Notes on How to Write a Good Essay Example for Free

Notes on How to Write a Good Essay Robert Cormier’s book ‘Heroes’ opens by introducing us to the main character Francis Cassavant, a ex-military soldier, wounded by a grenade from when he fought in World War Two. There are three main characters in this book; Francis, Larry and Nicole. Throughout this book Cormier gives an insight into how all these characters interlock, with Francis’ mission, to kill Larry LaSalle. In the first chapter of this book Cormier introduces us to the main character of Francis Cassavant, and how he is presented as a hero; this chapter is based entirely on his appearance after a grenade attack from when he fought in the war. Francis’ appearance has obviously changed dramatically as he refers to his face as a ‘gargoyle’ and that he has ‘no face’. Francis also refers to himself as the ‘hunchback of Notre Dame’ and that he is ugly with ‘no ears to speak of’ and ‘the absence of my nose’. This suggests that that he has been in a terrible accident and instantly makes you empathise, and feel sorry for him, but as you further progress through the book you see that maybe that Francis isn’t the hero and as innocent as he seems at first glance. To add further detail Cormier describes his nostrils as ‘two small caves’. This portrays his face as almost like a monster or a mutant. We can infer from the text that Francis has low self esteem and has little or no confidence in himself and when his doctor says ‘don’t expect anyone to pick you for a dance’ doesn’t really help with the fact when he knows he’s ‘not normal’. Francis hides his face with scarves, a hat and a bandage fastened with safety pins, hiding his face tell us that he does not want to be recognised or perhaps to be seen by anyone he knows in Frenchtown. People glance at me in surprise’ and ‘I don’t blame them’ shows that Francis is obviously repulsed and disgusted by the way he looks but isn’t afraid to say so, and also if he looks terrifying and repulsive, he isn’t going to be thought of as a hero. After in depth of describing the physical description of Francis, Cormier then moves on to the main plot, Francis’ mission to kill Larry LaSalle, dropping in little hints and sending up an ‘our father’ and ‘ ail Mary’ and ‘glory be’ for Larry LaSalle, and sending up prayers for Nicole Renard, instantly bringing all the three main characters together but still keeping them separate and not knowing why they are interlocked and how everything is more complicated then it seems behind the eyes of Francis, Larry and Nicole, and how Francis and possibly Larry could either be heroes or cowards. Making Francis seem like an innocent war hero is an interesting and unusual move to make because it makes you feel sorry for Francis at the beginning but as the story unfolds you see that there is more than meets the eye about Francis and how his ‘heroic status’ isn’t as heroic as it seems. One of the ways Cormier presents the concept of heroes is in chapter nine, the chapter when Larry LaSalle reveals he is going off to the ‘fight the japs’ in the Second World War. So when the news first broke that Japan had bombed Pearl Harbour in an attack, a wave of frenzy and fear washed over America. People had ‘patriotic fever’ meaning that they weren’t just feeling patriotic about their country; it was as though a fever had taken over and had plagued through everyone. That day Larry LaSalle stood before everyone in the wreck centre, his ‘movie-star smile gone replace with grim faced determination’ he was ready to go and ‘fight the japs’ he announced that he was going to war, he had ‘anger that we had never seen before flashing in his eyes’. From the quote we realise that Larry is passionate about fighting for his country, but from the way he displays and announces that he is leaving and going to war and when he says ‘none of that kids’ (referring to when the kids clap when he announces he’s going to war) ‘I’m just doing what millions of others are doing’ he almost says it in a way that he wants to be recognised even more as a hero, and he also tries to make it seem as though it’s not important about what he’s doing, but by the way he flaunts it he makes it seem like he’s doing some great and powerful favour for America and the people of Frenchtown. This shows the concept of heroes because as soon as the opportunity comes along to be a hero, Larry will grab it in an instant and makes sure that everyone knows about it and about how it’s making him a hero. This chapter explains the events from Larry returning home, to the episode that happens at the end of the chapter and that is when we come to realise Francis’ hatred for Larry LaSalle. When the crowd are waiting for Larry’s arrival, we see that he is described as ‘Lt. Lawrence LaSalle, US Marines Corps, holder of the silver star’ from this quote we can immediately see that he is being shown as a hero. He is also the star of ‘newsreels’ and ‘radiobroadcasts’ making his seem very important; like a vip – almost a god as far as the town are concerned. They describe him as ‘a bright pied piper’ saying that he can get the towns children to follow him. It shows that he is quite a powerful and a big role model in the children of Frenchtown and maybe not only with children, the adults also seem to love, worship and adore him. In Larry’s actual arrival those there to greet him add the heroic atmosphere. The town goes to greet him at the station, adults, old people and children from the wreck centre are all there to meet this so called hero. When he arrives you instantly remember his ‘movie star smile’ revealing his popularity and confidence. ‘We cheered’ this shows that he is loved and respected by his fellow people and people look up to him as a ‘hero’. You could still see ‘a touch of Fred Astaire in his walk’ implying that he still is the same old Larry, but now ‘lethal’. Him being described as lethal implies that he has changed from coming back from the war; he’s thinner, sleeker. My war hero’ people shout from the crowd. People are proud of him for fighting for their country, they really respect him. ‘Ribbons and medals on his chest’ are a visible representation of him being a hero. Physically the descriptions of Larry show how much he has changed from being a cool dancer to a ‘slen der, knife like killing machine’ he has now changed into a ‘knife-like’ and ‘lethal’ with sharper details, the hero that we saw before has now become a ‘superhero’ in the town’s eyes. ‘You are our celebration’ the mayor proclaims to Larry, emphasising Larry’s heroic status. He is now the town’s hero when he is given ‘the silver key to the city’ people would immediately think that he is of high heroic status is the mayor gives him something so important to the city. When he gives his big speech he says ‘we need to keep the world safe for these young people’ saying this he is almost trying to cover up for what he does later. At the celebration, towards the end Larry tries to get Francis to leave the wreck centre, so he can have ‘one last dance’ with Nicole, he says that ‘this is important’ and he manipulates Francis. Just me and her alone’ makes it feel like something terrible is going to happen. So Francis leaves, ‘I’ve got to go, you and Larry stay. One last dance’ his words sounding false as though Larry placed them in his mouth. She wants him to ‘stay and watch’ but he leaves, to his and Nicole’s misfortune. When the attack happens, it shows just how unheroic and cowardly both Larry and Francis are. ‘In the shadows of the hallway’ Francis lurks waiting for Nicole to leave the Wreck centre, but then Larry does the most inexplicable, disgusting thing, he sexually assaulted her. A sound that could have been a moan and a rustle of clothing’ even though Francis knew something was going on in there, he still couldn’t pluck the courage to go see if his girlfriend was alright. When she ‘stumbles out of the hallway’ she sees Francis, and he saw ‘the betrayal of her in her eyes’ as she runs away, Francis hears Larry, this now shows how wrong people were about Larry and about how he is not a hero but something of the complete opposite ‘whistling the tune-‘dancing in the dark’ as though he had done nothing wrong, that this was no rmal. It’s amazing that the heart makes no noise when it cracks’ Francis is truly heartbroken, and it shows just how cowardly Francis and Larry can both be. In chapter 14, we see how much of a hero Francis could be when we finally get to the part where he goes to kill Larry LaSalle, Larry is no longer a hero. When he sees Larry you can see that Larry’s physical appearance has changed drastically as he’s ‘yellowed with age’, a bit ‘feeble now’, and ‘fragile now’, with ‘white hands’. Larry is not innocent’ and no longer a hero. Francis explains his unannounced visit, with a gun in his hands. Larry ‘rises slowly’ from his chair as Francis begins to question him. ‘You were our hero’ Larry was their hero, he did everything for the people of Frenchtown and now his heroic status had just fallen through the roof, ‘ no more sweet young things’ Larry says, saying as though its normal to sexually assault someone who’s young. Even there heat is sweet’ he says giving Francis even more of a reason to kill him, but he falters when Larry says ‘does that on sin wipe away all the good things. ’ He falters because he’s probably thinking about what he did for him, with the Table tennis and if it wasn’t for Larry renewing the Wreck Centre, Francis would never had been with Nicole, with all these mixed emotions and feelings Francis walks away. But when Francis walks away ‘the sound of a pistol shot cracks in the air’ Larry LaSalle had shot himself. Cormier presents the idea of heroes in his novel, one by setting it in the time of World War Two, which has lots of potential for heroes because theirs the concept of being a soldier. He also presents the idea of heroes by making two characters seem like heroes at first glance but then stripping them of their heroic status by things that come to haunt them from the past that had never been dealt with. Also with Nicole Renard and how she is the innocent victim in this and how one incident made both Francis and Larry cowards and very un-heroic.

Implications for Marketing Organizations Essay Example for Free

Implications for Marketing Organizations Essay Among these, the shift in the nature and growth rates of the world population has perhaps drawn much more attention of the business leaders because demographic variables reflect changes in consumer patterns and behaviors (Martins Brooks 2009) which can impact their business practices. This report will examine the main trends in age structure of the global population and their implications to business strategies of marketing organizations throughout the world. The increase in ageing population is an important trend in many parts of the world, especially in developed countries (Madalina 2010), resulting mainly from the decline of fertility and increase in life expectancies (United Nations, 2011). After World War II, there was a sudden rise in the population which was termed as Baby Boom (Tombs Seamons, 2010). They form an important target group for marketers. However, Tombs and Seamons (2010) pointed out that following the baby boom, the birth rate declined significantly in several nations such as Australia and New Zealand and a low fertility rate has existed since the mid 1970s. According to United Nations (2011), the aged population in the developed world is increasing rapidly and the number of old people will probably have outnumbered the young for the first time by 2050. People now prefer smaller families and this has led to a sharp fall in the birth rate. The improvement in living standards has a contributed to an increase in life expectancies. These factors have caused major changes in market patterns as well as in the type of goods being bought. For example, Gumbel (2008) demonstrated that the generation of Japanese women aged in their twenties who drove the growth in luxury fashion groups in most of the 1990s have mostly settled down to start families and buy apartments. As a result, the sales of luxury goods in Japan have fallen sharply. The age brackets which make up different proportions in the demography as a result of the changing age structure, have influenced the targeted markets and marketing strategy of companies (Tombs Seamons 2010). The authors distinguish 6 different age groups within the Australian population, wherein each one has specific growth rates. The first category consisting of children below the age of five accounted for 6. 2% of the population in 2007. It is a promising market for companies who provide childcare services and children-related products. The population in the second group consisting of 10 to 19 year olds had declined at the beginning of the 1990s, but is gradually rising. This bracket is a targeted market for education, garment products, and entertainment. Post-teenagers and young adults aged 20 34 years constitute the grown-up category which was affected by the low fertility rate during the 1970s, causing its reduction through the 1990s. This group with a high disposable income purchase a variety of technologically advanced electronics along with branded garments. The fourth group of early middle aged people consisted of 13% of Australian population in 2007 and is predicted to increase to 23-25% by 2056 (Chandler 2008, cited by Tomb Seamons 2010). The subsequent category is ‘Late middle age’ (Tomb Seamons 2010, p. 161). Both these segments will have more importance for companies in the coming years as its share of the total population will grow gradually and consume a variety of high-priced luxury products. The last group comprising of senior citizens will also have a positive growth rate during the coming years similar to the two previous groups. These aged people are more interested in health care services, travelling and relaxation as opposed to the younger population which is easily attracted by technological commodities providing a positive social experience, creativity, innovation and uniqueness (Cuddeford 2012). A very important methodology behind television advertisements while targeting the middle aged groups is portraying celebrities in middle aged characters in order to please them by creating a sense of familiarity and thus, affinity (Diaz 2012). This is especially effective when several marketing ploys propagate youth culture. This approach is targeted towards expanding this segment which is attractive not only because of its increasing growth rate as the world population is ageing, but also because their exhibition of a loyalty related to service industry is considerably higher compared to the younger age groups (Paul Patterson 2007).

Nestle: Quality Control Management

Nestle: Quality Control Management Since it began over 130 years ago, Nestlà ©s success with product innovations and business acquisitions has turned it into the largest Food Company in the world. As the years have passed, the Nestlà © family has successfully grown to include soups, coffee, cereals, frozen products, chocolates, yoghurts, mineral water and other food products. In the beginning in the 70s, Nestlà © has continued to expand its product portfolio to include pet foods, pharmaceutical products and cosmetics as well. Nestlà © wants to be known as a Respected, Trustworthy, Food, Nutrition, Health and Wellness Company. All the actions are guided by a series of business principles. Market research showed that customers of Nestlà © have a genuine and growing interest in information about its brands. In particular, consumers want more information about what they eat and drink. They felt this information should be supplied as part of the product and they have the right to know it. So, in this assignment, we will discuss about the quality management of nestle. Quality management can be divided into three components: quality control, quality assurance and quality improvement. In nestle, quality is the number one priority. Other than that, they also continuously improving their product, known as kaizen. The important of quality management to Nestle is to win customer trust and preferences, it everybodys commitment, strive for zero defects and no waste, guarantee food safety and full compliance. Thinking globally acting local What is Quality Management? Quality management consists of three main components. There are quality control, quality assurance and quality improvement. Quality management is the organization activities to ensure the product is achieving the quality requirement. Therefore, in order to achieve the quality requirement, the component in quality management is used to achieve it. Quality Control Quality control is a process of review the product or service to ensure that they reach a certain standard or requirement. From the above definition, we can say that the requirements will achieve by the done the organization activities in the process of products manufacture or services provided. To uncover defect, the organization need to monitor the standard, make measurement and take corrective action. Quality control (QC) is a procedure to ensure that a manufactured product or performed service meets the requirements of the client or customer. Quality Assurance Quality assurance defined as a tool in quality system to fulfilled quality requirements of product and service by planning and systematic activities. From the above definition of quality control, we can say that to make sure a qood quality of product and service, a set of procedures is used in the process. Besides that, this quality assurance tries to avoid and minimize the defect in process by improving and stabilizing production. QA is refers to a set of procedures intended to ensure that product or service under development before work is done to achieves specified requirements. Steps of Quality Assurance ØPlan: Establish objectives and processes required to deliver the desired results. ØDo: Implement the process developed. ØCheck: Monitor and evaluate the implemented process by testing the results against the predetermined objectives ØAct: Apply actions necessary for improvement if the results require changes. Quality Improvement Quality improvement is a continuous improving of quality in manufacturing goods or services. There are various models used and there is some quite often discussed which is: FADE PDSA Six Sigma (DMAIC) CQI: Continuous Quality Improvement TQM: Total Quality Management FADE There are 4 broad steps to the FADE QI model: FOCUS: Define and verify the process to be improved ANALYZE: Collect and analyze data to establish baselines, identify root causes and point toward possible solutions DEVELOP: Based on the data, develop action plans for improvement, including implementation, communication, and measuring/monitoring EXECUTE: Implement the action plans, on a pilot basis as indicated, and EVALUATE: Install an ongoing measuring/monitoring (process control) system to ensure success. PDSA Another commonly used QI model is the PDSA cycle: PLAN: Plan a change or test of how something works. DO: Carry out the plan. STUDY: Look at the results. What did you find out? ACT: Decide what actions should be taken to improve. Repeat as needed until the desired goal is achieved Six Sigma Another model for improvement is Six Sigma. Six sigma is a statistical method based on the quality control process to improve the product process and service. Six sigma refers to the statistical evaluation showed that the rate of 3.4 errors per million products. To complete the process of improvement, there are two model used in Six Sigma: DMAIC and DMADV. DMAIC (define, measure, analyze, improve, control) also pronounced, as duh-may-ick is an improvement system by minimize the defect in quality of product process and service and looking for incremental improvement. DMADV (define, measure, analyze, design, verify) also pronounced, as duh-mad-vee is an improvement system used to develop new processor products at Six Sigma quality levels. Total Quality Management (TQM) TQM is a quality management process that change the whole organization based on customer oriented quality, continuous improvement, organizational involvement in processes and solving a problem in a team. This will fulfilled the customer requirement by producing the product and service, which exceeds the customer needs. In total quality management, the customer determines the quality of output. The output with the high quality will meet the requirement and expectation of customer. From managing outcomes to managing and improving processes there are shifting in focus: from what to do to how to do the processes better. Quality performance expands to include how well the relationship of each part to the process and each part of the process works. Also, process improvement focuses on continuously achieving the greatest potential benefit for our customers. Continuous Quality Improvement (CQI) In improving the quality management, total quality management stress on a process of continuous improvement. Principles in the quality management, there are some of management principle that can be used as a guideline for upper management in improving organization performance. The are eight principles cover customer focus, leadership, involvement of people, process approach, system approach to management, continual improvement, factual approach to decision-making and mutually beneficial supplier relationships. Among from the 8 principles, we have chosen Leadership to describe in Nestlà © group. Principle : Leadership Leadership refers to the ability to influence people to achieve the organization goals and ability to create a climate of innovation and to think outside the box. Leadership also must have willingness to accept change and the ability to manage it. At all levels, members of the Nestlà © Management are more concerned with continuously adding value to the Company compared to exercising formal authority. A high involvement of each employee and a common mindset geared to results is materializing. Contributing to results through project work and special assignments becomes more frequent, reaching beyond conventional boundaries in order to contribute to wider group performance. All those issue that allows others to progress in their work and to develop their capabilities by their ability to motivate and to develop people. As well as a high level of interest in other cultures and life-styles there also curiosity and open mindedness. As well as to sharing knowledge and ideas freely with othe rs, this also includes a commitment to continuous learning and improving. Inspection Under traditional quality control, inspection of products and services, which is checking on the process to make sure that whats being produced is meeting the required standard and takes place during and at the end of the operations process. Nestlà © Quality Management of Nestlà © In Nestlà © group, they prioritized quality. There are over ten million people through out the world enjoying Nestlà ©s products each and everyday. Nestlà © conducts business on a global scale; everyone pays careful attention to the cultural bias and personal tastes of each country, because each food culture is based on the distinct characteristics of that particular region. However, it will not going to be too far in the pursuit of food safety and quality management. Nestlà © has attained a world-class level by applying Nestlà © Quality Management System to all their products. Nestlà © respects to all relevant laws and regulations of each country, but also implements their own independent high standards of total quality management throughout every aspect of the manufacturing process, from raw materials to end products, in order to consistently bring safe and quality products to consumers around the globe. Furthermore, they are continuously improving their products (KAIZEN) in the global network, which the headquarters of the quality management department in Switzerland, and through the performance of regular inspections that ensure their quality management system is functioning at the highest level. What is Kaizen? Kaizen (Japanese for improvement or change for the better) refers to practices on continuous improvement of processes in manufacturing, engineering, supporting business processes, and management. It also applies to processes, such as purchasing and logistics that crosses organizational boundaries into the supply chain. By improving standardized activities and processes, kaizen aims to get rid of waste. After the Second World War, Kaizen was first implemented in several Japanese businesses influenced in part by American business and quality management teachers who visited the country. And now, it has spread throughout the around world. The importance of quality in Nestle Quality is the foundation of Nestlà © food, nutrition, health and Wellness Company Nestlà © strives to create value that can be sustained over the long term by meeting consumer needs for nutrition, enjoyment and Quality they can trust. Everyday, millions of people all over the world show their confidence in us by choosing Nestlà © products and brands. This confidence is based on our Quality image and a reputation for high standards that has been built up over many years. Every product on the shelf, every service and every customer helps to shape this image. A Nestlà © brand name on a product is a promise to the customer that it is safe to consume, that it complies with all relevant laws and regulations and that it constantly meets high standards of Quality. Each and every Nestlà © employee is involved in and dedicated to achieving high Quality standards for our customers and consumers. Quality is to win consumer trust and preference They are committed to offering products and services to their customers and consumers that meet their needs have their preference and provide sound nutrition. Nestlà © wants to win the trust of their customers and consumers by continuously listening to them by understanding their expectations and consistently satisfying their needs and preferences. Their customers and consumers are at the center of their attention and they recognize their legitimate interest in the behavior, beliefs and actions of Nestlà © behind brands in which they place their trust. Quality is everybodys commitment Demonstrates its commitment towards quality by practicing and living what they reach. All Nestlà © functions across their Value Chain are fully responsible for observing mandatory principles, norms and instructions for maintaining agreed Quality standards and for constantly improving them. Their quality personnel at all levels are the guardians of Quality Food Safety and Regulatory Compliance. They promote quality awareness, assess, performance, and challenge the organization to sustain and improve quality standards. They communicate their quality standards to their Business Partners who are expected to share the same commitment to quality and to meet their requirements consistently. Quality is to strive for zero defects and no waste They focus on facts and results and they strive for zero defect and excellence in everything they do. They adopt a no waste attitude and they constantly look for competitiveness and opportunities for continuous improvement of the Quality Standards delivered to their customers and consumers. They provide adequate resources equipment procedures and systems to ensure high quality standards. They build the necessary competence and technical skills. They develop training and teamwork that are crucial to the successful implementation of these standards and to the achievement of excellence and competitiveness. Quality is to guarantee food safety and full compliance They enforce full compliance with the mandatory standards and principals of their quality management system, which include Food Safety Regulatory and quality requirements in every step of their Value Chain. They measure their quality performance as well as the satisfaction of their customers and consumers by listening to them. Shortcomings and mistakes are analyzed and trigger an immediate action plan for correction and improvement. Their quality management system is aligned with international standards and full transparency is ensured through verification by independent external bodies. They strive for the flawless execution of their quality activities throughout their organization based on rigorous discipline on pro-activeness and on factual and open communications Quality Policy Intentions, direction and aims regarding quality of its products and processes in top management expression. Success is built by quality Quality is very important for their success. Nestlà © product has been chosen by millions of people in this world because they trust Nestle brand. This confidence comes from the quality image and a good reputation for high standards of quality that has been built up over many years by Nestlà ©. Every product, service and customer contact helps to build up this image in Nestle. Customer confidence that the product are safe to consume is based on the look of Nestle brand name on a product, that it complies with all regulations and that it meets high standards of quality. People, equipment and instruments are made available to ensure safety and conformity of Nestlà © products at all times. Companies with high quality standards are able to minimize the possibility of making mistakes, waste less time and money and are more productive. Therefore, quality is the most vital criteria and it is the key for Nestlà © to achieve success for today and future. Quality is a competitive advantage Nestlà © is a world brand and live in a competitive world and must never forget that customers have the right to make their choice. If the customers are not satisfied with a Nestlà © product, they are free to switch to another brand. For Nestlà ©s company goal, they want to provide superior value in every product category and market sectoring which they include in market to complete and promote they brand. The pursuit of highest quality of product at any price is no guarantee for success, nor is a single-minded cost-cutting approach. Lasting competitive benefit is gained from a balanced search for optimal value to customers, by simultaneous improvement of quality and reduction of cost. Quality is made by people Building quality needs adequate equipment, procedures and systems, including dedicated people. Each and every Nestlà © employees must be confident in doing his best to produce higher quality products and services. Therefore, training and teamwork are important to the successful implementation of high quality standards. Teamwork allows us to achieve results that are better than the sum of individual job or efforts. They motivate employees by demonstrating management commitment to quality, by setting effective goals and giving them responsibility and recognition. It is through employee involvement that mission of goal can be achieved in the shortest time. Quality is action Quality is the result of deliberate action. The senior manager is responsible to present the quality objectives and to provide the necessary resources for the implementation. It is then up to all employees to make provide quality throughout the company. Progress is followed by listening to our customers comment and by measuring nestle product performance. Shortcomings problem and mistakes must be analyzed and corrected. Problems must be expected and prevented before they occur. We also must identify and take advantage of opportunities to make sure stand still and will not fall behind or left out. Contend for continuous improvement for every Nestle product sell area. It is through every little improvements as well as through major breakthroughs that nestle will perform excellence. General Principle Of Nestlà © Nestlà © is more people, product and brand adapt than systems oriented. Nestlà © helps in building long-term successful business development and works hard to be a preferred company for long-term lead shareholders. However, Nestlà © does not lose sight of the necessity to improve short-term results and remains conscious of the need to generate profit annually. Nestlà © seeks to gain consumers confidence and preference and to follow consumer trends, creating and responding to customer demand for its products. Therefore Nestlà © is followed by an acute sense of performance, support and favoring the rules of free competition within a clear legal framework. Nestle is conscious for social responsibility, which is natural in its long-term orientation. Nestlà © is as decentralized as likely, within the framework imposed by fundamental policy and strategy decisions requiring to increasing flexibility. Operational efficiencies, as well as the group-wide need for combination and people d evelopment, may also set limits to decentralization. Nestlà © is committed to the concept of continuous improvement of its activities, thus they try avoiding more operatic one-time changes as much as possible. What is Standard? A document that established by agreement and approved by a recognized body that provides for public use and repeated use, rules, guidelines or characteristics for activities or their results, aimed at the achievement of the maximum degree of order in a given meaning. Standardization It refers to setting of fixed size, type and measurement in addition to quality of different products manufactured by different organizations in the industry. It is an agreement whereby each manufacturer undertakes to follow the set standards. Standardization is a proses of develop and agreement upon technical standard Level of standardization Industrial standards-which relate to the engineering requirements Commercial standards- which are of primary concerns for users who will use and bought the product. Industrial Standards An engineering or industrial standard is a desired description or definition of a product, a raw material and a manufacturing process, which has been established by one company or by a group of companies in an industry. Standards are undertaken by statutory bodies and authorities established by the government e.g.: à ¢Ã¢â€š ¬Ã‚ ¢Director general of supplies and disposals. à ¢Ã¢â€š ¬Ã‚ ¢Research design and standards organization of railways. à ¢Ã¢â€š ¬Ã‚ ¢Directorate for standardization for defense production à ¢Ã¢â€š ¬Ã‚ ¢Directorate of marketing and inspection Commercial standards A standard of commerce, also call consumer standard is designed to protect the purchaser or ultimate consumer or manufacturer. It is the measure of quality performance, dimensional characteristics It covers terminology, grades, sizes, and use characteristics of manufactured products. Agreement for establishing a standard may include method of listing, rating and labeling order that a product made in submission with the standard may be readily recognized by distributors and consumers. For example: NESTLÉ Pure Life materials are tested to relevant ANSI, ASTM , ISO 14001, 22000, and OSHAS certification and ISO standards to ensure durability. American National Standards Institute (ANSI) empowers its members to strengthen the marketplace in the economy while helping to assure the safety and health of consumers and the protection of the environment. American Society for Testing and Materialsis (ASTM) is an international standards organization that develops and publishes voluntary consensus technical standards for a wide range of materials, products, systems, and service International Organization for Standardization (ISO) is an international-standard-setting body composed of representatives from various national standards organizations Standard and certification Food Drug Administration (FDA) is the regulating body in the field. With the Safe Drinking Water Act, which applies to all types of drinking water in the market, the FDA has sets specific standards for different types of bottled. So on the international level it will meets the standards set by FDA Certified measurement methodology- Global Environmental Footprint (GEF) To calculate Greenhouse gas emissions as well as water and energy consumption using methods that meets the recommendations of ISO quality standards. Environmental Standards-Environmental Act (1997) Try to ensure that at every stage of its operations, the environmental impact is minimal. Environmental Performances ISO 14001 ISO 14001, the internationally recognized environmental management system standard. Production Standards- LEED (Leadership in Energy and Environmental Design NESTLÉ Waters manufacturing facilities includes in measures to reduce energy use and gas emissions throughout the LEED Certification program. Note: Sources from http://www.slideshare.net Nestle Scheduling System NESTLÉ Scheduling System is used to prioritize and schedule production across manufacturing processes, machine capacity and labors resources. NESTLÉ Scheduling System automates clerical tasks and enables timely and consistent production scheduling. NESTLÉ Scheduling System enables forecasting and planning of manufacturing resource requirements and capacity utilization. This is to conserve resources, boost productivity and minimize production costs. ØNESTLÉ Scheduling System enables planning and tracking of manufacturing orders across multiple areas of processing. Ø Priorities for production scheduling are assigned for each processing area on each shift. This is to boost customer service. ØNESTLÉ Scheduling System enables different areas of the enterprise to centralize production scheduling information. Note: Sources from http://www.slideshare.net Superior Quality Water Superior Quality Water means implementing high standards to guarantee 100% safety and consistent taste to the consumer. Delivering Consistency production chain Since bottled water has a direct impact on human health because public will consume the bottled water, so it must meet the strictest health standards. The Food Drug Administration (FDA) is the main leader in this field in the United States. Together with the Safe Drinking Water Act, they sets specific standards for different types of bottled water which applies to all types of drinking water. This is to determine the maximum mineral and microbiological levels that the product must meet the quality tests that must be used. à ©par quality control As a world leader in the sector, FDA has their own quality criteria that apply to local regulations that are lacking especially in developing countries. In addition, FDA also fulfills consumers demand, whose demanded water with unique properties, which is achieved through a careful selection of underground sources so consumers may enjoy their natural mineral composition and unique taste characteristics. They also guarantee it is used in a sustainable way which undergoes no chemical treatments, with no disinfectants or preservatives added to it. Selective Origin When you choose water from Nestlà © Company, you know where the water youre drinking comes from. The majority of Nestlà © Waters comes from underground sources. Unlike surface water (lakes, rivers and streams), water from underground sources undergoes natural geological filtration that removes chemical pollutants and microbiological and viral contaminants. How effective this filtration is does depend on the aquifer, its geological characteristics, the depth of the water table and even the amount of time that it takes a drop of rain to reach it. In the case of the English mineral water Buxton, the journey through the underground stone takes nearly 20 million years. The original quality of the water and its ability to be preserved over time are very carefully monitored in their Water Resource department and carefully assessed whenever they consider using any new sources. But the absence of all pollution is only one of the aspects that Nestlà © Waters looks at when selecting water sources. Because every spring is unique from a geological standpoint, each one of their brands with its own origin has its own mineral alchemy, which naturally gives it its own taste. This distinctive characteristic constitutes one of the major criteria according to which consumers everywhere choose their water. Some prefer the light, fresh taste of a still water with a low mineral content; others prefer the mouth feel of water that is rich in minerals. Nestlà © mission is to provide a variety of waters with taste characteristics that best suit the taste of the local consumers. And, from one side of the earth to the other, just as from one individual to another, there are all different tastes! The sustainability of the water resources that they use is also a determining factor. Every source has its own flow rate, defined by the natural rate at which it fills up. Respecting the natural water cycle is a fundamental part of their business: the sustainability of their own activity depends on it. In order to remain a viable source, a spring must have a sustainable flow thats high enough to meet our needs over the long term, while also taking into account the needs of other possible users (agriculture, industry, local governments). For decades, they have managed the water resources that they control responsibly in order to preserve the natural balance, as can FVGCVFF be seen with Poland Spring, bottled since 1845, Vittel, since 1854 and Sao Lourenà §o since 1899. Purified water In some regions of the world, there may be a lack of natural underground water or simply a lack of good quality water in sufficient quantities, and there are therefore no sources that meet Nestlà © strict specifications. Thats the case in the Middle East and some regions in Asia and in America. In those cases and in order to provide superior quality drinking water to local consumers, Nestlà © Waters sometimes uses municipal water as its primary source. This water is processed through a series of filtration (reverse osmosis and carbon filtration in order to remove any chemicals that may be present, like chlorine,) and physical purification treatments (microfiltration, ultraviolet light, ozonation). Once it has been purified to meet their standards, they may add minerals back into the water to meet the local populations taste expectations and, where necessary, to provide essential nutrients (calcium, magnesium, fluoride, etc.). At Nestlà © Waters, water processed in this way is sold almost exclusively under the brand Nestle Pure Life. Depending on the local regulation and demand, the name distilled water, purified water or drinking water is clearly mentioned on the label of this type of products. In an effort to avoid any confusion for consumers, the communication for this type of water never includes any visual elements that could lead consumers to think it comes from a natural underground source, when it is not the case. High Performing Manufacturing Nestle does not carry out any heavy operations because their plants is different from other industries. Thus, their role is to bottle water exactly as its comees out of the ground in most cases. This operation is requiring the monitoring and quality control procedures to preserve the original quality and purify of the water to be implemented at every step of production. In order to avoid any pollution coming from inside their production sites, they kept the natural spring water that they used in a closed circuit and flows through stainless steel pipes and equipments. As the result, the automatic cleaning procedures of the water circuits meet the highest hygiene requirements. Certified by external Third Party Certification Bodies covering 80% of their plants, plus, ISO 14001, 22000, and OSHAS certification will be fully implemented in 100% of their plants by the end of 2010 through the strict application of the highest standards for quality, safety and environment. plastic bottles Nestle apply much stricter criteria to the composition of their water than the regulation required. Therefore, the quality of the water is controlled at every step of production through out sensory, chemical and microbiological analyses. For example, waters performs a quality test for about every 150,000 liters (40,000 gallons) produced, which is several hundred times more frequent than the major, national, public water suppliers do in the United States. For Nestlà © Waters, quality cant not only rely on the original quality of the water. Throughout the entire production chain, from packaging to the finished product, a battery of tests to guarantee that it conforms to the highest standards before it is sent off to consumers checks every step. All their production plants have their own laboratory, which allows them to carry out rigorous tests regularly. Some more elaborate tests, including a yearly verification of all quality parameters are carried out at their Nestle Waters Quality Assurance Centre in Vital in order to profit from the latest, most high-tech equipment there. Value chain Each step in this value chain could have harmful consequences if not managed properly. For example, without sustainable agricultural practices the natural resources of farms worldwide might be damaged. By embedding corporate responsibility in its business practices in this way, Nestlà © is

Migration Out of Appalachia :: Interview Description Essays

Migration Out of Appalachia Many people who experienced it can tell about the impact that the migration out of Appalachia had on people in the 1950’s. One person that has told his story about the migration is Gary Hicks, who is currently a pump foreman for the City of Elizabethton. Born in 1939, Gary is now over 60 years old. He graduated high school and entered the real world in the 1950’s. At that time finding a job wasn’t very easy for anyone in Southern Appalachia. In a tape-recorded personal interview, he told of his migration experience and a search for a job. Lack of work forced many people in Elizabethton in the fifties to search for jobs in the more industrialized North; however, they found Detroit disappointing. Gary told of when he experienced the lack of work directly. He said, "Back when I got out of high school in the fifties just about everybody was leaving here and going to different places to find work." He also told how this made him feel: Well, it felt like I was gonna have to hit the road cause I was gonna have to find work. I worked at a service station during the time I was going to school and to make any money you needed to have work at the plants down here, which is North American Rayon or Bemberg. If you didn’t have a job there, why you didn’t have a very good job. With little to no work available, people were looking for jobs elsewhere and many were looking in the big cities. One reason for the migration was the economic problem many people in Appalachia were facing (Brown 70). It seemed many of them had no choice but to leave their poverty stricken lives in search of a better economic way of life (Brown 61). Industrialized towns became very appealing to them (Brown 61). Opportunities were much greater in the larger cities (Brown 61). They knew that industry meant jobs and money, and Appalachia wanted to be a part of it (Brown 73). These things influenced Gary to move to Detroit where he came to realize that a great difference in wages was occurring between Elizabethton and Detroit. Gary said: Started out - I don’t remember what I started out but I was making $2.10 there at that time, and that was good wages for back then cause I didn’t start making that again until after I left up there and come back here.

Religion, Slavery, and Democracy in Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Religion, Slavery, and Democracy in Huckleberry Finn This essay will analyze the themes of religion, slavery, and democracy in the book Huckleberry Finn by Mark Twain. By exploring these themes that lie behind the book’s veneer, we can understand Twain’s objective for writing this book. Religion is sarcastically reflected in Huckleberry Finn by Twain’s sense of storyline and the way his characters talk. A predominant theme, and probably one of Twain's favorites, is the mockery of religion. Twain tended to attack organized religion at every opportunity and the sarcastic character of Huck Finn is perfectly situated to allow him to do so. The attack on religion can already be seen in the first chapter, when Huck indicates that hell sounds like a lot more fun than heaven. This will continue throughout the novel, with one prominent scene occurring when the "King" convinces a religious community to give him money so he can "convert" his pirate friends. Twain’s skeptical take on religion can be elicited because superstition is a theme that both Huck and Jim bring up several times. Although both of these characters tend to be quite rational, they quickly become irrational when anything remotely superstitious happens to them. The role of superstition in this book is two-fold: First, it shows that Huck and Jim are child-like in spite of their otherwise extremely mature characters. Second, it serves to foreshadow the plot at several key junctions. For example, spilling salt leads to Pa returning for Huck, and later Jim gets bitten by a rattlesnake after Huck touches a snakeskin with his hands. Another theme that is dealt with in this book is slavery. In fact, slavery is one of the main topics that has been frequently debated in regards to Huckleberry Finn since it was first published. Twain himself was vehemently anti-slavery and Huckleberry Finn can in many ways be seen as an allegory for why slavery is wrong. Twain uses Jim, a slave who is one of the main characters, as a way of showing the human side of a slave. Everything about Jim is presented through emotions: Jim runs away because Miss Watson was going to sell him South and separate him from his family; Jim is trying to become free so he can buy his family's freedom; and Jim takes care of Huck and protects him on their journey downriver in a very materialistic manner.

The false accusation (story) :: essays research papers

The False accusation Jimmy was a short and a big headed kid. He was very smart and had brown hair. One day, he was walking in the long and narrow hallway between his classes with, his autographed football and work books in his hand, when his friend Sheen approached him. Sheen was Jimmy’s best friend. He was tall and had black hair. Sheen was considered by Jimmy, to be slow in the head. â€Å"Where’s our next class?† Jimmy asked. â€Å"What?† asked sheen. â€Å"Where’s our next class?† Jimmy repeated. â€Å"Oh, why didn’t you say that? It’s over there,† said sheen, pointing down to the class at the end of the hallway. Sheen led them to their class and sat a seat behind from Jimmy. Jimmy sat down and put his ball under his chair. The class was very spacious with 4 rows of 4 individual desks. The desks were all facing a chalkboard that was located in the front of the class. In the back of the class were four computers on individual tables. The chairs near those desks were very low. There was a little space that was dark between the tables. Jimmy looked around. The rest of the class was already seated and ready. Sitting on the right of Jimmy was a fat brown haired kid named Karl. Karl snorted when he laughed and Jimmy thought that to be funny. Karl was Jimmy’s other friend. On the other side of Jimmy, was an enormous and tall kid that always used to pick on Jimmy. He was called Max the bully by the rest of the class. The bell rang, which meant that class was starting. A second after the ringing, walked in the teacher. Her name was Mrs. Polzin. She was short and chubby, and had a low voice. She had short dark brown hair and blue eyes. Jimmy disliked her and believed she was from a different planet. Jimmy had her as a teacher for 3 years; since 3rd grade and had never liked her. Class started by the Mrs. Polzin greeting the students with, what Jimmy thought to be, a fake smile and good morning. She sat down at her desk and asked the pupils to take out their show and tell items. Other students had brought their pictures; others had brought caps and sweatshirts from different countries. Jimmy thought, like the others, his show and tell item was the best.

Discuss Inclusive Practice for Children Essay

According to The National Autistic Society (2011 and 2012), autism can be defined as a lifelong developmental disability which affects the way a person is able to interact with others around them and make sense of the world they live in. However, there are variations of Autistic Spectrum Disorders (ASD) and children who have ASD will be affected in different ways (Dover et al, 2007). This essay will be discussing the inclusive education within the primary school setting, exploring the different strategies that are in place in order to support children with ASD, together with the effectiveness and possible improvement which impacts on the learning experience of children with ASD. The number of people affected with an ASD in the UK today is still rising (NHS, 2012). The National Autistic Society (NAS) (2012), states that over 500,000 people have been diagnosed with an ASD. The condition occurs in families regardless of their ethnic and social backgrounds (Dodd, 2005:13) and the condition can affect people in various ways with the severity of the disorder also varying. Therefore Autism is referred to as a ‘spectrum disorder’, additionally Dover et al,(2007) and Siegal (2008) speculate that the reason behind using the term ‘spectrum’ is due to children presenting different symptoms at different stages of their development that links to the 12 diagnostic criteria, which was stated by Siegal (2008). As the diversity amongst people who are affected by ASD vary significantly, due to the different symptoms they are displaying as well as the background the children are from. Consequently these variations can cause difficulties in diagnosing t he condition (Doyle et al, 2009). A key factor regarding ASD and the challenges they may face, relate to communication and socialization, additionally related challenging and disruptive behaviour. Children suffering from ASD show behaviour that is considered to be socially unacceptable, however when viewed rationally, this behaviour may simply be defined as ‘different’ (Sadri and Flammia, 2011). There appear to be numerous behavioural models that indicate a child may have ASD, example of some of the models are: externalizing behaviour, problem behaviour, maladaptive behaviour, symptoms of behavioural and emotional disorder (Hill and Furniss, 2006). There are also other suggestive symptoms, such as: the constant flicking of fingers, flapping of arms, rocking, nudity, bedwetting and or irregular sleeping patterns which are deemed as inappropriate, defining ASD to a degree (Groark and Eidelman, 2011). Problems usually appear to arise when the individual becomes increasingly aggressive, amongst the issues are, tantrums, self harming or irrational disassociation (Research Autism, 2011). Whilst some situations involving co-ordination or fine-motor skills may prove to be challenging for a child who has ASD, some children shows signs of high IQ and appear to be gifted in certain areas such as Mathematics, art and Music (NAS, 2012) Although there have been some suggestions that a form of predisposed chromosomes could have an effect on ASD, there is not enough evidence that this is the cause. Therefore, currently it is assumed (NAS, 2012), that ASD cannot be identified before or at birth. This argument is based on the diagnostic criteria of Wing and Gould (1979) ‘triad of impairments’ which looks at social interaction, imagination and communication difficulties the child may display (NAS, 2011). However, Mowder et al (2009) suggest that early identification of ASD would be advantageous as this could lead to early intervention, which can result in better academic achievement, whilst reducing the risk of additional behavioural difficulties (Zwaigenbaum et al. 2005). Some studies which Bailey et al (1995) and Levy et al. (2002), refer to, assumes that there may be strong genetic links with regards to possible causes of ASD. On the contrary to Bailey and Levy et al., Yapko (2003) suggests that ASD could be the result of environmental factors such as some medication (antibiotics), reactions to infections or vaccinations. However, these claims are not concrete and are still being researched (Yapko, 2003). Moreover, it is clear that, there is a wide spectrum of ASD, with this came the need for wide spectrum of educational requirements that needs to be met. Therefore educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision are essential for the child’s well being and educational needs (NAS, 2012). Historically children with ASDs were educated separately from their more able peers (Ferrall, 2010). Traditionally special education (SE) curriculum was put in place in order to enable children with disabilities and learning difficulties to adapt, and function accordingly within ‘normal’ society (Low Deiner, 2009). With the introduction of the Warnock Report in 1978, special education began to reform with the child’s education needs focussed on, rather than their disability (Wall, 2006). The report wanted to abolish the idea of handicap, as they began to recognise that labelling children negatively would be detrimental to the child and their future (Aarons, 2001). The principles laid down in the report have influenced legislation such as The Education Act 1981, the Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001. These have played a role in shaping contemporary inclusive practice (Batten et al. 2006), as the Education Act 1981 introduced statements of the disabled. Disability Discrimination Act (DDA) 1995 and later, Special Education Needs and Disability Act (SENDA) 2001, placed a legal obligation in schools to make ‘reasonable adjustments’ in order to ensure that disabled children are not disadvantaged (Batten et al, 2006) It appears that disability can be shaped and accommodated in various ways. As Oliver and Barnes (1998), points out, although ASD has been accepted to be a medical condition which can be diagnosed, the hostility, discrimination and the lack of understanding of the condition from the society’s perspective, are still apparent and can have a detrimental effect on the child’s well being. The social aspect of ASD can make it difficult for the inclusion to fully take part within the primary school setting (NAS, 2012), as focusing on the ‘deficit’ of the child rather than the potential can undermine the successful inclusive admission to the school whilst causing further discomfort to the child (Maclachlen and Schwartz 2009). Children with ASD are entitled to extra support in schools, in order to enable the child to cope with the environment which they are in together with receiving help, to reach the personal academic target (NAS, 2012). The term ‘Inclusion’ must not be confused with the terms ‘Integration’ and ‘mainstreaming’, as these terms describe a child being placed in an mainstream setting and is expected to adapt to their surroundings, and cope with the curriculum expectations. Whereas ‘inclusion’ involves the educational provisions being adapted to the individual child’s needs (NAS, 2012). NAS also believes that special schools must exist in order to accommodate children with more complex needs. However, it also appears to be essential that the ‘special schools’ work in partnership with the mainstream schools. Moreover, it is also argued by NAS (2012), that the government must not use inclusion as a rationale for cutting specialist provision. Previously, people with disabilities have undergone more discrimination and maltreatment than any other minority group (Brown, 2002). They have been subject to isolation, institutionalisation due to observation and other experimental examinations, as they have been perceived as being ‘different’, thus their needs as individuals were neglected (Barnes and Merce, 2010) The point here is that, the needs of individuals, regardless of their disability or ability must be taken into consideration, in order for the inclusive practice to work towards achieving its full potential of helping children integrate into the community they are part of whilst achieving their own individual academic targets (Avradamis et al. 2000). Due to the additional discomfort the discrimination caused to the children and their families with disabilities, some people choose to reject the labelling of being ‘disabled’ (Barnes, 2003), as this posed the danger of causing further distress to t he child (Giddin and Griffiths, 2006). Whilst many families accept that their child has impairments, it appears that the term ‘disabled’ is not easily accepted. It appears that in our society individuals with ‘impairments’ are often labelled as ‘abnormal’ or ‘disabled’ (Carson, 2009). Due to this common association, many people with ASD reject being diagnosed in fear of being labelled (Barnes, 2003). As a result, many parents/carers of children who are in the Autistic Spectrum, struggle to accept diagnosis for their child as the aspect of what the labelling may entail is overwhelming (Ariel and Naseef, 2006). Children in the main stream settings with ASD, often suffer with speech impairments (Brereton and Tonge, 2005), in addition to this, the comprehension of the spoken language and paralinguistic signals such as gestures and facial expressions may also pose potential problems for the child (Siegal, 2003). Rotatori et al. (2008), states that, implications on the childâ €™s socializing and personal interaction can often lead to behavioural problems. Developmental delays which occur due to these challenges in the learning environment may compound the condition (Seach, 2005). Various teaching strategies exist, in order to enable children of all abilities to have access to the curriculum more effectively (Kelly, 1999). According to Ginnis (2002) one of the most common and effective ways to teach children with ASD is a visual timetable, as this allows the child to become familiar with the times and activities via the simple diagrams provided for this purpose. Critically, this can guide effected children throughout their day at school, helping decrease anxiety levels by delivering basic and regular sequence (Pierangelo and Gulluliani, 2008). TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), also uses visual support, written lists and calendars in order to help children with sequencing and prediction (NAS, 2012). Another teaching strategy involving pictures is the picture communications exchange system (PCES), this finds great use in children with limited language abilities by substitution of words and symbols for ob jects and activities. Gradually the child will build up a regular repertoire, which is beneficial for the child’s independence and own organizational qualities (Wilkinson, 2010). Successful inclusion warrants a system which extends beyond the classroom (Pittmann, 2007). This will only be possible if similar strategies are applied in leisure times as well as the classroom (NAS, 2012), some schools in response to this implemented a ‘circle of friends’ strategy. The idea behind this is for the volunteers to help children to express their feelings freely, progress socially and develop strategies to cope with high anxiety levels (NAS, 2012). Dixon and Addy (2004) argue that, teachers are now expected to embrace inclusion, whilst having actually received little or no training themselves. The inclusion of ASD’s, within the main stream schools appear to be unusually complex. As the child’s cognitive understanding often mismatches the significant language and behavioural deficits (De Boer, 2009), it is paramount that teaching staff recognizes the child’s strengths as well as their weaknesses, to effectively further the child’s development (Seach et al. 2002). Furthermore, it appears that inclusion has been most successful when a partnership between parent/carer and schools exists before the child’s first admission to school, thus bridging the gap between home environment and the school environment (De Boer, 2009). Teaching ASD’s requires adequate resource provisions; funding, time, staffing, and teaching materials are amongst the resources needed. According to Bernard et al. (2002), 45% of the schools who identified accommodating children with ASD, voiced their concern regarding lack of specialist reports received, which in return would limit the help given to the children. Remaining 55% reported inadequate diagnosis and prognosis of children with ASD this appears to lead back to the issue of ‘labelling’. Enthusiasm in a child’s own development is particularly important for the children suffering from ASD, interest levels, positive interaction and effective inclusion needs to be maintained (Howlin and Moore, 1997). As stated by Spergon in (Siegmann, 2007), for an inclusive setting to function and to achieve the desired effect, it must show a positive impact on the child’s learning. The positive influence must be in place regardless of the individual child’s ability, and developmental stage. Spergon also adds that children must be encouraged to aspire to the same education goals with independence, and enjoyment, no matter what their abilities or disabilities are (House of Commons, 2006). However, there is still a grave risk of inclusive schooling in that Autistic children are made very much aware of their differences to non-autistic children, causing the child’s stress levels to increase, resulting in self-stimulatory autistic habits (Seinsbury, 2009). Such habits together with sensory overload, appears to be a major hurdle for children with ASD in the school environment (Increased noise level, lighting, and smells) affecting their learning, and increasing social stigmatization. A large, noisy and disruptive classroom will limit any child’s capacity to learn and understand, more so a child who has ASD (Seach, 2002). Behavioural difficulties such as, shouting, lashing out, or screaming are often the secondary results of these kind of environments for ASD’s (Autismhelp, 2012). The NAS launched the ‘make school make sense’ campaign in 2006, this involved 33 discussion guidelines and corresponding feedback statistics from the families and children with ASD. The overwhelming results show that children interviewed found school a confusing and difficult place, with many finding it difficult to ‘fit in’ and making friends (Reid and Batten, 2006). In this study children who were happiest with their education, had high functioning Autism, which enabled the child to have better developed speech, thus were more able to ‘fit in’ and make friends. However Reid and Batten (2006) have also included that many of the children who were happy in their educational settings were observed to have been either in a special school that catered for their needs or in a dual setting. The 1978 Warnock report, promoted the integration of the disabled children in to the mainstream schools, together with the introduction of the National Curriculum and the Education Reform Act 1988, thus enabling the disabled children to be educated and to integrate with their non-disabled peers (Oliver, 1996). However, Baroness Warnock did articulate that, whilst it was every child’s right to have access to education and all children should be entitled to have the same start in life, she also stated the dissatisfaction she felt in mixing all abilities together as there was the belief that inclusive education for severely Autistic children could be problematic due to the characteristics and disruptive behaviour ASD children may be prone to display (Mckie, 2005). Moreover, Inclusion stood in stark contrast to the medical model approach (Barton, 2005), which used such terms as ‘fragile children’, ‘suffering from learning difficulties’, and the liberal us e of ‘ASD’. In conclusion, it seems that various regulations and policies have been introduced to the local authorities in order to enable the education sector (Primary school setting for the purpose of this paper), to address the needs of individual children with disabilities via inclusive education. However as it has been noted earlier on in the paper, it is of significant importance for the teaching staff to be adequately trained in understanding the child’s condition, such as ASD, as well as staff who are trained in how to enable inclusive education to take place in every classroom. As these developments will play a crucial role in the child’s academic and personal development. Referencing Aarons, M., and Gittens, T. (2001). Autism: a Guied for Parents and Professionals. NY: Routledge. Ariel, C., and Naseef, R. (2006). Voices from the Spectrum: parents, grandparents, siblings, people with autism and professionals who share their wisdom. London: Jessica Kingsley Publishers. Autism Help. (2008-2012). Behaviour: Agression, Frustration and Temper Tantrums. Retrieved from www.autismhelp.info: http://www.autismhelp.info/primary/behaviour/categories,id,438,1-1.aspx Avramadis, E., Bayliss, P., and Burden, R. (2010). A Survey into Mainstream Teacher’s Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology , 191-211. Barnes, C. (2003). What a Difference a Decade Makes: reflections on doing ’emancipatory’ disability research. Disability & Society , 3-17. Barnes, C., and Mercer, G. (2010). Exploring Disability. Cambridge: Polity Press. Barton, L. (2005). Special Educational Needs: an alternative look (A response to Warnock M. 2005: Special/Educational Need. London: University of London. Batten, A., Corbett, C., Rosenblatt, M., Withers, L., and Yuille, R. (2006). Make School Make Sense – Autism and Education – the reality for families today. London: The National Autistic Society. Bernard-Opitz, and V. Hauber, A. (2011). Visual Support for Children with Autistic Spectrum Disorders. USA: AAPC Publishing. Brereton, A. T. (2005). Pre- Schoolers with Autism an Educating and Skills Training Programme for Parents: Manual for Clinicians. London: Jessica Kingsley Publishers. Brown, H. (2002). Safeguarding Adults and Children with Disabilities Against Abuse. Strasbourg, Cedex: Council of Europe Publishing . Carson, G. (2009). The Social Model of Disability. Scotland: The Stationary Office. De Boer, S. (2009). Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. San Francisco: Wiley. Dixon, G. a. (2004). Making Inclusion Work for Children with Dyspraxia: Practic al Strategies for Teachers . london: Routledge-Falmer. Dodd, S. (2005). Understanding Autism. Australia: Elsavier Publishing. Dover, C. L. (2007). ‘How to Diagnose Autism’. Archives of Disease in Childhood , 540-545. Doyle, B., and Doyle Iland, E. (2004). Autism Spectrum Disorders from A to Z: Assessment, Diagnosis and More. Arlington: Future Horizons Incorporated. Farrell, M. (2010). Debating Special Education. London: Taylor and Francis. Giddens, A., and Griffiths, S. (2006). Sociology UK. London: Polity press. Ginnis, P. (2002). The Teacher’s Toolkit: Raise Classroom Achievment with Strategies for Every Learner. Villiston: Crown House Publishing Ltd. Groak, C., and Eidelman, S. (2011). Early Childhood Intervention: Shaping the future for children with Special Needs and their Families. USA: ABC-Clio. Hill, J., and Furniss, F. (2006). Patterns of emotional and behavioural disturbance associated with autistic traits in young people with severe intellectual disabi lities and challenging behaviours. Research in Developmental Disabilities , 517-528. House of Commons. (2006, July 6). www.Parliment.co.uk. Retrieved April 2012, from Select comittee on Education and Skills: Third eport: http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm Howlin, P. M. (1997). Autism: Diagnosis in autism: a survey of over 1,200 patients in the UK’. The International Journal of Research and Practice , 135-162. Kelly, A. (1999). The Curriculum: Theory and Practice. London: Paul Chapman. MacLachlan, M. S. (2009). Abnormal Child Psychology. USA: Wadsworth Publishing Company. McKie, R. (2005). London: The Guardian. Mowder, B. R. (2009). Evidence Based Practice in Infant and Early Childhood Psychology. New Jersey: John Wiley and Sons. National Autistic Society . (2012). Statistics in UK of ASD. Retrieved April 25, 2012, from www.autism.org.uk: http://www.autism.org.uk/about-autism/some-facts-and-statistics.aspx National Autistic Society. (2011). Accept Difference, Not Indifference. Retrieved April 25, 2012, from www.autism.org,uk. National Autistic Society. (2011, September 27). Diagnosis of autism spectrum disorders – a guide for health professionals. Retrieved April 2012, from http://www.autism.org.uk: http://www.autism.org.uk/working-with/health/screening-and-diagnosis/diagnosis-of-autism-spectrum-disorders-a-guide-for-health-professionals.aspx NHS. (2012, March 02). NHS, Your Health, Your Choices: Autism and Asperger Syndrome. Retrieved April 25, 2012, from www.nhs.uk: http://www.nhs.uk/conditions/autistic-spectrum-disorder/Pages/Introduction.aspx Oliver, M., and Barnes, C. (1998). Di sabled People and Social Policy: From Exclusion to Inclusion. Harlow: Addison Wesley Longman. Pierangelo, R., and Giluliani, G. (2008). Teaching Students with Autism Spectrum Disorders: A Step by Step Guide for Educators. London: Sage. Pittman, M. (2007). Helping Children with Autistic Spectrum Disorders to Learn. London: SAGE Publications. Reid, B., and Batten, A. (2006). Make school make sense for me: children and young people with. London: NAS. Research Autism. (2011, July 18). Challenging/Disruptive Behaviour. Retrieved April 20, 2012, from www.researchautism.net: http://www.researchautism.net/autism_issues_challenges_problems.ikml?ra=52 Rotatori, A., Obiakor, F., and Burkhardt, S. (2008). Autism and Developmental Disabilities: Current Practices and Issues. Bingley: Emerald Publishing Group . Sadri, H., and Flammia, M. (2011). Intercultural Communication: A New Approach to International Relations and Global Challenges. USA: Continuum Publishing Group. Sainsbury, C. (2009). Marti an in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: SAGE Publications. Seach, D., Lloyd, M., and Preston, M. (2002). Supporting Children with Autism in Mainstream Schools. London: Continuum International Publishing Group. Siegal, B. (2003). Helping Children with