The impact of cultural diversity on employee performance of Research Proposal

The impact of cultural diversity on employee performance of transnational corporatiosn TCNs in algeria - Research Proposal Example People’s age, culture, and gender make them perceive the world in different ways. These perceptions are a key to creative thinking, which, in turn, is the key to successful performance of the organization. In real sense, diversity should not be taken to be a problem but instead it should be taken as an advantage. To excel, the organizations must comprehend and use the traditions, skills and backgrounds of a diverse staff (Mazur & Bialostocka 2010). In reality, diversity endows businesses a key benefit in the marketplace. Our wider range of standpoints offers a spectrum of talents – painstaking craftsmanship, for instance, which can enhance many aspects of processes and product research. Diversity assists when: you are doing marketing internationally; negotiating with customers from abroad; launching a drive to a new population – whether international or domestic (Cox & Blake 1991). Cultural diversity has a positive impact on the company performance in regards to revenue generation and profitability as well as non financial growth of the company (Hartenian and Gudmundson 2000) and therefore management should focus on managing diversity rather than minimizing diversity. Organization practice diversity for various reasons such as compliance with the law but a good manager should encourage diversity since it’s advantageous to the company since it pools together people with different capabilities. Diversity represent different concept to many people and therefore there is need to identify specific aspects of diversity in regard to specific organization. Once you understand cultural diversity, your company can appeal to a wider base of staff, and that in turn will enhance you staffing. As you make diversity a key part of policy and measures, it is imperative to work at all degrees and in every department (Cooley & Lewkowicz 2004). Plan strategically at top management levels to incorporate multiethnic motivating and managing; recruit distin ct leaders not just employees; train supervisors in multiethnic skills; review selection and interviewing selection procedures (Cox & Beale 1997). The principals enhancing cultural diversity include: reducing inequality, cultural diversity and encouraging participation. Valuing diversity involves fostering a community that appreciates the benefits and values of a culturally diverse and rich society (Cooley & Lewkowicz 2004). This involves in the active promotion of respect, discouraging racism, harmony and negative stereotyping. Reducing disparity entails recognizing the right of people of varying national ethnic and religious backgrounds to exercise share, and enjoy their culture. Encouraging participation involves availing opportunities for all people to fully participate in public and civil life (Tiedt & Tiedt 1995). Employee performance is influenced by many factors including the following: family; knowledge and skills; adaptability; support from superiors; health; social values ; workplace; and ethics. Most past research has focused on the influence of these factors on performance of employees in diverse organizations. However, little effort has been placed on the influence of cultural diversity on the performance of staff. In light of this, the present research seeks to fill this gap by determining the influence of cultural diversity on the performance of the employees of transnational corporations in Algeria (Ho 1996). This

Current Macroeconomic Situation in the USA Essay

Current Macroeconomic Situation in the USA - Essay Example The currency has not changed much in comparison to the Yen (OECD Publishing, 2012). The economic meltdown of 2008 greatly affected the prospects of the US economy and still hangs over the current economic situation. As a result, the current macroeconomic situation appropriately echoes the 2008 economic crisis in a highly significant manner. First is the aspect of slow growth where the American economy has been lethargic ever since the economy collapsed in 2008. Slow economic growth is currently prevailing in the United States, and economic development is occurring at a dawdling pace. It is estimated that the economy will grow at the rate of 2% through 2014. This is an indication that the economy will take more time to recover fully. Other predicaments affecting the economy of the United States include unemployment, inflation, and recession. Unemployment is at a very high level and is mainly caused by slow growth of the economy. As the economy takes more time to grow there are very fe w opportunities for employment, making it difficult to end the current problem of unemployment. Inflation is also a major problem affecting the US economy, which involves the incessant rise of prices of commodities. Inflation has partly been contributed by the current spate of economic stimulus programs, which have pumped a lot of funds into the economy with the aim of stimulating growth and creating job opportunities. Is the U.S. economy currently concerned about unemployment, inflation, and recession? The US economy is presently concerned about unemployment, inflation, and recession. These have been the principal factors affecting the economy ever since the 2008 economic meltdown (Leboeuf, 2012). The administration has injected trillions of money into the economy to stop the recession. There has been debate over the effectiveness of this strategy as to whether it will create inflation. At this position in time, America is experiencing age of "severity" an era of recession worst fr om the time of the "immense depression." In essence, recession is nastiest than inflation during this point of economy. Inflation and greed is an excellent thing for the economy to generate jobs to progress the economy when the economy is in a slump. Mr. Friedman counsel has stood the experiment of time with numerous Presidents inquiring about suggestions from him. America requires some type of "inflation" to provide the economy the thrust it need at this instance, certain the interest rates are low down, but Americans do not have the required assurance to either endow or spend to provide the economy the further it needs. America requires assurance at this time to twist the economy around. Americans as well need employments maybe the imminent election will modify the image we have at this occasion, numerous people are hoping. The US economy is primarily concerned about unemployment, which is a serious headache in the United States today. Slow economic growth is the chief reason for high unemployment cases. The US economic development has been very sluggish right from 2008 when the economy slipped. Job creation has been remarkably low in the United States creating a large population of individuals without jobs. Apart from concern over unemployment, the US economy is equally apprehensive about recession and inflation which as well have exerted a lot of pressure on the economy of

Legal system and method Essay Example | Topics and Well Written Essays - 1000 words

Legal system and method - Essay Example Four Judges heard the case as there were two appeals heard together. They were heard together as they both involved interpretation of section 3 of the Homicide Act 1957. 3. Which judge chaired the bench and handed down the judgment? Write a brief biographical note on this judge, including his later career. What controversial statement did he make about Sharia law, in 2008? Name and date three out-of court-speeches made by this judge. How would you summarise his views on human rights? Lord Phillips CJ chaired and delivered the judgment. Nicholas Addison Phillips was born in 1938 and had his education at Bryanston School, Blandofrd, Dorset and Kings College, Cambridge. He served in Royal Navy. He was enrolled into the bar in 1962 and started his judicial service as a Recorder in 1982. After his stint as a High Court judge in 1987 and an appeal court judge in 1995, he became a Lord of appeals in 1999 and Master of the Rolls at the Court of Appeal, Civil division in June 2000. During his tenure, he heard appeals of General Augusto Pincohet, former dictator of Chile and ruled that he was not entitled to immunity from extradition. He presided over well known trials including the appeals from Maxwell brothers and Barlow Clowes, an investment company. He also conducted the BSE enquiry and concluded that a timely action by the government would have prevented the spread of the disease. Known for his simplicity of cycling to court, he is married to Cristylle Marie-Therese Rouffiac and has two children.1,2. During his speech before the London Muslim Council on 3 July 2008, he expressed that he was in favour of Sharia law being introduced in England and Wales provided it did not conflict with the laws of the country or did not result in severe punishments being imposed. Adding that there had been widespread misconception about Sharia law in England, he advocated that it could be used for alternative dispute resolution forms such as mediation and arbitration besides applicat ion of the Sharia law to marriage formalities. He also welcomed introduction of Islamic financial products. 3. Lord Phillip’s three out of court speeches: 1) â€Å"The Supreme Court And Other Constitutional Changes In The UK† before â€Å"Members Of The Royal Court The Jersey Law Society and Members Of The States Of Jersey â€Å" at The Royal Court St Helier Jersey 2nd May 2008. 2) â€Å"Lord Mayor’s Dinner for the Judges† at the Mansion House on 15 July 2008. 3) â€Å"Equality before the Law† at East London Muslim Centre on 3 July 2008. Lord Phillip has said that Human Rights are not hampering the efforts of the government to fight against terrorism. He reminds that Britain has welcomed refugees from all over the world after the World War II to guarantee them protection from violation of their human rights. â€Å"The so called 'war against terrorism' is not so much a military as an ideological battle. Respect for human rights is a key weapon in that ideological battle.†4 4. Who was the second ranking judge in the case? What was his role at the time? What is his job now? Write a brief biographical note on him. What is his special relationship with Kingston University? Name and date three out-of-court speeches made by this judge. What is his reputation on sentencing? Second ranking judge was Justice Poole. Sir David Anthony Poole was born on 8 June 1938 and died on 18 June 2006 shortly

Nepotism Research Paper Example | Topics and Well Written Essays - 2000 words

Nepotism - Research Paper Example Nepotism may make someone hire a relative at the expense of someone who has work experience as well as stronger education base. However, sometimes the relative is the most qualified but it will still give the impression of nepotism. The ethics of nepotism in business go hand in hand with business structure. The business structure can indicate that the business is family owned. This shows that that its establishment was under sole proprietorship or partnership meaning that the owner owns and controls it. The owners can also combine with their family members who act as partners. In some case however, the partnership is not family owned. This way, nepotism is more questionable when one partner decides to employ his family members yet other partners have an ownership stake interest in the operation. Many businesses all over the world are family owned businesses. They play an important role in the economic development in their respective countries. Family businesses face one critical problem, which is the issue of nepotism. In developed countries, measures have been taken to curb nepotism whereas in developing countries, it is part of their daily lives (Sidani, Yusuf & Thornberry 69). In today’s business life, nepotism is evidently rampant. Workers in such family businesses compete with the favored personnel; it is hard to for them to be promoted because there are not awarded according to the abilities and knowledge. This environment therefore portrays unfair competition and it will have negative effects on nonfamily personnel. A critical sufficient study that analyzes such an environment is essential in order to understand the topic on family firms, job satisfaction, negative word of mouth, intention of quitting the job and their relationships with nepotism (Sidani, Yusu f & Thornberry 70). Qualification factors that employers should consider include knowledge, ability to success,

Legal system and method Essay Example | Topics and Well Written Essays - 1000 words

Legal system and method - Essay Example Four Judges heard the case as there were two appeals heard together. They were heard together as they both involved interpretation of section 3 of the Homicide Act 1957. 3. Which judge chaired the bench and handed down the judgment? Write a brief biographical note on this judge, including his later career. What controversial statement did he make about Sharia law, in 2008? Name and date three out-of court-speeches made by this judge. How would you summarise his views on human rights? Lord Phillips CJ chaired and delivered the judgment. Nicholas Addison Phillips was born in 1938 and had his education at Bryanston School, Blandofrd, Dorset and Kings College, Cambridge. He served in Royal Navy. He was enrolled into the bar in 1962 and started his judicial service as a Recorder in 1982. After his stint as a High Court judge in 1987 and an appeal court judge in 1995, he became a Lord of appeals in 1999 and Master of the Rolls at the Court of Appeal, Civil division in June 2000. During his tenure, he heard appeals of General Augusto Pincohet, former dictator of Chile and ruled that he was not entitled to immunity from extradition. He presided over well known trials including the appeals from Maxwell brothers and Barlow Clowes, an investment company. He also conducted the BSE enquiry and concluded that a timely action by the government would have prevented the spread of the disease. Known for his simplicity of cycling to court, he is married to Cristylle Marie-Therese Rouffiac and has two children.1,2. During his speech before the London Muslim Council on 3 July 2008, he expressed that he was in favour of Sharia law being introduced in England and Wales provided it did not conflict with the laws of the country or did not result in severe punishments being imposed. Adding that there had been widespread misconception about Sharia law in England, he advocated that it could be used for alternative dispute resolution forms such as mediation and arbitration besides applicat ion of the Sharia law to marriage formalities. He also welcomed introduction of Islamic financial products. 3. Lord Phillip’s three out of court speeches: 1) â€Å"The Supreme Court And Other Constitutional Changes In The UK† before â€Å"Members Of The Royal Court The Jersey Law Society and Members Of The States Of Jersey â€Å" at The Royal Court St Helier Jersey 2nd May 2008. 2) â€Å"Lord Mayor’s Dinner for the Judges† at the Mansion House on 15 July 2008. 3) â€Å"Equality before the Law† at East London Muslim Centre on 3 July 2008. Lord Phillip has said that Human Rights are not hampering the efforts of the government to fight against terrorism. He reminds that Britain has welcomed refugees from all over the world after the World War II to guarantee them protection from violation of their human rights. â€Å"The so called 'war against terrorism' is not so much a military as an ideological battle. Respect for human rights is a key weapon in that ideological battle.†4 4. Who was the second ranking judge in the case? What was his role at the time? What is his job now? Write a brief biographical note on him. What is his special relationship with Kingston University? Name and date three out-of-court speeches made by this judge. What is his reputation on sentencing? Second ranking judge was Justice Poole. Sir David Anthony Poole was born on 8 June 1938 and died on 18 June 2006 shortly

Jack Nicklaus biography and he's impact on society Essay

Jack Nicklaus biography and he's impact on society - Essay Example The Introduction of tournaments like Jack Nicklaus International invitation has motivated golf lovers with different skill levels to participate and to enhance the popularity of the game. Nicklaus himself was the most dominant personality among the golfers of his generation who has taken efforts to bring the sport of golf to the forefront. Jack Nicklaus-The golf legend Jack Nicklaus was born in Ohio on 21st of January 1962 and he started playing gold at the age of ten and even at this stage he showed immense talent and the rise of a promising player was in progress even from his childhood. The world witnessed an irresistible growth of Nicklaus over the finest golf players like Arnold palmer, Lee Trevino, Johnny Miller and Tom Watson in the next three decades. Nicklaus had eighteen professional and two armature wins in his golf career along with nineteen second and nine third place finishes. He has been ranked among the top ten players in 73 majors which constitute almost half of the successive majors he participated. Only five golf players in the world hold the record to win all the four major titles and Nicklaus became successful in obtaining this glorious achievement (Mackintosh 163). It is better to have a look in to the achievements of Jack’s golf career in order to get a clear picture of his extra ordinary talent as a golf player. He won six masters title in 1963, 1965, 1966 1972, 1975 and 1986, five PGA Championships in1963, 1971, 1973, 1975 and 1980, three British Opens in 1966, 1970 and 1978, and four U S Opens in 1962, 1967, 1972 and 1980. These tournaments are considered to be the key ones of professional golf. Nicklaus is the only one to hold the record for three time wins of all these four major tournaments. The list of his victories is pretty long and apart from the major tournament victories he won seventy one PGA Tours and achieved fifty eight second and thirty six third places. He also won five World Series of Golf titles, six numbers of Australian Opens, six Rider Cup appearances and many more victories around the world. Jack Grout discovered the abilities of Nicklaus for the first time and he took Nicklaus to the Scioto Country Club in Columbus his performance was very well appreciated by Senead, the defending champion of that period. Bobby Johns a legendary golf player of the era had made comment on the talent of the fifteen year old Nicklaus as â€Å"he plays a game with which I am totally unfamiliar,† which shows the expectations that golfers had regarding the future of Nicklaus (Mackintosh 164). The determination and a genuine desire to strive towards perfection always prompted Jack Nicklaus to look introspectively and question whether â€Å"he was making the proper adjustments to correct his swing technique during rounds when his play was inconsistent† (Shaw 86). It was this dedication, sincerity and hard work that made him an unchallenged champion in golf. Nicklaus turned professional after his victory in the 1961 U S Armature championship. In the year 1962, Nicklaus won U S Open title which was the first achievement in his professional golf career and in 1963 he won the Masters title and became the first ever golfer to achieve a

Raising Attainment for Learning Difficulty Pupils

Raising Attainment for Learning Difficulty Pupils Discuss the key components of an  effective strategy for raising the  attainment of pupils with learning difficulties. Introduction The aspect of pupils with learning difficulties can take on many differing forms. From difficulty in communicating thoughts and ideas as well as a lack of verbal skills to not â€Å"†¦ being able to concentrate †¦Ã¢â‚¬  long enough to convert that thought into communication with others (NASA Occupational Health, 2006). There are varied forms of learning difficulties, ranging from problems in using language, math, and general understanding as well as the previously mentioned understanding and communication aspects (NASA Occupational Health, 2006). The identification of pupils with learning difficulties represents an area that parents as well as teachers need to be cognizant of, with early identification representing the more favorable approach to intervention (Deponio and Macintyre, 2003, p. 1). The preceding types of learning difficulties are termed â€Å"†¦ dyslexia, dysphasia, the attention deficit disorders (ADD), with the added hyperactivity (ADHD), Asperserâ₠¬â„¢s syndrome, specific language impairment (SLI), and the Scandinavian-named DAMP (deficit in attention, motor control and perception) (Deponio and Macintyre, 2003, p. 1). The United Kingdom’s Department for Education and Skills (2007) states that an â€Å"Initial and diagnostic assessment †¦Ã¢â‚¬  represents the â€Å"†¦ starting point, or baseline, for learning†. The identification of pupils with learning difficulties â€Å"†¦ can be subtle, multiple and difficult to pinpoint †¦Ã¢â‚¬  (Learning Disabilities Association of America, 2007). Keen (2001) advised that as a result of enhanced identification methods and understandings there has been an 80 percent increase in children identified with having a difficulty that hinders learning. The increased number of students identified with learning difficulties has stretched the demand on â€Å"†¦ physiotherapists, occupational therapists and psychologists †¦Ã¢â‚¬  to the point where in the United Kingdom they cannot cope, stretching waiting times and referrals to a unacceptable levels (Deponio and Macintyre, 2003, p. 1). Thus, â€Å"†¦ teachers are bei ng urged to make a comprehensive assessment of children’s difficulties †¦Ã¢â‚¬  and utilize strategies and learning materials and techniques to cope with pupils having this problem. This paper shall seek to identify the key components of an effective strategy for raising the attainment of pupils with learning difficulties. Learning Difficulties The context of learning disabilities can be dealt with either in special situation schools or mainstream educational facilities. As this examination indicates the effective components of an effective strategy to achieve a heightened level of attainment for pupils with learning disabilities, the strategy aspect identifies that the context is in mainstream educational facilities. One of the key facets of pupils with learning difficulties is that they require additional attention as well as monitoring of progress that is outside of the normative procedures for students not so affected (Deponio and Macintyre, 2003, p. 88). In the United Kingdom under the government initiative titled â€Å"Every Child Matters† (National Literacy Trust, 2007a) such has provided the framework for the development of a special agenda â€Å"Barriers to Achievement – Special Educational Needs† which sets forth the vision of the government to provide pupils with special needs â€Å"†¦ the opportunity to succeed† (National Literacy Trust, 2007b). The preceding also falls under ‘Special Educational Needs (SEN)’ provides â€Å"†¦ that schools and local authorities †¦Ã¢â‚¬  adopt practices that avoids â€Å"†¦ the need for schools to write and review Individual Education Plans† which is accompanied by guidance materials termed ‘The Disability Equality Duty’ (Teachernet, 2007a). The preceding guidance sets forth for schools, and their local authorities, â€Å"†¦ to take a more proactive approach to promoting disability equality †¦Ã¢â‚¬  which includes learning difficulties, to develop their own individual schemes â€Å"†¦ through a staged approach â€Å", and to â€Å"†¦ provide training and development activities †¦Ã¢â‚¬  (Teachernet (2007b). Central to the proceeding, and one of the cornerstones of the strategy for raising the attainment of pupils with learning difficulties is ‘inclusion’ (Deponio and Macintyre, 2003, p. 88). As the word, inclusion, within this context means differing things to different groups, authorities and agencies it is defined as â€Å"†¦ the process of increasing the participation of learners within and reducing their exclusion from, the mainstream curricula and communities† (Deponio and Macintyre, 2003, p. 88). This component of inclusion has become a significant component of the UK’s national educational framework, which also endorses â€Å"†¦ greater flexibility in planning a curriculum suited to the needs of those with learning difficulties† (Kelly and Norwich, 2004, p. 42). They continue that ‘inclusion’ â€Å"†¦ provides frameworks and materials to support schools in curriculum development †¦ (and that) †¦ it is aimed at a very diverse group of children and young people ranging from profound and multiple learning difficulties, through severe to moderate learning difficulties† (Kelly and Norwich, 2004, p. 42). The Qualification and Curriculum Authority (2001, p. 4) states that the guidelines represent support for â€Å"†¦ the planning, development and implementation of the curriculum for pupils with learning difficulties†. The guidelines represent a foundation that schools can utilize with their own materials along with the National Curriculum in conformity with the â€Å"†¦ statutory entitlement †¦Ã¢â‚¬  for learning for all students, and to â€Å"†¦ build on the principles of inclusion †¦Ã¢â‚¬  that are set forth under the National Curriculum (The Qualification and Curriculum Authority, 2001, p. 4). Furthermore, the guidelines represent a means via which to aid schools in this process through the setting of â€Å"†¦ suitable learning challenges†, â€Å"†¦ responding to pupil’s diverse learning needs† and via the inclusion of â€Å"†¦ all learners by overcoming potential barriers to learning and assessment† (Th e Qualification and Curriculum Authority, 2001, p. 4). The scheme also attempts to â€Å"†¦ integrate aspects of †¦ the full range of National Curriculum subjects †¦Ã¢â‚¬  as well as setting â€Å"†¦ the foundation stage for the early years of education †¦ preparation for adult life †¦ key skills framework †¦ thinking skills †¦ (and) †¦ personal priority needs in terms of therapies† (Kelly and Norwich, 2004, pp. 42-43). Lewis and Norwich (2000, pp. 6-8) state that even with the positive step in the direction of national inclusion and guidelines, their review found that there â€Å"†¦ has been no serious attempt to develop a curriculum or pedagogy †¦Ã¢â‚¬ , which is defined in this context as â€Å" †¦ the cluster of decisions and actions that aim to promote school learning (Lewis and Norwich, 2000, p. 7). The foregoing review set about to determine if â€Å"†¦ there were specific or district kinds of pedagogy for the different areas of learning difficulties† Kelly and Norwich, 2004, p. 43). Said examination was conducted under the assumption that there are three broad types of pedagogy needs that can be identified â€Å"†¦ needs common to all, needs specific to a defined group and needs unique to individuals† Kelly and Norwich, 2004, p. 43). The importance of the preceding is that there are distinct teaching differences and methodologies associated with the teaching of differing subject matter as well as the specific learning difficulties involved. Mastopieri et al (1997, pp. 199-211) found that in a study of pupils with learning difficulties that they did not respond as well as to science teaching that was based upon the use of inductive reasoning that represented a particular learning difficulty separate from those associated with low attainers or severe learning difficulties. Wishart (1993, pp. 380-403) stated that the preceding needs to explore the aspect for what he termed as differential teaching strategies that include error free versus trial and error learning, the use of visual as opposed to auditory presentations to aid in retention and comprehension, a consolidation of learning techniques and the monitoring of behaviours in off task routines. Bernstein (2002), in espouses that learning difficulties tend to appear when pupils â€Å"†¦ hit a brick wall they cannot climb with their particular set of competencies†¦Ã¢â‚¬  and in her belief, the preceding represents that a learning difficulty is connected with the failure to adapt to the learning environment. The preceding is an important observation in that children develop competencies at differing rates, thus schools need to consider the changes that could be made to the curriculum as well as the learning environment to provide more successful learning experiences (Bernstein, 2002). This tailoring of curriculum and learning environment with needs, in her view, represents matching the learning tasks to the learning needs as opposed to expectations that are pre-set (Bernstein, 2002). The preceding means that curriculums should represent flexible as well as responsive vehicles that aid pupils in attaining their maximum potentials, through understanding and recognizing diversity as part of the inclusion process. The Scottish Consultative Council on the Curriculum (2007) advises that differentiation represents an attitude as well as approach and structure which makes flexibility possible and that through the modification of teaching pace th at content level can thus be adapted to meet and suit the needs of particular students. Thus, in utilizing the ‘inclusion’ methodology it means that a reconsideration of the approach to teaching is thus required as well. Deponio and Macintyre (2003, p. 89) state that teachers must resist teaching to pupils in the manner in that they learn as â€Å"†¦ this may not suit the learning styles of children with specific learning difficulties†. Madsen and Olson (2005) endorse the preceding viewpoint in stating that the understanding of â€Å"†¦ how people learn is the foundation of informed teaching †¦Ã¢â‚¬ . Loucks-Horsley et al (1998, p. 32) advise that teachers in observing student behaviors as well as their records thus need to â€Å"†¦ apply knowledge about students, content, the curriculum, instruction, assessment, and the school and local communities†. Johnson (1993, pp. 507-535) refers to the preceding as representing a cognitively demanding act and thus newer teachers have a tendency to rely on fewer clues from which to make and base their decisions. Thus theory as well as experience and practical applications represent an important facet in identifying the courses of teaching action and methodologies to take in adapting the curriculum to deal with students with learning difficulties. Deponio and Macintyre (2003, pp. 89-90) point to a solution representing the use of individualized curriculums which are integrated into the planning process through a study of the pupils in classroom composition, their records and past comments and performances by other teachers. Such pre teaching planning provides the teacher with a guideline to develop strategies and alternative courses of action based upon this prior information and observation as opposed to adapting as they go (Deponio and Macintyre, 2003, p. 91). The Scottish Executive (2002, p. 5) advises that the preceding is an important aspect of improving instructional effectiveness and that too little consultation with parents and prior records is utilized in the development of educational plans on the part of teachers. The idea of ‘individualized education programmes is by no means new. Smith (1990) advises that this represents an established facet of Public Law, 94-142, and that individualized education programmes provide educational opportunities for children with learning difficulties in adapting the curriculum to enable them to participate and learn. It, individualized education programs, represent the combination of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presumption of access to the general education curriculum (Yell and Shriner, 1997, pp. 1-20). Deponio and Macintyre (2003, p. 91) advise that in order for individualized education programmes to be effective, they must  "†¦ be integrated into the planning process and not regarded as an add on for a particular child†. They add that individualized education programmes represent a method of â€Å"†¦ sharing information and understanding children’s strengths and difficulties †¦ (and that) †¦ agreed aims and targets should be shared so that the document becomes the whole school response to children’s learning† (Deponio and Macintyre, 2003, p. 91). Conclusion Effective strategies for raising the attainment of pupils with learning difficulties, as discussed herein, are represented by the processes of ‘Initial and diagnostic assessment’ (Department for Education and Skills, 2007), inclusion (Deponio and Macintyre, 2003, p. 88), and ‘individualized education programmes (Smith, 1990) representing key strategies in the process. The preceding are processes, theories and methodologies that have been developed over a long period of observation, and represent established practices. The facet of learning difficulties is no longer confined to what used to be thought of as a small group, but represents a larger sphere of pupils that includes ethnic diversities as well as those identified with having problems using language, math, general understanding and communication skills. The broad context of pupils that fall into the preceding means that the educational process needs to utilize the observation of teachers, the involvement of parents and the use of curriculum to design programmes that address the individualized learning processes that are present in differing students. The process does not intend to develop specialized programmes that isolate those pupils with learning difficulties, but rather to moderate the curriculum and teaching process to permit the teacher to instruct in a manner that is consistent with the students comprising their classroom. This approach represents a more comprehensive as well as challenging facet to teaching that requires the teacher to have a better understanding of the composition of student abilities and learning facets. Yell and Shriner (1997, pp. 1-20) summarize the foregoing by stating that such represents the utilization of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presu mption of access to the general education curriculum. Bibliography Bernstein, J. (2002) Assessing the developing child: a neurodevelopmental perspective. Paper presented at the British Psychological Society Paediatric Neuropsychology Training Day, Guy’s Hospital, London, United Kingdom Deponio, P., Macintyre, C. (2003) Identifying and Supporting Children with Specific Learning Difficulties: Looking beyond the Label to Assess the Whole Child. RoutledgeFalmer Johnson, K. (1993) Learning to teach: Instructional actions and decisions of preservice ESL teachers. Vol. 26. TESOL Quarterly Keen, D. (2001) Specific neurodevelopmental disorders. Paper presented at the Conference on the Needs of Children with Specific Developmental Difficulties, Bishop Auckland Kelly, N., Norwich, B. (2004) Moderate Learning Difficulties and the Future of Inclusion. RoutledgeFalmer Learning Disabilities Association of America (2007) What do Parents of Children with Learning Disabilities ADHD, and Related Disorders Deal With. Retrieved on 17 February 2007 from http://www.ldanatl.org/aboutld/parents/help/parents.asp Lewis, A., Norwich, B. (2000) Mapping a pedagogy for special educational needs. Vol. 69. BERA National Event Report Loucks-Horsley, S., Hewson, P., Love, N., Stiles, K. (1998) Designing professional development for teachers of science and mathematics. Corwin Press Madsen, A., Olsen, J. (2005) Student Teachers’ Use of Learning Theories to Diagnose Children’s Learning Difficulties. Vol. 17. Journal of Elementary Science Education Mastopieri, M., Scruggs, T., Butcher, K. (1997) How Effective is Inquiry for Students with Mild Disabilities. Vol. 31, Issue 2. Journal of Special Education NASA Occupational Health (2006) Effective Stress Management. Retrieved on 17 February 2007 from http://ohp.nasa.gov/cope/a_ld.htm National Literacy Trust (2007b) Barriers to Achievement – Special Educational Needs. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html National Literacy Trust (2007a) Special Educational Needs resources. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html Qualifications and Curriculum Authority (2001) Planning, teaching and assessing the curriculum for pupils with learning difficulties. Qualifications and Curriculum Authority Scottish Consultative Council on the Curriculum (2007) Assessment to support on learning. Retrieved on 18 February 2007 from www.itscotland.org.uk.CurriculumGuide/TestingAnd Assessment/AssessmentToSupportLearning7index.asp The Scottish Executive (2002) Raising the attainment of pupils with special educational needs. Vol. 67. Interchange Smith, S. (1990) Individualized Education Programs (IEPs) In Special Education – From Intent to Acquiescence. Vol. 57. Exceptional Children Teachernet (2007b) Promoting Disability Equality in Schools. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschools/ Teachernet (2007a) Special educational needs and disability. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/ Wishart, J. (1993) The development of learning difficulties in children with Down Syndrome. Vol. 37. Journal of Intellectual Disability Research Yell, M., Shriner, J. (1997) The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Vol. 30, Issue 1. Focus on Exceptional Children