Fashion is art to me. I wanted to pursue art on a different level, however. After graduating from college, I wanted to have more formal higher education experience focused not just on art as it is studied in traditional schools, but also study art at another level at UCLA. My purpose in pursuing this graduate degree in art at UCLA is undergirded by the fact that I know UCLA is an excellent school with a stellar reputation in this field. UCLA also has respect for diversity in its student body, which was important to me in selecting a grad school program. The UCLA faculty is very experienced and knowledgeable in several aspects of the art world, which was also another key factor in deciding to apply here. I sincerely feel that attending UCLA will help me become a better artist. My ultimate goals in obtaining a graduate degree in art are to: 1) own my own gallery; 2) share my art with the public at large; and 3) work with art museums and/or galler ies in order to restore and preserve masterpieces for posterity, so our children and grandchildren will still be able to appreciate creative pieces from master artists. Obtaining a graduate degree in art at UCLA would not only serve to bolster my experience and interest in art, but would also help provide a schema for how to realize my dreams. Wanting to become well-known in the art world, I believe this degree would give me instant credibility that would signify my expertise in not only dealing with art but creating it. I thank you for reading and for your thoughtful consideration of my application in light of the above-stated comments. Personal Accomplishments, Community Pride: A Response to Prompt #2 I have accomplished many personal achievements in my lifetime, but I consider many of these achievements as exemplars for my community (including my family). Having grown up as an immigrant, I realize the incredible opportunities that coming to America gave me and my family. I will b e forever grateful for those. Undertaking this graduate degree in art from UCLA, therefore, is not only a source of personal accomplishment but a symbol of community pride for everyone I know and love that contributes to my culture—both in the U.S. and in Taiwan. While in Taiwan, I won the first-place award for the Taiwan Shei-Pa National Park’s official drawing contest when I was only an 11-year-old elementary school student—chosen from all the student contestants in all of Taiwan. When I came to attend high

Creative educational tools Essay Example for Free

Creative educational tools Essay â€Å"We visualise and develop creative educational tools that provoke inspirational activity and bring positive recurring stimuli for children in their learning process and creative play. We believe on the power of creative education.† – Innospark Our team has chosen Innospark, Lithuania, which is actually a new company who produces educational toys for young children. Education is very important aspect of each persons life, especially in this century, so having the children start their educational journey in the early age is very important. Growing bigger, becoming a competitor on the Lithuanian market, Innospark decides to go outside the local market and take a chance on different European markets. Us being able to choose the market we came to agreement to have two markets, first Poland and second, Scandinavia. Considering that Poland is one of EU’s fast developing countries, which also has a lot of investors coming from around the globe and where the middle income is growing rapidly, we decided that Innospark would have a big chance in conquering the Polish market fast. Also there is almost no competition on the market, on their particular product. Scandinavia on the other hand is developed and open for new companies, giving them new opportunities. Even though, there is one actual competitor, Innospark has different kind of products which can easily compete with the others. Our decision on the entry mode is direct export. It is easy to implement in smaller countries, trade barriers are reduced to minimum, because all the countries are EU members and capital requirement is limited. The potential of getting profits are greater, because of the intermediaries are eliminated. All aspects of the transaction are controlled by us. We know who are customers are, our customers know who we are and business trips are more efficient and effective with meeting the customers face to face, for more confidence and trust. Customer relations are one of the most important part, they will feel more confident and secure with our product, once we establish the worming contact with them. We also have to have a total control over the negotiations and transactions, also the patents, copyright and trademarks. For future plans we are considering bigger improvements and expansions on the markets. We also considered about three employees with standard salary (Poland), proximately 410 euros, which is a normal salary for Poland. Advertisement for our product will be throughout the internet.  First the webpage of Innospark and the possibility of Facebook, opening a page is free and getting more customers will be faster and easier, we also would be able to advertise our page with a very low cost. 1. Market Segmentation As stated in the previous section, the market has been segmented by Innospark into two distinct customers, i.e. individuals and businesses. Individuals: The purchases made by this segment are usually single purchases for own kids or someone known to the individual customer. The demographics of this segment can be classified as: An average household income of 1500 Euros Parents have high aspirations for children with respect to education and development Businesses: This category includes business clients who buy toys for children. These clients are also organizations such as day-care, as well as school-based organizations like pre-school and/or nursery. This segment generally caters for seven to twenty five children. 2. Target Market Segment Strategy Exporting is a method of increasing sales potential for businesses. To go international, a company does not need to be big in size or have a huge marketing department. The Lithuanian market represents enough sales potential for Innospark. However, it is important for the firm to grow and the only way to do so is by exploiting the untapped markets, one of them being Poland. As per Euromonitor, the traditional toys and games market in Poland has been dominated by global brands for many years by companies such as Lego, Hasbro, Mattel and Simba. These companies have dictated general trends in the Poland toys market. This indicates that the Poland toys market represents a good opportunity for Innospark since consumers seem to be accepting global brands. Apart from increasing the customer base, exporting would also mean increased market share, and therefore increased profitability by lowering per unit cost. As per a general trend, an average order from international customer is often large r as compared to that from a domestic buyer. This means that exporting its toys can result in an increase in Innospark’s perceived size and stature. Additionally, it will also improve its competitive position, as compared to other similar-sized  startups in its sector. Through growth in business, Innospark may also look at overseas licensing, franchising, or may even set up its production unit in Poland. Additionally, the educational toys that Innospark is offering are very unique and innovative in nature. This opportunity can be exploited by commanding greater profit margins in Poland than in Lithuania. Although Lithuania helped the export-oriented economy in avoiding exchange-rate fluctuation by pegging the Lithuanian currency (the Lithai) to the Euro in 2002, other fluctuations in the economy and business cycles cannot be avoided altogether. Diversifying the market is therefore a feasible option for Innospark to reduce the risks. Also, exporting the products to Poland will help put the idle capacity at work, which will help Innospark to enjoy pure economies of scale with toys that are more global in scope. These products are also most likely to have a wider range of acceptance globally in the long run when Innospark grows and penetrates into other markets. From consumer point of view, Innospark will have to make sure that it offers products of the highest quality at a competitive price in Poland. If it becomes successful as an exporter, chances are highly likely that the educational toys will have increased acceptance in Poland as well due to Innospark’s heightened efficiency and focus on product quality. Lastly, Innospark also stands to gain from the export activities by a potential gain of knowledge. The myriad experiences and gain of information on new technologies, marketing ideas and product line extension that it will have in Poland can help Innospark to improve and grow not only its export business, but also the domestic business. 3. Entry mode As both countries (Lithuania and Poland) are part of EU, trade barriers are minimal. With reference to this information two the most attractive ways for â€Å"Innospark† to entry the new market has been selected: Indirect exports Direct exports Criteria Indirect exports Direct exports Implementation Find an export agent or freight forwarder from Poland, which could handle exporting and would be responsible for coordinating, could be a good choice, as local employees know their home market (customer’s needs, ways to attract them) better. Directly export products to customers (could be wholesalers or individual consumers) which are interested in purchasing them, without any intermediaries. This could lead to a better representation and protection of company’s trademark. Involvement in process Requires minimal involvement in exporting process. The company would be responsible only for finding any kind of intermediary (export agent or export managing company, freight forwarder, etc.).In that way â€Å"Innospark† would be able to continuously concentrate on Lithuania’s market and at the same time increase its market share in Poland. Requires maximum involvement in exporting process as company becomes responsible for developing understanding of a marketplace, handling logistics of shipment, collecting any kind of payments that might be needed to be paid, implementing support service. The market share in Poland might increase greater; however, domestic market would be a little bit â€Å"neglected†. Risk Almost none. This is the best way to field-test export potential for certain products. It might appear that it takes more time, money, energy than company is able to afford. Responsibility Intermediary would be responsible for failures, because indirect export requires minimal involvement in processes – there would always be someone to point the finger at if something went wrong, or not the way it was expected. The â€Å"Innospark† would be accountable for its failures. Being responsible for all exporting process will demand more effort from every level of the company. Potential profits Profits would be lower. Profits would be greater. Control Company would lose control over foreign sales because of the intermediary’s existence in the exporting-selling process. Company would have a better control of all phases of the transaction (ex. Shipment, selling, etc.) Contact with customers â€Å"Innospark† would have no direct contact with its customers. As a result, company might lose the opportunity to get to know the evolving needs of the consumers. â€Å"Innospark† would have direct contact with its customers. As a result, not only company will be able to get to know its customers and their needs, but also customers will know who â€Å"Innospark† is. Business trips Business trips might seem useless as company would be step removed from actual transaction because only intermediary would be able to know the latest information. Business trips would be efficient, useful and informative. There would be an opportunity to meet customers responsible for representing the products of the company. Long-term goals If suddenly the long-term outlook and goals of the company change, the reorientation of the company will be harder as production would already be in someone else’s hands. The reorientation would be easier as the â€Å"Innospark† would be the only unit responsible for exporting production of the company to Poland. As it is clearly visible from the table above direct exports has both, advantages and disadvantages. Analogue situation is with indirect exports. However, because the one of the main concerns on which is based the decision which entry mode should be selected, is contact with customers, the advantages of direct exports had outweighed advantages of indirect exports. With reference to information mentioned previously, the suggested entry mode for â€Å"Innospark† to entry Poland market is – Direct exports. The â€Å"Innospark† will focus on two types of consumers during this entry: Individual consumers (ex. parents, grandparents, aunts, etc.) Wholesale consumers (ex. kindergartens, daycare centers, etc.) The main and most important question is – why? Why consumers are such an essential part of the entry mode? The table below should answer this question. Reason Explanation Consequences Better margins Despite the fact that sales scope will be smaller, margins will be higher. More profit Closer contact with customers Stronger relationships which lead to loyalty will be developed by selling directly to customers, excluding any kind of intermediaries. This will form a more accurate feedback – better knowledge about evolving consumers’ needs. Products that satisfies consumers’ needs better Customers’ loyalty Word of mouth advertising Increase in the market share More profit More efficiency Fewer layers involved in distribution Simpler managing of the distribution processes Future plans â€Å"Innospark† will sell direct to the consumers and also to wholesaler purchasers, who will be responsible for representing the trademark and the products of the company. While this entry mode (Direct export) creates more work for â€Å"Innospark† in terms of generating sales, it provides better margins. Additionally, this process will be more costly, having in mind not only money, but also time and energy, for the first few years; however, once loyal relationships will be developed with individual consumers as well as the wholesale purchasers, the marketing expenses will decrease extremely as the customers become familiar with the â€Å"Innospark’s† extraordinary and exclusive products and continue to make purchases. What is more, loyal customers will not only constantly acquire products, but also introduce them to their friends, family members, etc. company will get free word of mouth advertising. 4. Industry Analysis The toy industry in Poland is characterized by many different domestic toy manufacturers (ex. TUBAN, KANWIL) also as global manufacturers who exports their production to the country (ex. Mattel, LEGO). Nevertheless, there is a  niche of educational toys which „Innospark† can take advantage from as this niche is quite new (within the last five years) and more legitimized nowadays comparing to the situation ten years ago when it was believed that toy can’t have any educational value – it was assumed that toy is just a meaningless way to occupy children giving parents’ a brake from parenthood. Only recently it was proved that there are some special designed toys which not only attracts children’s attention but also teach them constructrive skills at the same time as develop their imagination and ability to concentrate. It would be a great opportunity for „Innospark† to establisth itself while this niche is not overloaded. As it is clearly visible from the table above, competitors mainly focus is on eco-friendly wooden toys or constructors. â€Å"Innospark† would be like a â€Å"gust of the fresh air† in the Poland’s market with its creative solutions applied  to make outstanding educational toys and wide assortment of the products. 5. Staffing policy We decided to start with Warsaw and hire local staff, because, introducing our product, advertising will be more efficient in capital city than in other small towns. The minimum salary will be 405 and more, depending on the work level (Minimum wage in Poland is 404,16 â‚ ¬). The salary will be transferred to their accounts which also can be opened by us in one particular bank, which will be better for the company for not loosing money in transferring etc. We also will have 3 employees, till we expend on the market. Decision is to use local staff. Reasons: Local employees and managers know more of the local market and therefor can build reliable and trustful relationships with the customers. Local customers may prefer interactions with local employees and managers due to the common cultural background and lack of language barriers. Local managers and employees working together can increase employees morale, work satisfaction, organizational commitment and as a result effective performance. 6. Marketing strategy (business scheme) The business scheme will point out the fact that products are absolutely educational tools that are entertaining. This is a meaningful message because parents will desire their kids to play with this kind of toy. The essential feature of the „toyâ€Å", in the product is used to make the kids bound with the product, something mostly hard to do with most educational tools. â€Å"Innospark† create ideas in our minds and develop creative educational devices that provokes developmental activity and makes positive recurring stimulation for kids in their studying process and creative play. â€Å"Innospark† trust in the capability of clever education. Cleverness- clever person is a curious explorer. Let’s create a place where creativity grows Hopes, goals- the first years of children’s life are most important time in the growth of hopes. Let’s have the hopes high. Permitting- a kid so deeply wants to believe his or her wishes can come true. It is our job to help them  build a feeling of inner confidence, fearlessness and toughness. Progress- cleverness has developed into a highly treasured skill in the century. It is an important building block for changes in business, history and nowadays life. Let’s grow clever The business scheme will identify and describe for the fact that there are two definite client groups that must be drawn attention to. To take the awareness of both groups sees that the groups are very dissimilar despite the fact that they are buy identical product. (http://www.edu2.lt/lv/kas-mes-esam/) â€Å"Innospark† will use direct mailings and advertisements. â€Å"Innopark† is a new company, is a little two years old, so for the beginning we recommend choose the „Innospark† website (http://www.innospark.lt/). Will be used like the main tool to spread the product. It will be a cheap and productive way of spreading information regarding and its product. The site will be divided in two fields, one for general information and the other for dealers/traders. The second part will have greater amount of information outside business information like stock. Also, Innospark as a new company, choose the Internet as a cheaper and more effective your advertising apparel and corporate types. To ensure the effective promotion of the search results, one of the ways to register Google AdWords. Next would be placement of advertisements in various, popular international social networks such as Facebook, Twitter etc. Social networks provide advertisements wide spread not only the Internet but also Internet users communicating with each other, as well as commenting on a product on the Internet, writing reviews, etc. Often, when choosing a product, service or business other peoples reviews are crucial selection. Homegrown web sites the opportunity to advertise, is the largest news portals.Like the ad placement site, an important aspect of creating their advertisements, is to choose the advertising audience. Audience determined to run at end-customers, which is a very important part of a successful advertising campaign. The website business scheme is easy to understand and clear, have the webpage shortcuts on all available materials as well as mention it in all talks with clients. To make it easy to find for greater amount of people. Will add the site to more spacious extent of search engineers so even if a specific customer is not informed of but has knowledge of the product category, they will still be pointed to site. 6.1 Sales strategy (Marketing scheme) The marketing scheme will be adjusted for every client group. The marketing scheme for individuals is to make plenty knowledge of. So that clients are asking their dealers to carry for them. To address the marketing part it is future plan that the businesses are not just purchasing one or two of the items but that they are purchasing entire products addressing dissimilar abilities, all of which are valuable. In most cases this is particularly valuable as businesses repeat clients, meaning that if buyer is satisfied with the bought item, they will probably become a long term clients and not search for other dealers. 6.2 Operations strategy (Action plan) Will make manufacture widely popular of all of its products. We choose the publicizing system for many reasons: None of them have been involved in manufacturing action  Popularizing will lower the cost to smallest amount, making all products costs variable Popularizing will make it available for the business team to pay more attention on marketing and new product growth Minimizing the possible financial dangers by not committing to the cost of a manufacturing facility Making business plans sales grow bigger Bibliography Delaney, L. (2014). About Money. Retrieved from http://importexport.about.com/: http://importexport.about.com/od/DevelopingSalesAndDistribution/a/Direct-Exporting-Advantages-And-Disadvantages-To-Direct-Exporting.htm Innospark. (2012, December). Innospark. Retrieved from http://www.innospark.lt/ Martins, R. (2014, November 28). Poland. Retrieved from http://www.tradingeconomics.com/: http://www.tradingeconomics.com/poland/gdp-growth www.eulerhermes.com. (2014). Country Reports. Retrieved from http://www.eulerhermes.com/: http://www.eulerhermes.com/economic-research/country-reports/Pages/Poland.aspx?gclid=Cj0KEQiA-uWjBRChu9ie05m5ipgBEiQAuHIuK_uF1FFr62ciCHwCl1nLspSxhq8sG8r3y0oqDNP-1IQaAsK68P8HAQ www.investopedia.com. (2014). Retrieved from http://www.investopedia.com/: http://www.investopedia.com/terms/m/marketsegmentation.asp

The Art of Ancient Rome :: Essays Papers

The Art of Ancient Rome The Roman sculptures and architectures were greatly influenced by the Greeks and also some effects by the Etruscans. Romans were influenced mostly by Greek art in many ways. It was because the variety of paintings, sculptures, and the different style of early architectures presented in every period of Roman history. They had pasted and copied many art works from the early Greek to build up their empire. Although the Etruscans had contributed and influenced the Roman in some ways such as educated them to build fortifications, bridges, drainage systems, and aqueducts but their underst6anding on both the art and language is still limited to the Greek. The differences between the art of Roman and other civilizations were that every Roman arts whether were sculptures or architectures had served some purposes and played certain roles in the daily lives of Roman citizens. For example, Romans love to build small concrete building with the vaulting systems. The small building which was called the bay (Pg. 105). This unique system helps to construct much fine and greatest architecture for Romans such as the Sanctuary of Fortuna Primigenia, the Colosseum and the Basilica of Constantine. The Pantheon of Rome was also another striking example of fine Roman structure. These structures were often used for religion matters, public meetings and entertainment for every Roman citizen. If any Roman citizens wanted to have some fun, they would attend the Colosseum and watched the gladiatorial game or a series of chariot race. If some other citizens wanted to seek God or certain deity, they would likely to go to the Sanctuary of Fortuna Prim igenia. In fact, architectures were significant in the lives of Roman citizens. On the other hand, the Roman sculptures were also significant. They displayed the heritages and traditions for every Romans and played an important role in the history of Rome. The Art of Ancient Rome :: Essays Papers The Art of Ancient Rome The Roman sculptures and architectures were greatly influenced by the Greeks and also some effects by the Etruscans. Romans were influenced mostly by Greek art in many ways. It was because the variety of paintings, sculptures, and the different style of early architectures presented in every period of Roman history. They had pasted and copied many art works from the early Greek to build up their empire. Although the Etruscans had contributed and influenced the Roman in some ways such as educated them to build fortifications, bridges, drainage systems, and aqueducts but their underst6anding on both the art and language is still limited to the Greek. The differences between the art of Roman and other civilizations were that every Roman arts whether were sculptures or architectures had served some purposes and played certain roles in the daily lives of Roman citizens. For example, Romans love to build small concrete building with the vaulting systems. The small building which was called the bay (Pg. 105). This unique system helps to construct much fine and greatest architecture for Romans such as the Sanctuary of Fortuna Primigenia, the Colosseum and the Basilica of Constantine. The Pantheon of Rome was also another striking example of fine Roman structure. These structures were often used for religion matters, public meetings and entertainment for every Roman citizen. If any Roman citizens wanted to have some fun, they would attend the Colosseum and watched the gladiatorial game or a series of chariot race. If some other citizens wanted to seek God or certain deity, they would likely to go to the Sanctuary of Fortuna Prim igenia. In fact, architectures were significant in the lives of Roman citizens. On the other hand, the Roman sculptures were also significant. They displayed the heritages and traditions for every Romans and played an important role in the history of Rome.

English Language Essay

English has emerged as the global language of trade and commerce in the past few decades, affecting many key aspects of business in the modern world. The English language has become the standard for all important official communications in an increasingly large number of countries with a wide variety of native languages. In the modern world, English continues to spread as the major medium through which both small businesses and large corporations do business. There are about 5,000 languages in the world today. Some have gained international status; some are developing; others are used in isolation in their region, community, or village; a few have gone extinct or have died (like Latin and Sanskrit). The number of users of the English language has grown by leaps and bounds. Second language and foreign language users are seen to exceed the number of native speakers.  · Worldwide more or less two billion people live in countries where English has official status.  · One out of five of the world’s population, speaks English with some degree of fluency.  · Over one billion had been seen in the year 2000 to continue their studies in English.  · As language of science and technology, English, the universal language, claims more or less 90% of all information in the world’s electronic retrieval systems being stored in English. English is used regularly by more than 350 million people scattered over the globe. It is the native or official language of one-fifth of the world. Of the languages of colonization it has been the one most important in Africa, Asia and the islands of the central and southern Pacific. The use of English is widespread in international trade, international scholarship, and scientific research. More than half of the world’s scientific and technical journals, as well as newspapers, are printed in English. Three-fourths of the world’s mail is in English. The Soviet Union and China use English in their propaganda broadcasts to the developing countries of Africa and Asia. English is the most widely-studied language in areas where it is not native. In Japan English is widely used in the upper grade level. In India, English is the alternate official language to Hindi. In the Philippines it is the common language or medium of communication of people speaking different languages. More or less 80% of Filipinos speak/understand English. Doing Business Worldwide English is a global language for doing business. In some industries, English is the official standard language. Therefore, an excellent command of English is required for key jobs. In addition, English has emerged as a major language for finance and the stock markets around the world. People wishing to do businesses globally need to have a good command of spoken English. The ability to clearly write in English is also of key importance, as many forms of business communication, from emails to presentations and marketing to important business contracts, are written in English. A CNN Report (CNN) Hiroshi Mikitani sees nothing wrong with the word, incorporating it easily into our discussion about Japan’s future. The internet entrepreneur and CEO of Rakuten Inc, Japan’s largest e-commerce site, intends to change his country from the inside out. â€Å"And Englishization is a part of it,† he says bluntly. With 6,000 employees and sales topping $3 billion a year, Mikitani intends Rakuten to keep growing into a global player. The goal: be as common a household name as Google in 10 years. The path to that goal, believes Mikitani, is to speak the global language of business, English. â€Å"English is the only global language. We’re doing a global business. I think this is the only way a Japanese service organization can become a global organization.† By 2012, Mikitani’s pledge is to make Rakuten an English-only corporation. All communication, verbal and email, would be sent not in Japanese, but in English. It’s a daunting task for a Japanese company headquartered in Tokyo. Last year’s Test of English as a Foreign Language (TOEFL) rankings showed Japanese test takers scored second worst in the East Asia region, below North Korea and Myanmar. Only Laos ranked lower than Japan. Honda’s CEO, Takanobu Ito, said publicly, â€Å"It’s stupid for a Japanese company to only use English in Japan when the workforce is mainly Japanese.† Mikitani doesn’t flinch at the criticism. In fact, he seems to relish it. â€Å"The nature of our business is totally different,† he says, pointing out Honda manufactures a hardware item and Rakuten deals with users on the internet. â€Å"If you want to become successful in other countries, you need to internationalize the headquarters.† Rakuten is expanding despite Japan’s macro-economic struggles. They are starting a Chinese version of Rakuten and purchasing ecommerce sites in the U.S. and France. â€Å"One thing I know, the definition of ‘country’ is going to change. Definition of ‘currency’ is going to change,† says Mikitani. â€Å"There is going to be less importance which country you’re operating from. And there’s going to be global competition, not local to local.† Mikitani is everything â€Å"Corporate Japan† is not: young, a risk-taker, outspoken and fluent in English. He started his company with a friend in 1997, using their own money. The two friends grew the business into the public corporation and powerhouse it is today. The 45 year old, energetic CEO says he is, at the core, utterly Japanese. But he disagrees with how corporate Japan and the policy makers have run the economy and country. Look at the aging demographics and the economy of Japan, says Mikitani, and the writing is on the wall for corporate Japan. Growth, he says, can only happen if Japanese companies go outside of the country for expansion and look for opportunities outside of Japan’s famously produced cars and electronics. â€Å"I felt (sic) those kind of ages is over. Now we need to really dramatically change the structure of economy of Japan and IT is going to be an extremely important part of it,† says Mikitani. â€Å"But none of the Japanese†¦ for example, politicians, truly understands from the bottom of the heart, how important that is.† Mikitani feels the two decades-long economic stagnation for Japan has fundamentally affected the country’s young, which spells trouble for the country’s future. â€Å"Japanese society, especially younger people, are so inward looking. They don’t even want to go to other countries. They want to stay here. They want to have a good life; they don’t want to be rich. They want to have a good day to day life. That’s it. And I think we need to be more sort of dynamic, outward looking,† he says. The solution, hopes Mikitani, will be found in concrete economic policy from Tokyo’s lawmakers and strong leadership from Japan’s companies. Japan can produce innovative, high quality ideas and products, says Mikitani, but the talent needs a direction. He remains positive about his country’s future, despite its problems. Rakuten means optimistic, he points out. â€Å"I think that in absolute terms, we [Japanese] are lagging. We are slowing down. I don’t think we need to be pessimistic, but our window is not so long.† An Indian Perspective English even after 36 years of independence occupies an important place in the social educational, administrative, scientific industrial and commercial life of the country. Ever since India became independent, the fortunes of English have seen many ups and downs. In accordance with the prevalent mood of hostility against everything foreign, English, considered only a foreign language, could not also escape the wrath of many people. It was decided to do away with it as early as possible. It was given a lease of fifteen years, and after that it was to be replaced by Hindi as the national and official language of the country. English was spoken and used by a micro-scopic minority of the people and they could not dominate the majority which spoke Hindi. Educationally also it was desirable to impart instruction in Hindi. Educationally also it was desirable to impart instruction in Hindi and other regional languages. Moreover, the continuance of English as the official language of the country was regarded as some sort of an affront to national honor. Did not every country have its own national and official, language, it was asked. There was much weight in all these arguments. But when the deadline, 1965, for the switch-over to Hindi came, there were unseemly controversies and riots in the country. The main opposition to Hindi came from the South. After long and tedious deliberations it was decided to continue English as an associate official language. The States were free to adopt their own languages and were to correspond with one another and the centre either in Hindi or English. Later the the three language formula was also devised. The general feeling is that Hindi as it develops and as people while learning it show, and are shown patience, will continue to gain in importance and will increasingly take over as many functions of English as possible. But along with the spread of Hindi, English will continue to be used in one way or another and it will play its due role in the nation. India is a land of many languages, cultures and religions. It is rich in variety and diversity, but there is a real danger that in the absence of a link language, its unity may just fall to bits. Considering the situation as it is today, English is the only language to discharge this important obligation. At the official level, the importance of English is obvious. It is the associate language of the Centre and most of its employees use it in official work. Since the States have adopted their regional languages for official business and many of them are averse to the use of Hindi, a virtual linguistic chaos would result if English were not used for inter-State communication. So in this sphere also, the importance of English is obvious. Interestingly, the state of Nagaland has English as its official language. In education too, the use of English cannot be dispensed with. Hindi and the regional languages, though they are developing and enjoy official patronage, are still inadequately equipped for imparting education, particularly at the university level. There is a general lack of standard text books and it may well take several decades before there is sufficient development of these languages. Again, English still enjoys a commanding position in science, technology, engineering, law, medicine, commerce, industry and the diplomatic services. It is virtually impossible to replace English in these disciplines by Hindi or any other Indian language. Considering then for a moment the absence of English from India, exchange of professors, doctors administrators, and students will cease. Research will slacken and there will be a steep decline in the quality of education. The efforts of the country to industrialize itself rapidly and to raise the standard of the masses will be seriously undermined. There will widespread disunity and this will jeopardize our freedom. So the role of English today for us is twofold. It knits the country and maintains equality and standard at all levels. Considering this important place of English, we Indians are today learning it in larger numbers than they ever did before. It is a world language and even in Russia, China etc., it is being learnt eagerly. In India those who oppose it seem to be a little prejudiced either for political reasons or because of some absurd sentimentality. Don’t they accept foreign goods, clothes and technical know-how? They do, because it is good and useful. Why then oppose English, simply because it is a foreign language? They should not forget that it was the knowledge of English that helped India gain freedom. The overall situation then appears to be this. English even after 36 years of independence occupies an important place in the social educational, administrative, scientific industrial and commercial life of the country. Those who know and support it need not despair. English will continue though it may occupy a secondary place to Hindi.

Statement of Purpose Physiotherapy

I am an Occupational Therapist passed out from Deen Dayal Upadhyaya Institute for the Physically Handicapped, Delhi University (Ministry of Social justice and Empowerment, Government of India). My professional Qualification (B. Sc. (Hons. ) Occupational Therapy is recognized by World federation of Occupational Therapy and Validated by Association of Occupational Therapy, Ireland, Department of Health and child. Presently I am associated with the Health care segment of the largest business group in India, Medybiz Private Limited, New Delhi (India) as an Occupational Therapist and Counselor. There was already an inherent desire to enhance the horizon in my career and I was on the lookout for options. In my understanding, your esteemed university provides a suitable ground for me to sharpen my skills by application of previously acquired knowledge during my working days. I was associated with Rajkumari Amrit Kaur child Study center and The Enabling Centre, Department of Child Development, Lady Irwin College (Delhi University, India) as an Occupational Therapist and Counselor from 1st July 2003 to 28th February 2006 where I was responsible for providing Individual as well as Group Therapy to the age group 0-18 years for Children with Special needs. My experience with this age group, and where so in this field has become a basis for applying to your university for Child and Adolescent Mental Health (CAMH) MSc. After having gone through my profile, I am quite hopeful that you will give enough precedence to my case and offer me the desired course. I am also keen to receive the 30% scholarship, which will help me fulfill my dreams of studying in the UK. With the knowledge gained I would be able to return to my home country and do honours to the field of Occupational Therapy in India.

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. The WritePass Journal

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. Introduction Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. IntroductionDefining the term ‘Additional needs’Legislative framework.Education and Library BoardsIntegrated approachBenefitsConclusionReferencesRelated Introduction Many families who have children with additional needs often fear sending their children to mainstream schools (Wang 2009). Such parents often fear that their children will not be treated equally in mainstream school, and also worry about how well their specific needs can be met (NCSE 2011). As such they often place them in special settings with low student-pupil ratios and with specialized teaching. However, the effectiveness of special settings has recently been questioned. Placing children with special needs in special settings has been a subject of considerable debate over the past few years (Wall 2011). While the general public view is that special needs students can benefit from individual and small group instruction, there is no compelling evidence to support this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special schools with curricula designed specifically for special needs students did not necessarily result in better improvements in children’s cognitive ability or developmental outcomes. A similar study by Bunch Valeo (1997) came to similar conclusions It was claimed that special placement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite specialized teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen Cowdery (2005) have made similar conclusions. In this regard, this paper examines the key benefits and challenges of an integrated approach to working with children with additional needs and their families in an early years setting. Defining the term ‘Additional needs’ Before exploring further, it is worthwhile to first define the term additional needs. This term is used in reference to certain conditions or circumstances that might lead to children requiring special support (Owens 2009). Children with additional needs are mainly those that have health conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include: those who are physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). ‘Inclusion’ Having defined the term ‘additional needs’, it is important to understand the context in which the term ‘inclusion’ is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive classroom settings and includes the quality of the childs experience of school life and association with other peers. Legislative framework. Key legislations governing provision of services to special needs children include the ‘Education (NI) Order 1996’ and the ‘Special Education Needs and Disability (NI) Order 2005’ (DoE 2009). The former outlines the rights and duties of the following in relation to special needs students: schools, parents, Health and Social Services Boards, Education and Library Boards Department of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these children’s education needs (Porter 2003). The ‘Special Education Needs and Disability (NI) Order 2005’ resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of new disability discrimination responsibilities (DoE 2009). Integrated approach In the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to ensure that they achieve their full potential ( Heinemann Vickerman 2009). However, it is not mandatory for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing recognition of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an increased emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the rise over the past few years. For example, their proportion as a percentage of the total school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009). Benefits There are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and value their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to seeing them in terms of their needs. Another benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the early stages can significantly reduce stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice against children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel accepted to the society and by their peers and gives them a sense of belonging (Robinson Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being accepted by their friends and peers (Owens 2009). Families’ visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integrated approach include: improved academic performance , opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed together with other peers in the natural setting (Brown et al., 2005). As Allen Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in favour of integration are valid, it should also be remembered that integration in itself is a two-way process. In most cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Arent they going to be affected by the way services are devoted to special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determined? What is fair for a typical average student? And what is fair for a special needs student (Swartz 2005)? It is questionable whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of academic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either group? This r emains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for responsible inclusion. Some of these children mental health needs are beyond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman Vickerman 2009). Despite these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as broad and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may experience, they should all be allowed to learn and participate in everyday routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care. Conclusion Research has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches. References Allen, K. E., and Cowdery, G. E., 2004. The exceptional child: Inclusion in early childhood. Albany, NY: Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT: ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. Working with parents of children with special educational needs. London: SAGE publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage Hocutt, A.M., 1996.’Effectiveness of special education: is placement the critical factor?’ The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. Supporting inclusion in the early years. Supporting early learning. McGraw-Hill Mitchell, D. (ed) 2009, Contextualizing inclusive education. London: Routledge National Council for Special Education (NCSE), 2011. Children with special educational needs, National Council for Special Education Nutbrown, C. and Clough, P., 2010. Inclusion in the early years. London: Sage Owens, A., 2009. Including children with additional needs in child care. National Childcare Accreditation Council Inc. Porter, L., 2003. Young childrens behaviour. Practical approaches for caregivers and teachers. 2nd edition. London: Paul Chapman Publishing Robinson, K.H. and Jones-Diaz, C., 2005. Diversity and difference in early childhood education. Issues for Theory and Practice. Maidenhead: Open University Press Roffey, S., 2001. Special needs in the early years London. David Fulton Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford and Elliot, K., 2003.The early years transition and special educational needs (EyTSEN) project. London: University of Oxford Silberfeld, C. et al., (eds), 2009, UEL early childhood studies reader. London: Sage publications Swartz, S.L., 2005. Working together: a collaborative model for the delivery of special services in general classrooms. Wall, K., 2011. Special needs and the early years. A practictioner guide. 3rd edition. London: Sage publications Wang, H.L., 2009. ‘Should all students with special educational needs (SEN) be included in mainstream education provision? a critical analysis’. International Education Studies, vol. 2(4) Weston, C (ed), 2010. UEL special needs and inclusive education reader. London. Sage publications Weston, C., 2003. ‘Educating all: inclusive classroom practice’. In: Alfrey, C., Understanding Childrens learning. London. David Fulton.

Three Different Elements of a Crime

Three Different Elements of a Crime In the United States, there are specific elements of a crime that the prosecution must prove beyond a reasonable doubt in order to obtain a conviction. The  three specific elements (with exception) that define a crime which the prosecution must prove beyond a reasonable doubt in order to obtain a conviction: (1) that a crime has actually occurred  (actus reus), (2) that the accused intended the crime to happen (mens rea)  and (3) and concurrence of the two meaning there is a timely relationship between the first two factors. Example of the Three Elements in Context Jeff is upset with his ex-girlfriend, Mary, for ending their relationship. He goes to look for her and spots her having dinner with another man named Bill. He decides to get even with Mary by setting her apartment on fire. Jeff goes to Marys apartment and lets himself in, using a key that Mary has asked for him to give back on several occasions. He then places several newspapers on the kitchen floor and sets them on fire. Just as he is leaving, Mary and Bill enter the apartment. Jeff runs off and Mary and Bill are able to quickly put out the fire. The fire did not cause any real damage, however Jeff is arrested and charged with attempted arson. The prosecution must prove that a crime occurred, that Jeff intended for the crime to occur, and concurrence for attempted arson. Understanding Actus Reus Criminal act, or actus reus, is generally defined as a criminal act that was the result of voluntary bodily movement. A criminal act can also occur when a defendant fails to act (also known as omission). A criminal act must occur because people cannot be legally punished because of their thoughts or intentions. Also, referencing the Eighth Amendment Ban on Cruel and Unusual Punishment, crimes cannot be defined by status.   Examples of involuntary acts, as described by the Model Penal Code, include: A reflex or convulsion;A bodily movement during unconsciousness or sleep;Conduct during hypnosis or resulting from hypnotic suggestion;A bodily movement that otherwise is not a product of the effort or determination of the actor, either conscious or habitual.   Example of an Involuntary Act Jules Lowe of Manchester, England, was arrested and charged with the murder of his 83-year-old father Edward Lowe was brutally beaten and found dead in his driveway. During the trial, Lowe admitted to killing his father, but because he suffered from sleepwalking (also known as automatism), he did not remember committing the act.   Lowe, who shared a house with his father, had a history of sleepwalking, had never been known to show any violence towards his father and had an excellent relationship with his father. Defense lawyers also had Lowe tested by sleep experts who provided testimony at his trial that, based on the tests, Lowe suffered from sleepwalking. The defense concluded that the murder of his father was a result of insane automatism, and that he could no be held legally responsible for the murder. The jury agreed and Lowe was sent to a psychiatric hospital where he was treated for 10 months and then released. Example of a Voluntary Act Resulting in a Non-Voluntary Act Melinda decided to celebrate after receiving a promotion at work. She went to her friends house where she spent several hours drinking wine and smoking synthetic marijuana. When it is time to go home, Melinda, despite protests from friends, decided she was okay to drive herself home. During the drive home she passed out at the wheel. While passed out, her car collided with an oncoming car, resulting in the death of the driver.   Melinda voluntarily drank, smoked the synthetic marijuana, and then decided to drive her car. The collision that resulted in the death of the other driver occurred when Melinda was passed out, but she was passed out due to decisions she voluntarily made before passing out and would therefore be found culpable for the death of the person driving the car she collided with while passed out. Omission Omission is another form of actus reus and is the act of failing to take action that would have prevented injury to another person. Criminal negligence is also a form of actus reus.   An omission could be failing to warn others that they could be in danger because of something that you did, failure to a person left in your care, or not failure to complete your work properly which resulted in an accident.   (Source: U.S.Courts - District of Idaho)