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

Are Whistleblowers Heroes or Traitors?

Are Whistleblowers Heroes or Traitors? EDWARD SNOWDEN AND BRADLEY (CHELSEA) MANNING: HEROES OR TRAITORS? Author Note Introduction Paragraph First paragraph: Edward Snowden: Who is he and what has he done? Second paragraph: Edward Snowden: Issues in the law; Is he a hero or traitor? Third paragraph: Bradley (Chelsea) Manning: Who is he and what has he done? Fourth paragraph: Bradley (Chelsea) Manning: Issues in the law; Is he a hero or traitor? Conclusion Paragraph: Edward Snowden, Chelsea Manning, positive vs. natural law. ABSTRACT Edward Snowden and Bradley (Chelsea) Manning disclosures of secret National Security Agency (NSA) files raises an important question. Are Edward Snowden and Bradley (Chelsea) Manning heroes, or traitors? Ultimately, the author will show how Snowden revealed that the United States government had been mass surveilling the people of America without their permission or knowledge and how Manning revealed â€Å"The Cost of War† showing how United States is intervening in the Middle East (Abu Omar abduction, the Iraqi Civilian death toll, and the viral video collateral murder). Furthermore, the author will discuss how the United States Espionage act affects both Snowden and Manning in a way that makes it impossible to explain their reasoning for their actions. INTRODUCTION When is it just to break the law? Edward Snowden, Julian Assange and Chelsea Manning have faced this question head on. All three are known as whistleblowers. These whistleblowers have disclosed top secret Government intelligence documents to the public and have spareked a worldwide debate concerning the surrender of our privacy for security. Some say that these whistleblowers are traitors. Donald Trump, President of the United States says that whistleblowers like Snowden and Manning are traitors and implies that they should be executed. â€Å" Spies in the old days used to be executed†(Donald Trump). Others say that he is a â€Å"human rights hero (Amnesty International)†.This story is of particular interest as it raises the question of whether the reason behind breaking the law should help determine the outcome. The purpose of this article is to examine whether these whistleblowers made the right choice in deciding to leak top secret government information. Are these whistleblowers heroes for making the world aware of the grotesque acts that the United States government affiliated to both America and the rest of the world? In Paragraph I, the article will outline who Edward Snowden is, it will explain what information that he leaked and will mention. In Paragraph I part II, the article will define the legal issues that are brought up in respect to Snowden. In paragraph II, the article will outline who Manning is, it will explain the information that he leaked, and will mention the charges that were brought upon him. In Paragraph II part II it will define the legal issues that are brought up in respect to Manning. Lastly, in paragraph III the article will outline Assange and will explain how he is involved in the case. The article will also outline what Assange is charged under. In undertaking this analysis, this article suggest that Edward Snowden, Chelsea Manning, and Julian Assange are heros, not traitors and should be treated accordingly. However, the article suggests that despite having the best intentions, they should be punished under a lesser sentence. EDWARD SNOWDEN Snowden is a 33 year old former CIA and NSA contractor born in Elizabeth City, North Carolina. Snowden derived from a family of patriots. His father worked for the military for 30 years, his grandfather retired as an admiral, and his mother to this day works for the federal courts. Snowden decided that he wanted to join the government during the Iraq war. Snowden’s desire to join the army is evident when he said in an interview that his motive of joining the army was to free people from oppression. Snowden said, â€Å"This is the kind of thing that led me to the army. When they said, â€Å"We’re going to free oppressed people from a dictator,† I felt that I had an obligation to do my part to see that happen†(Snowden). Snowden began training for the special forces in 2004 but ultimately failed as he suffered a fatal injury during a training exercise. Snowden was then discharged from the military. Snowden, still wanting to fight for his country, began his tr aining for the CIA in 2006. Graduating at the top of his class, Snowden was deployed with diplomatic cover to Geneva to maintain the CIA’s security network. While undercover, Snowden discovered a program that made him start questioning NSA’s power. The NSA program was called â€Å"XKeyscore†. Snowden revealed in an interview that this program filtered information that the NSA collected on a daily base and see everything that a particular person was posting. In an interview with Norddeutscher Rundfunk, Snowden explained the immense reach of XKeyscore. Snowden said, â€Å"Let’s say I saw you once and I thought what you were doing was interesting or you just have access that’s interesting to me, let’s say you work at a major German corporation and I want access to that network, I can track your username on a website on a form somewhere, I can track your real name, I can track associations with your friends and I can build what’s called a fingerprint which is network activity unique to you which means anywhere you go in the world anywhere you try to sort of hide your online presence hide your identity, the NSA can find you and anyone who’s allowed to use this or who the NSA shares their software with can do the same thing. Shortly after working for the CIA, Snowden began working for Dell in Japan to upgrade the NSA’s computer systems and protect from Chinese hackers(Forbes). After working in Japan for a couple of years, Snowden began to work for a company named â€Å" Booz Allen Hamilton†(BAH), an American consulting firm with ties to the NSA. This is where Snowden uncovered the Grotesque spying of the American people. So, Snowden then gathered all the data he could about the illicit activities the government was performing and leaked it to The Guardian. Snowden leaked thousands of top secret files Including that government had secret court orders to collect all telephone records and that he the government has a secret software named PRISM. According to The Guardian, PRISM is a software that grants full access to a companys servers and can access private emails, telephone calls etc; The companies are obliged by law to hand over this information. After revealing himself in an interview wit h The Guardian, the United States has charged him with â€Å"theft of government property unauthorized communication of National Defense information, and willful Communication of Classified Communications Intelligence Information to an Unauthorized Person (Caselaw). After evading an extradition from Hong Kong, Snowden claimed asylum in Russia and is presently living there. EDWARD SNOWDEN: RIGHT AND WRONG, LEGAL, AND ILLEGAL In order to analyse whether Snowden is a hero or a traitor we first have to understand the legal issues that his case raises. This article is not arguing whether Snowden broke the law or not but rather raising the question of whether it was a justifiable use of breaking the law. Snowden revealed that the United States forced Verizon to hand over its phone data in a classified court order (The Guardian). The classified court is named United States Foreign Intelligence Surveillance Court and was not known to the public until Snowden leaked the court order. The government responded and said that they are within their right to do because of a provision in the U.S patriot act. The U.S Patriot Act, an act signed by Bush just a month the 9/11 attacks, states, â€Å"Director of the Federal Bureau of Investigation or a designee of the Director (whose rank shall be no lower than Assistant Special Agent in Charge) may make an application for an order requiring the production of any tangible things (including books, records, papers, documents, and other items) for an investigation to obtain foreign intelligence information not concerning a United States person or to protect against international terrorism or clandestine intelligence activities, provided that such investigation of a United States person is not conducted solely upon the basis of activities protected by the first amendment to the Constitution†. The act also has a provision, stating that their needs to be reasonable grounds to request for this information (LII).In this case, the government had not even considered or stated why this information is relevant and does not even mention why they need the information now. In a unanimous decision the Federal Court of Appeals states why the governments reasoning for obtaining this information is not allowed nor is it constitutionalThe court states, â€Å"[T]he government takes the position that the metadata collected — a vast amount of which does not contain directly ‘relevant’ information, as the government concedes — are nevertheless ‘relevant’ because they may allow the NSA, at some unknown time in the future, utilizing its ability to sift through the trove of irrelevant data it has collected up to that point, to identify information that is relevant. We agree with appellants that such an expansive concept of ‘relevance’ is unprecedented and unwarranted†(AMERICAN CIVIL LIBERTIES UNION V. NATIONAL SECURITY AGENCY). The U.S District Judge in his ruling described the NSA’s capabilities as â€Å"almost orwellian†.The NSA’s is violating the constitution by spying on it’s people. Without Snowden’s leak, the ACLU would have never been able to bring this to trial as we would have never knew of it. After the verdict, the government began to introduce. 20 bills all aimed at tackling surveillance in America including the most prominent one The U.S.A Freedom Act (Slate). This act prevents mass surveillance and puts an end to programs like PRISM. By bringing the governments illicit actions to light, Snowden has shown the people of America that the government is breaking the law and acting unconstitutionally and should be considered a patriot. However, despite acting in good intentions, the government is still trying to arrest him. Snowden has sparked debate worldwide. Some say that he is a patriot as he took on immense risk all for the good of the people while some say that he is a spy and should be executed (Donald Trump). Snowden explained in an interview with The Guardian that he’d be okay losing if he had a fair trial., â€Å" If I ended up in guantanamo, I can live with that†. This demonstrates his character, as he understands that he is fighting for the people, but if the people thing he is guilty then he deserves to go to prison. This is further demonstrated in an interview with NBC when Snowden revealed that he leaked the documents because of his love of his country and the people in it. (NBC). Instead, of thinking that Snowden committed an illegal act we should think he is a hero because he did the right thing. In Snowden’s own words, â€Å"We should always make a distinction that right and wrong, is a very different standard than legal and illegal. The law is no substitute for morality†. This is not the only time that there has been tension in the law in order for progression. Some examples are; Whether it was The abolition of slavery, and the increased rights of women. â€Å"Laws were broken because the laws were wrong. In Conclusion, the author suggests that he is a hero. The definition of a hero is someone who overcomes adversity often sacrificing their own personal concerns for the greater good. In this example, Snowden has put his country first. Snowden has risked his life and his freedom in order to inform the citizens of America about the U.S governments illegal activities and has still stayed true to the one thing that every American wants to uphold†¦ The Constitution. Often, hero’s have a code or moral principle that they want to protect. In this case, Snowden wants to uphold his code which is that the constitution should be upheld. Snowden even taken an oath to uphold something so precious to him. As every federal employee has to taken an Oath of Office. The Oath of Office is widely considered â€Å"The Cornerstone of America†(RYOC) and is essentially a vow to protect their country and uphold the constitution. The Oath states, â€Å"I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God†. Snowden protected the one thing he swore to protect. The NSA paints Snowden as a traitor, and says that he broke the oath he has taken by revealing the information but in reality he defended the constitution while the NSA was attacking by illegally spying on it’s people. CHELSEA MANNING Bradley Manning, know known as Chelsea Manning, is a United States Army soldier who served as an intelligence analyst. Manning had a troubled childhood says her sister, Casey. According to Casey, she took care of Manning when she 11 because both parents were alcoholics even to the extent of making her a bottle in the middle of the night(Washington Post).At a young age Manning was considered intelligent, winning top prize at local science fair and even in a state wide quiz bowl (Washington post). Manning became openly game in 2005 when he came back from Wales. When manning came back, Manning’s father reportedly spent weeks trying to convince her to join the military(Washington Post). Manning joined the military in 2007. According to BBC news, Manning’s friends said that she joined the military to pay for college but eventually Manning stated that she had joined in hopes to rid her desires for becoming a woman (BBC). In 2009, Manning was deployed to Iraq as an intelligence analyst. This is where she granted access to the classified information that she had leaked. Manning made contact with Julian Assange in 2009. She gave Assange almost 750,000 classified documents including the famous video Collateral Murder, where it shows the U.S military killing 12 civilians and killing the people who were trying to save the injured. The leaks also included 251,287 U.S diplomatic cables and 482,832 war logs. After leaking the information, she confided in a hacker named Adrian Lamo. Lamo later informed the Army and Manning was arrested in May of that same year. After Manning was arrested, he was charged with 22 offenses including the most serious charge Aiding the Enemy, which could have resulted in life in prison. Manning was sentenced 35 years in prison thus becoming the harshest sentence that a whistleblower has ever received. CHELSEA MANNING: THE COST OF WAR In order to analyze whether Manning is a hero or a traitor, we need to understand his criminal case and the arguments made. Then, like Edward Snowden said, â€Å"We should always make a distinction that right and wrong, is a very different standard than legal and illegal. The law is no substitute for morality†. This is true especially for Chelsea Manning as her case is a bit more drastic than Snowdens. Manning stole and released over 700,000 classified documents in order to show us â€Å"The Cost of war†. Manning has been charged with aiding the enemy for leaking this classified information to the media. The enemy is considered at this time to be Al Qaeda, and Al Qaeda of the Arabian Peninsula. Manning leaked names who’d had confidential discussions with US diplomats. He also released that the president of Yemen was lying to his own Congress about American drone strikes in his country (The Guardian). In his case, Manning pled to 10 offenses which would have landed him around 20 years in prison. However, the military insisted that he was charged with aiding the enemy and violating the espionage act which would have added a life sentence. Eugene Fidell, an expert in military justice at yale law school, said that even Khalid Sheik Mohammed, the suspected architect of the 9/11 attacks, had greater rights of appeal than Chelsea would. â€Å" If he’s convicted by a military commission in guantanamo, KSM will get a straight shot at the US Supreme Court, He said. â€Å"By contrast, if CAAF denies Manning a review as it does in most cases, he will be out in the cold†. This shows how cruel the U.S government is towards Manning. At the time manning was 22 years when released those documents. After being arrested, Manning was in solitary confinement and subjected to forced nudity during inspection (Huffington Post). This not only violated his eighth amendment right but also violated article 16 of the convention against torture. Juan Mendez, UN special rapporteur on torture, said that Mannings treatment while he was in prison cruel, inhuman, and degrading. Mendez said, â€Å" I conclude that the 11 months under conditions of solitary confinement(regardless of the name given to his regime by the prison authorities) constitutes at a minimum, cruel, inhuman and degrading treatment in violation of article 16 of the convention against torture. If the effects in regards to pain and suffering inflicted on Manning were more severe, they could constitute torture†(The Guardian). Manning had not been to trial and had been psychologically been beaten by the government. This not only violated his right to physical and psychological integrity, but violated his presumption of innocence. So, what info did Manning give to the public that would warrant such inhumane treatment? Manning released documents that exposed the detainment of innocent people of guantanamo Bay, he revealed â€Å"The cost of war† in both Iraq and Afghanistan, and he helped fuel pro- democratic movements in the Arab world. After releasing the documents about the war crimes committed in Iraq. Iraq then refused to grant criminal and civil immunity to US troops if their stay was prolonged, thus promptly causing Obama to withdraw them from Iraq saving many American and Iraqi lives. Some of the documents that Manning released were shocking videos showing the war crimes that the US committed. The video â€Å"Collateral Murder†, released by Wikileaks, shows the disregard for human life and shows various war crimes committed by the U.S government. The video shows a US apache attack helicopter killing 12 civilians including 2 Reuters reporters and wounding two children on the ground in Baghdad in. Then, after they gruesomely killed the civilians, they murdered the people trying to rescue the wounded. Finally, to add insult to injury, a tank ran over one of the bodies cutting the man in half (Youtube). Not only did they murder innocent people but they got away with it until Manning leaked the video. this video depicted 3 war crimes. Section 499 of the Army Field Manual states, â€Å"Every violation of the law of war is a war crime.† According to Article 85 of the First Protocol to the Geneva Conventions, it defines that killing civilians is a war crime. (Huffington Post). In this video, it is clearly seen that not only did they shoot civilians, but they taunted them after their death. One of the gunners in the apache helicopter said, â€Å"Look at them dead bastards†(Youtube). They showed zero remorse and even laughed about it. Then, to make matters worse, they violated article 17 of the First protocol. This states that the civilian population â€Å" shall be permitted, even on their own initiative to collect and care for the wounded.† The article then says, â€Å"No one shall be harmed†¦ for such humanitarian acts†. In the video collateral murder, it is clearly seen that the gunners killed the good samaritans while they were picking up bodies. Lastly, they violated another section of the army field manual when the jeep drove over the dead body. Section 27-10 of the Army Field manual states that â€Å"maltreatment of dead bodies is a war crime. Not only did they run over the body, but they even laughed ab out it when one of the gunners mentioned it. According to Huffington post, they said that Manning had gone to his chain of command and asked them to investigate the video and other videos but ultimately refused. They also mention that he was obliged to do so. The Huffington Post states, â€Å"Enshrined in the US Army Subject Schedule No. 27-1 is â€Å"the obligation to report all violations of the law of war.† At his guilty plea hearing, Manning explained that he had gone to his chain of command and asked them to investigate the â€Å"Collateral Murder† video and other â€Å"war porn,† but his superiors refused. â€Å"I was disturbed by the response to injured children,† Manning stated. He was also bothered by the soldiers depicted in the video who â€Å"seemed to not value human life by referring to [their targets] as ‘dead bastards’† Huffington Post Manning went through the proper chain of command in order to fix the problem but ultimately was told to forget about it. Since Manning was ordered not to reveal classified information that contains the war crimes, it should also be noted that it works vice versa. Therefore, Manning had and performed his legal duty to reveal the war crimes (Huffington Post). In order for Manning to be found guilty under the Espionage act, the prosecutors must prove beyond a reasonable doubt that he maliciously release those files to harm the United States. In court, Manning stated that he released the documents to spark debate about foreign policy in general as it applied to Iraq and Afghanistan. Mannings goal was to inform the public about what are government-the people we elect to govern us- are doing. In this case, they are violating the military guidelines and Geneva conventions. The government also broke the law when they presumed that he was guilty before his trial had begun. President Obama commented on Manning saying that he broke the law before he was tried. Obama said, â€Å" We are a nation of laws†¦ He broke the law† (The Guardian)!. Not only did Obama prounounce him guilty before his trial, but the Chairman of the Joint Chiefs of staff, General Martin Dempsey, also said that he broke the law â€Å"(Stars and Stripes). This poiso ned the well and violated Article 37 of the Uniform code of Military Justice by â€Å"Unlawfully Influencing Action of Court†(Truth out). Manning’s lawyer tried to bring Obama to testify in this case, stating that it should be clear why he was needed as he influenced the courts decision. He said, â€Å"The relevancy of these witnesses should be obvious. Each of these witnesses has provided statements that contradict those given by the OCA [Original Classification Authority] witnesses regarding the alleged damage caused by the unauthorized disclosures. Additionally, each of these witnesses is relevant in order to inquire into the issues of unlawful command influence and unlawful pretrial punishment in violation of Articles 13 and 37 of the UCMJ.†Ã¢â‚¬  Huffington Post In Conclusion, the author believes that despite the fact Manning broke the rules, the people have to recognize that the rules are very contradictory. Manning has a duty to report all war crimes and tried to report it to his superiors but ultimately they refused. Should his moral obligation end there? It is the authors belief that he put morality over legality and thus should be noted. His obligation is report war crimes and not listen to unlawful orders. By not reporting the crime is to follow an unlawful order and should be recognized. Does this mean that Manning should serve no time? The author believes that regardless of Mannings intent, he still acted recklessly by releasing the files and how he released them. However, the time he served before the trial should have been his sentence after all the cruelty he had received. By definition Manning is a hero as thought through adversity by challenging the United States government and sacrificed himself so that the people could know th e True Cost of War CONCLUSION In conclusion, the author believes that both Snowden and Manning are innocent. Both Snowden and Manning put themselves through adversity for the greater good. In Snowden’s case he had to leave his home and was on the run from the American government because he leaked information about the mass surveillance going on in America. Similarly, Manning received 35 years in prison, torture from his government because she released information pertaining to â€Å"The Cost of War. The Stare Decisis in this case would be the nuremberg trials of WWII. The Nuremberg trials brought up that even if something is legal that it does not make it moral. This is a case of positive vs. natural law. Natural law says that there is a morality in which law is to reflect and if it morality does not reflect the law then it considered unjust. Positive law states that what is legal is moral. Mostly positive law was used throughout the 20th century until the Nazi regime happened. REFERENCES S. (n.d.). Bradley Manning Prosecution Incurably Infected by Government Misconduct. Retrieved June 12, 2017, from http://www.truth-out.org/news/item/8039-bradley-manning-prosecution-incurably-infected-by-government-misconduct/news/item/#14973142023401&action=collapse_widget&id=0&data= W. (2010, April 03). Retrieved June 12, 2017, from https://www.youtube.com/watch?v=5rXPrfnU3G0&t= 50 U.S. Code  § 1861 Access to certain business records for foreign intelligence and international terrorism investigations. (n.d.). Retrieved June 12, 2017, from https://www.law.cornell.edu/uscode/text/50/1861 Chumley, C. K. (2013, July 02). Donald Trump on Edward Snowden: Kill the ‘traitor’. Retrieved June 12, 2017, from http://www.washingtontimes.com/news/2013/jul/2/donald-trump-edward-snowden-kill-traitor/ Cohn, M. (2013, June 05). Bradley Mannings Legal Duty to Expose War Crimes. Retrieved June 12, 2017, from http://www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.html Cohn, M. (2013, June 05). Bradley Mannings Legal Duty to Expose War Crimes. Retrieved June 12, 2017, from http://www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.html FindLaws United States Tenth Circuit case and opinions. (n.d.). Retrieved June 12, 2017, from http://caselaw.findlaw.com/us-10th-circuit/1719511.html Gallagher, R. (2013, October 29). U.S. Lawmakers Launch Assault on NSA Domestic Snooping. Retrieved June 12, 2017, from http://www.slate.com/blogs/future_tense/2013/10/29/sensenbrenner_and_leahy_s_usa_freedom_act_seeks_to_curb_nsa_domestic_spying.html Greenberg, A. (2013, December 20). An NSA Coworker Remembers The Real Edward Snowden: A Genius Among Geniuses Retrieved June 12, 2017, from https://www.forbes.com/sites/andygreenberg/2013/12/16/an-nsa-coworker-remembers-the-real-edward-snowden-a-genius-among-geniuses/#791efdd9784e L. (2016, November 14). Lybio. Retrieved June 12, 2017, from http://lybio.net/amnesty-international-edward-snowden-write-for-rights/people/ Nakashima, E. (n.d.). Bradley Manning is at the center of the WikiLeaks controversy. But who is he? Retrieved June 12, 2017, from https://www.washingtonpost.com/lifestyle/magazine/who-is-wikileaks-suspect-bradley-manning/2011/04/16/AFMwBmrF_print.html Pilkington, E. (2012, March 12). Bradley Mannings treatment was cruel and inhuman, UN torture chief rules. Retrieved June 12, 2017, from https://www.theguardian.com/world/2012/mar/12/bradley-manning-cruel-inhuman-treatment-un Pilkington, E. (2013, February 28). Manning plea statement: Americans had a right to know true cost of war Retrieved June 12, 2017, from https://www.theguardian.com/world/2013/feb/28/bradley-manning-trial-plea-statement N. (n.d.). Snowden-Interview: Transcript (Seite 3). Retrieved June 12, 2017, from http://www.ndr.de/nachrichten/netzwelt/snowden277_page-3.html Tate, J. (2013, August 14). Manning apologizes, says he hurt the United States by giving documents to WikiLeaks. Retrieved June 12, 2017, from https://www.washingtonpost.com/world/national-security/manning-apologizes-said-he-hurt-the-united-states/2013/08/14/e1de6cb4-0525-11e3-a07f-49ddc7417125_story.html?utm_term=.3eb26ce44e5a

Performance Enhancing Drugs and their Effects Essay -- essays research

Performance Enhancing Drugs and their Effects Sports are America's number one source of entertainment. We often love to see game-winning homeruns, hail marys, eighty yard runs, and records being broken. We want OUR athletes to be at their best. We do not care at whose expense this entertainment comes, we just want our money's worth. How do these athletes perform at such high levels day in and day out? Most of them go to the gym and hit the weights or go to the ball field and practice some hitting. But others take an easier way out. They decide to cheat themselves of becoming a truly better athlete. Those cheating athletes turn to performance-enhancing drugs such as steroids or androstenedione, a.k.a. andro. These players feel the negative consequences of these drugs are out-weighed by the positive consequences. Those players are wrong. As a fan of sports, I want my favorite teams or players to be at their best. I want them to win. No, not just win; I want them to be spectacular in doing it. I want my team to give me heart-stopping action. Whether it is a homerun in the bottom of the ninth to win the World Series or it is a buzzer beater from half court to win the game, either way my team has to be great. I do not care about their practice habits or what is going on in their household; I just want them to perform at their best every night. I know most of you are guilty of this too. We turn on the TV at the beginning of the baseball game and the announcer says, "Joe Schmo won't be playing tonight cause of a broken leg he suffered last night in a terrible car accident." At first you will be shocked and hope he is ok. Then you ask the TV, expecting to get an answer, "When is he gonna be back?!?!" Sports today have become so competitive that players will hurt others to win or at least get an edge. If they do not hurt others, they hurt themselves. Lately there have been many cases of players being caught with some type of performance-enhancing drug. It seems that the pressure for these players to succeed has pushed them to the level of "at all costs". Recently, ex-Major League Baseball (MLB) superstar Jose Canseco admitted to using anabolic steroids while he was in the pros. Canseco was one of the premiere hitters in his time. Canseco a... ...ve to enjoy it. Work Cited Associated Press. â€Å"FDA attempts to stem sale of andro.† 11 March 2004. ESPN. 15 April 2004. . Breeder, Craig E. â€Å"Oral Andro-Related Prohormone Supplementation: Do the Potential Risks Outweigh the Benefits?† Canadian Journal of Applied Physiology 28 (2003): 102-17. â€Å"Caminiti Comes Clean: Ex-MVP says he won award while using steroids.† 28 May 2002 Sports Illustrated.Com. 22 April 2004. . Community Drug Alert Bulletin: Anabolic Steroids. U.S. Department of Health and Human Services. National Institute on Drug Abuse. Bethesda, MD. April 2000. Bechtel, Mark: Kennedy, Kostya: Swift, E.M.. â€Å"Bodies of Evidence.† Sports Illustrated. 14 April 2003: 25. Llosa, Luis Fernando: Munson, Lester: Wertheim, L Jon. â€Å"Jolt of Reality.† Sports Illustrated 7 April 2003: 68-76. Research Report Series: Anabolic Steroid Abuse. National Institute on Drug Abuse. National Institute of Health. April 2000. Rushin, Steve. â€Å"Big Man In The Big House.† Sports Illustrated 30 June 2003: 17-19.

Computer Science :: Graduate Admissions Essays

Computer Science I remember the day as if it were yesterday. During my second year in college, I was attempting to transmit a group of characters comprising my name from one computer to another. I connected the computers using RS-232 cable, wrote the necessary programs and executed them. I typed my name on one terminal and rushed to the other to see the results. "Wow, this is magic!" I exclaimed as I read 'Tom' on the screen. While I realized intuitively that a complex version of this elementary network could achieve much, at the time I had no real idea what. Now, four years later, I know that Networking makes possible a plethora of applications, from video-conferencing over the Internet to linking banks through private networks. It still seems like magic. Or rather, a grand adventure - one that I most certainly want to be part of. My interest in applied science dates back to my school days. During high school, I was fascinated with electronic gadgets. Soon thereafter, designing and building basic circuits started as a hobby. Along the way, however, I realized that the problem-solving aspect of making electronic gadgets was what I enjoyed the most. Engineering was a natural career choice after this. During my undergraduate studies at the Electronics & Communication department of M.K. College of Engineering, subjects like Microprocessors, C-Programming, Computer Networks interested me the most. I was awestruck by the potential of Intel 8086 microprocessor, more so by the manner in which its faster and more powerful cousins revolutionized the working of computers in a decade. I was now determined to focus on microprocessors during my Final Year project. I elected to do the project at National Space Research Organization (NSRO) as it has an outstanding infrastructure setup and a stimulating, world-class research environment. This enabled me to work with some of the best minds dedicated to engineering research in my country. I gained a lot from this association - in particular, an idea of how rewarding and meaningful a career in research could be. The more tangible benefits have been a deeper insight into architecture and working of microprocessors and thorough C-programming skills. Sometimes I spent more than ten hours a day at NSRO, reading manuals and troubleshooting circuits and debugging code. I am glad to say the effort paid off in the end.

Frederick Busch :: Frederick Busch Literature Essays

Frederick Busch When someone asked Emmanuel Sià ©yà ¨s what he'd done during the Reign of Terror, he replied, "I survived."Though the characters in the stories of Frederick Busch's latest collection don't have to contend with quite the same adversities as Monsieur Sià ©yà ¨s, nevertheless they encounter revelations which are, in our modern context, just as terrifying.And more often than not, they survive them. These revelations usually involve the acquisition of knowledge--the sort of knowledge we frequently already possess, but pretend that we don't: parents have lives entirely secret from their children; there is a point beyond which damaged love cannot be repaired; people use other people even when (and as) they love them.The families in these stories create stories of their own, stories about who and what they are as entities--stories which are often at odds with reality, but which help them to deal with the disappointments and tragedies of that reality.Clearly, the title's allusion to Hansel and Gretel invites reading these as stories of innocence lost; and most of the reviews of this oft-reviewed and much-praised collection (it was short listed for the 1995 Pen-Faulkner award) make much of this connection.But these are also stories of the terrifying darkness of adult responsibilities recognized and faced, though not always triumphantly. In "Bread" two children try to put their parents' house together (or perhaps take it apart) after their parents' accidental death; one seeks refuge in sarcasm and denial, while the other makes bread which will never be eaten and thinks on various kinds of "debris": the "still-smoking rubble" of his two-year marriage, the pile of clothes which has "nothing to do with how my mother wore my father's flannel shorts on Sunday to cook in..."In the stylistically innovative "Bring Your Friends to the Zoo," a couple (these are nearly always duets of longing) awkwardly try to dismantle (or remember?) their affair, while being directed by the narrator about how to move, what to see: "Once through the gate, face right.The Deer House, the Camel House ... As you face your right you see a path before you.Take it."The zoo would seem at first neutral ground, but we discover there is no neutrality, no one is the innocent bystander, the one-day tourist.In "Is Anyone Left This Time of Year?" tourism of another kind is explored when a recently widowed man visits a town where there are no more tourists, and once there, shell-shocked with grief, he merely repeats everything said to him, thus becoming an echo of his previous visits; absolutely passive, he is the compleat tourist, merely and only "seeing" the sights.

Factors Affecting Employee Productivity

When we say employee efficiency this means the employee characteristics and also relates to the speed and accuracy of an employee against the role, job and duties. Employee productivity underpins employee efficiency wherein the more efficient employees are the more productive they will be especially when managed correctly. Employee productivity creates an environment that encourages effective performance and hence essential in management of human capital function.In maximising employee productivity, there is the need to focus on areas of personal motivation and the infrastructure of the work environment, both of which form factor that affect the employee productivity. While the most obvious motivating factor for employee factor is often thought to be based on salary and promotions, this may not always be the case. The question is: what makes employee work harder? 2. 0 Statement of the problem While workers are on the job, they do not produce more simply because they are being paid to do such.This is said to be human nature that is triggered by different factors. This study aims to understand these different factors affecting employee productivity. In particular, the study will determine the factors that are affecting the productivity of Ghanaian workers working in fast food chains. With this, the following questions will be given answer to: 1) What are the factors that influence Ghanaian workers to work even harder while in the workplace? ) Specifically, what are the factors that affect their works positively and negatively? 3) How do they perceive their immediate managers to motivate them to work harder? 4) Are their workplaces and/or work environment can be considered productive for them to align their productivity with such? 3. 0 Aims and objectives The main aim of the study is to explore the various factors that influence and affect the productivity of Ghanaian workers who work in fast food chains. There could be positive and negative factors influencing su ch.In lieu with this, the following specific objectives will be addressed: †¢ To determine the nature and dynamics of employee productivity in Ghana and in fast food industry †¢ To distinguish the different perceptions of Ghanaian workers on various influences to own productivity 4. 0 Overview of methodologies Primary and secondary research will be conducted in the study. In primary research, the study will survey Ghanaian workers who work in fast food chains that are generally private.A structured questionnaire will be developed and it will be used as the survey tool for the study. It is planned that the questionnaire will have a 5 point Likert Scale, as well as ranking questions. Data on both medium will be compared and evaluated using SPSS. Aside from survey, a secondary research will also be conducted in the study. Sources in secondary research will include previous research reports, newspaper, magazine and journal content, organization statistics, etc.Sometimes, secon dary research is required in the preliminary stages of research to determine what is known already and what new data are required, or to inform research design. In this paper, existing findings on journals and existing knowledge on books will be used as secondary research. The findings from the journals and books will be evaluated in the data analysis. Types of research journals chosen are all related to issues in advertisements. Basically, interpretation will be conducted which can account as qualitative in nature.Read more: http://ivythesis.typepad.com/term_paper_topics/2010/10/factors-affecting-employee-productivity-case-study-of-private-ghanaian-workers-working-in-fast-food-chains.html#ixzz1H9R8haOi

Barbara and Electra Case Study

Question(1):How might top management have done a better job changing Elektra Products into a new kind of organization? What might they do now to get the empowerment process back on track? Analysis of the case study Main issues – 1. Declining of Market shares 2. Few new product ideas or far between 3. Poor staff relationship 4. Low staff morale Weaknesses- 1. approach in change management 2. Organizational culture 3. creating problem solving team 4. the process of employee involvement and empowerment 5. the facilitation by Martin GriffinThe attempt to do staff empowerment is a nice try but it alone is not the complete solution for the root cause of the problems. In order to reach to the solution of all these issues, they have to find out what are the underlying causes of these issues. The newly hired Martin Griffin mentioned in the opening speech that â€Å"As we face increasing competition, we need new ideas, new energy and new spirit to make this company great. And the sourc e for this change is you—each one of you. † Though he mentioned that each of the staff is important, he failed to allow everyone actively participates and play important role in the program.He neglected the importance of each and everyone’s contribution and effort to the program. He should have made understand what does it means by employee involvement and empowerment; how it will help the company solves the issues and, the ways to do and requirements for the staff involvement and empowerment program. It was worsen when the main facilitator, Martin Griffin, had excused from the session at the time Barbara and team enthusiastically presented their innovative ideas to department heads. The facilitator also fails to aim what kind of outputs he expects at the end of the session.For the successful empowerment program, the organization structure and its enabling environment is very critical. Trust building is very important part of the program especially in this situat ion where staff relationship and morale is poor. It is not only important for the top management level but also the department heads or managers from all other departments are important to accept the concept of staff involvement and empowerment. As the company is on its way of changing to a new era, every staff will have different perspective of interest on how it will affect their current roles, responsibilities and job security.All of which are worth to take in consideration in managing the change process. The managers are not so sure why they require these changes as they have been doing well in the past and they believe they can do it again. On the other hand, every staff has a different management theory and surely they are not on the same page with other management staff or with the company’s current management. It is quite critical to ensure that every management staff equipped with relevant knowledge and skills that will contribute the company’s strategic goals .The staff must have a common understanding of the organizational value, culture, strategic goals and how the empowerment process will add on the success of the organization. Instead of creating problem solving team with managers selected by top management, allow all managers to voluntarily work as cross-functional teams and come up with innovative ideas and opinions. By doing so, each team will have a representative from each specialized departments who has his or her own perspective and issue on the ideas.Contribution from different expertise and background will provide the ideas reach wider scope and reality. Then, each team should discuss the ideas with other teams which may require some modification and negotiation process. If everyone satisfies with the ideas, the staff involvement will be improved and the ideas will become action. It is natural that someone could resist the ideas or changes made by others. But if they are put in a position to be part of a cross-functional tea m that needs to come up with an innovative idea, the discussion environment among the team will tend to be more constructive.In addition, since the company is to undergo a big change, the top management should have implemented a good change management strategy and plan. They should also prepare a communication strategy and plan to inform the staff accordingly. So that it will be clear what is going to happen, why, how and who will be responsible in the change process. The communication strategy and plan is also important as the staffs are very concerned with the change and restructuring process.If the staffs are not well communicated about the changes, the restructuring with many rumors will encourage the staff leaving the organization and looking for a new job which will be a lost the trained and skillful human resources of Elektra. Recommendation to top management in changing Elektra to a new kind of organization and to get back empowerment process on track: * Ensure all staff und erstands what are the vision, mission and strategic goals of Elektra. * Recruit or train staff to ensure the organization is equipped with necessary skills for change management. For eg.Hire a skillful and experienced facilitator who can give time and have a sound facilitation plan. A good facilitation plan must aim some specific objectives, processes of facilitation and expected results * Make sure that everyone understand what empowerment is and why it is important and how it will contribute to the vision, mission and long-term strategic goals * Remove the process of selected problem solving team in an attempt to change Elektra and instead make them voluntarily participate in the cross-functional team which includes representative from each department, different backgrounds etc. Facilitate the department heads/managers to address the underlying causes of each problems in their sector from their perspective and reflect their past experiences * Group the causes and brainstorm all th e managers what should they do to reach a solution to these problems so that they understand and practically involve in the change process * Create an organization structure that will encourage enabling environment and culture for the staff so that they can use their abilities and energies which can then lead to job satisfaction, motivation, commitment by employee. Implement a change management strategy and plan that will ensure the process is on track ( what, why, how and by who throughout the change process) and how it will be sustained. * Identify the transformation leadership team to steer the change and operational leadership team to manage the day-to-day deliverables. * Set a time frame for the change process to reach its goal as to ensure the urgency of the change and effectively response to the continuously evolving environment and available opportunities. * Make your strategy and plan be flexible, daptable, acceptable by all stakeholders and suitable for your company and op erational environment so that the plan will be realistically implemented. * Implement a communication strategy and plan to ensure staff received relevant information with regards to the changes which will reflect their interests. * Ensure that the road map and milestones are carefully prioritize and aligned to reach strategic goals so that the manager can monitor and manage the success or failure in each step towards the strategic goals. Set your operating values in trying to achieve the goals that employee understand what the organization expect and values what kinds of behavior and attitude. * Organize programs and trainings that could enhance the leadership, shared value, cooperate culture and trust building * Build capacity of the staff to gain necessary skills and knowledge in implementing staff involvement and empowerment program Questions (2): Can you think of ways Barbara could have avoided the problems her team faced in the meeting with department heads?The problems with th e department heads are due to the lack of cross-functional contribution, communication, mind-set, role and planning. It could be possible for Barbara to handle the situation by; Barbara and her team should have considered the impact of their ideas and possible response by concerned departments. If Barbara has carefully analyzed what could be the challenges of their ideas, she would have prepared for a back-up or contingency plan to negotiate the departmental heads. By this way her team will have full confident on their own ideas and the department heads will feel confident that the plan was crafted carefully.Barbara should open her mind by accepting for their active feedback with thanks as this is a good opportunity to turn the different department heads in the process. She should have faced the resistance and brought up the concern from each department heads. So that and she can start a cross-functional team to brainstorm the more realistic ideas looking from different perspective. Barbara should explain that the ideas shared by her team are only part of the solution to these problems within their scope and the team requires feedback and opinion in a wider scope from other departments.And before Martin Griffin leaves the workshop, she has to confirm with him that when will be the next workshop to hear feedback from Martin griffin about her team’s presentation. So that when the department heads resist and debate on the new ideas, she can note down the issues raised and let that the feedback from the department heads will be thoroughly discussed in next workshop. By doing so, the department heads will feel they also have a role in the process and Barbara got time to do a plan and consider possible solution to the issues so as to move forward the process.Questions (3): If you were Barbara Russell, what would you do now? Why? If I were Barbara Russell, I will work out to keep motivate my team. I will appreciate the team for their effort and contribution to ward the company. I will make sure the team understands that for our ideas to be stronger, more realistic and practical for all of us, we need to look our ideas from various aspects as we have experienced that various departments have their own issues on our ideas.So, in order to successfully implement our ideas, we need collaboration and commitment from all other departments that we must find ways to solve the concerns of other departments. As working within our own team will limit our expertise and other resources, we require contribution of expertise from different sectors. We must find out a way to get support and collaboration from different departments. I will encourage my team to revisit our ideas, gather information from all departments, try to open our mind to accept, and respect the others’ perspective and ideas.I will discuss with Top management and Martin griffin about our team’s ideas, several issues raised by the department heads. I will reflect my experi ence during the presentation of our team’s ideas, expectation of other staff, feeling and concerns of other departments. I will discuss ways to allow all departments to work together as a whole and discuss what specific strategy and plan should we implement to manage the change process to ensure achievement of our strategic goals.