An Analysis of the Significance of Guns as a Technology Essay

An Analysis of the Significance of Guns as a Technology - Essay Example Some of these groups had competed against each other for food and survival; those who lasted a bit longer managed to do so with the introduction of new technologies, the use of â€Å"advanced weaponry† through the use of javelins, spears, knives and arrows for big-game hunting. It may be right to say the first arms race among humans occurred between cavemen using wood clubs.1 Human societies progress and change over long periods of time through either of the two change processes: evolutionary and revolutionary change. The first is gradual while in the latter, it is a drastic change which entails an inflection point which is a break in the pattern of things. Inflection points are potentially disruptive, as what Andy Grove in giant chip maker of Intel pointed out, a change which people must embrace and adopt, in order to survive (Grove 105) because these points alter the existing paradigms and status quo and even risky at times. American sociologist William Fielding Ogburn descr ibed social change as either a material or non-material change (an example of material change was the introduction of the iron plow) or in the case of non-material change, the rise of capitalism and its opposite, communism. Discussion Many changes occurred as human societies and civilization progressed, which had in a way contributed greatly to our improvement. Ogburn traced social changes to introductions of new technologies, with three distinct phases in it, which are: invention, discovery and later, diffusion (Ogburn 77). Invention is the creation of something entirely new, such as a device. Discovery relates to the process of learning something that is totally new or ascertaining what is new as something that was previously overlooked or unrecognized. Diffusion is the spread of knowledge related to the invention and discovery to other groups of people able to use it. In this regard, gun technology underwent these three phases Ogburn had mentioned. Gun technology came about as th e direct consequence of the invention of gunpowder in China which changed weaponry to a great extent, in a sense people are now able to fight each other at some distance from each other, unlike before when they need to be in close proximity. This development has a profound effect on warfare, colonization, empire building, the spread of human civilization, religion and culture; the entire trajectory of human history has been in a way influenced by the discovery of gunpowder and the development of gun technology. Even today, modern societies are shaped to a certain extent by the use of guns in a violent manner, such as the rise of drug cartels and other organized international crime syndicates. Ancient Chinese had accidentally discovered gunpowder in their search for an elixir for immortality (the equivalent of the Fountain of Youth) but used this new-found formula for fireworks displays in attempts to drive away evil spirits but soon adapted its explosive power to the art of warfare in the use of artillery, and later on, in firearms and handguns. A diffusion of this knowledge was spread by the Mongols in their conquest of Europe and the Asian plain. It followed exactly the pattern of three phases as enumerated by sociologist Ogburn.2 Significance of Gun Technology – the invention and acquisition of gun technologies allowed the Western countries to dominate the world in the earlier

Sign Language for Babies Essay Example for Free

Sign Language for Babies Essay Babies being unable to communicate with their care givers has taken a toll on the babies and the care giver both. When babies cannot communicate with their care giver they cry. Crying and being fussy is a babies way of getting attention and trying to get them what they want. As well as teaching babies to sign at a young age, teachers have started using sign language in the classroom. Teachers have said that the sign language in the class rooms have made their children more active in the class room and want to participate in class (Kilburn). Babies can understand words long before they can speak. Their motor skills develop much more rapid than their vocal skills. They may not have fine motor skills but it does not take fine motor skills to sign. Babies have the ability to learn sign language just as soon as they start to be able to wave hello or goodbye. People state the argument that babies are not smart enough, but that is not true. Babies are very intelligent and don’t just copy the signs, they actually understand the signs. At around 5 months babies start to be able to wave hello and goodbye. That is the moment when you know that they are ready to start their signing. You shouldn’t push all the signs on to a baby at one moment but slowly introduce new signs. It will also be easier if you do signs that don’t require a lot of fine motor skills. Milk would be a good example of a sign that does not take fine motor skills. The sign for milk is taking your hand and squeezing it together just like you were milking a cow. When you introduce the sign to the baby you need to say it, do the sign, and then give it a meaning by possibly giving the baby some milk. Another good example of a non fine motor skill would be eat. The sign for eat is bringing your four fingers to your thumb and hen taking your hand to your mouth. Some people argue that a baby is not smart enough to learn the signs. That  the baby is only doing the motions to get what they want. And maybe that is what they are doing in the beginning, but after doing it so many times the baby starts to comprehend what they are doing and why they are doing it. It is just like learning any new language no matter what age. This new finding may be related to other fads, such as letting your babies listen to classical music, or watching waves to keep them calm. Unlike the fads that I just mentioned, sign language has been scientifically proven to work. Other than teaching it to babies, sign language can also help elementary and higher students in school. Studies show that teachers who use sign language in their classroom, students tend to have a more advanced vocabulary. The students do not just use the words because they have to, but they also comprehend the words better. Sign language can be a help tool when learning the new vocabulary words. When saying the word, spelling it, and giving it a motion; such as finger spelling, the word tends to stick with the student better, faster, and longer. Besides the fact that it can help children with their vocabulary, it can also help children who don’t like school become more involved. The children will want to become more involved because it can add a little bit of fun in the class room. It adds fun in the class room by allowing kids to show what they know and move around a little bit while they do it. Kids always hate just sitting in those uncomfortable chairs for hours on ends, but even if it is just their hands, they are still moving. Another way to use the sign language in the class room is for when children have to use the restroom. When a child raises their hand and asks to use the bathroom and the teacher responds with a yes, all other students see the opportunity and also want to try to get out of class to â€Å"use† the restroom. Instead of having students asking out loud for permission to go to the restroom, you have the child come up to you and do the sign for restroom (White). The sign for restroom is very simple, take your index finger and cross it with your middle finger and give your hand a little shake. Besides  the fact that it keeps all the children to ask to the restroom at once, it also keep the whole bathroom thing a little more private like it is supposed to be. As you can see, there are very many benefits to teaching babies as well as young kids sign language. It can do many things to help the child and the people around the child. It isn’t a hard thing to teach the child as long as you are diligent with what you do. That means you need to introduce the rights amount words at the right time, you cant just pile a whole bunch of words onto a new child and expect them to pick it up and know it all at once. Works Cited Barnes, Susan K. Sign Language With Babies: What Difference Does It Make? Dimensions of Early Childhood. Vol. 38. N.p.: n.p., n.d. 21-30. Print. Kilburn, Mrs. Using Sign Language in the Classroom. Web log post. Mrs Kilburns Kiddos. N.p., 17 Aug. 2009. Web. 29 Nov. 2012. http://mrskilburnkiddos.w ordpress.com/2009/08/17/using-sign-language-in-the-classroom/. Kirk, Arie. The Herald Journal. HJNews.com. N.p., 16 Mar. 2010. Web. 29 Nov. 2012. . Savory, Eve. CBC News. Sign Language for Babies. Prod. Corrine Seminoff. CBC. 10 Mar. 2004. CBCnews. CBC/Radio Canada, 10 Mar. 2004. Web. 29 Nov. 2012. . Transcript. White, K. R., and J. Grewe. Evidence for Website Claims about the Benefits of Teaching Sign Language to Infants and Toddlers with Normal Hearing. Infant Child Development. By L. H. Nelson. 5th ed. Vol. 21. N.p.: n.p., 2012. 474-502. Print.

Point of View in Porphyrias Lover :: Porphyrias Lover Essays

The Point of View in Porphyria's Lover      Ã‚  Ã‚   "Porphyria's Lover" is an exhilarating love story given from a lunatic's point of view.   It is the story of   a man who is so obsessed with Porphyria that he decides to keep her for himself.   The only way he feels he can keep her, though, is by killing her.   Robert Browning's poem depicts the separation of social classes and describes the "triumph" of one man over an unjust society.   As is often the case in fiction, the speaker of "Porphyria's Lover" does not give accurate information in the story.   Ã‚  Ã‚  Ã‚  Ã‚   The speaker is a deranged man who will stop at nothing to keep his dear Porphyria.   Although the introduction refers to the weather, it also does an effective job in describing the speaker.   In this case, it is nighttime, and the thunder is roaring.   The speaker starts by saying: "The rain set early in tonight,/The sullen wind was soon awake,/ It tore the elm-tops down for spite,/ And did its worst to vex the lake(Barnet 567):"   This description gives the reader the first glimpse of what is yet to come.   These turbulent words help give the poem a gloomy feeling.     Ã‚  Ã‚  Ã‚  Ã‚   When Porphyria arrives at the speaker's cottage, she is dripping wet.   The speaker makes it an important point to describe her after her arrival.   The description of the articles of clothing that Porphyria is wearing helps the reader know that Porphyria is from an upper-class family.   She was wearing a cloak and shawl, a hat, and gloves.   It is apparent that the speaker works for Porphyria's family.   He lives in a cottage, somewhat distant from the main house.   The cottage is cold until Porphyria warms up the room with her presence and by stirring up the fire.   The way the speaker introduces Porphyria is very unique.   He states that Porphyria "glided" into the room.   With this description, the lover insinuates to the reader that the he sees Porphyria as some kind of angel who moves swiftly and gracefully across the floor.     Ã‚  Ã‚  Ã‚  Ã‚   The speaker is upset about the party going on in the main house.   Porphyria will be married soon, and he feels that if he were an upper-class citizen, Porphyria would be able to marry him.

Mod a Essay Hsc

Analyse how Who’s Afraid of Virginia Woolf? and A Room of One’s Own imaginatively portray individuals who challenge the established values of their time. Literature is an evaluation of the established values of their time, a manifestation of the composer’s perspectives regarding key issues that characterised their zeitgeist. This is evident in Virginia Woolf’s polemical essay, A Room of One’s Own (1929), in which she portrays male anxiety towards women during the post-WWI period.Similarly, Edward Albee’s 1962 satirical drama, Who’s Afraid of Virginia Woolf (Afraid) projects an analogous fear of female dominance, although in post-WWII American society. In a further comparison, both composers focus on the importance of wealth in society, where Woolf considers the significance of material security with regards to fiction writing in English society in the 1920s, whilst Albee criticises materialistic values in relation to social conformity in American society in the 1960s.Since the late 19th century female suffrage movement that empowered women, men feared being displaced from their traditional positions of authority. Woolf conveys these established patriarchal values through A Room of One’s Own, in her examination of the phallocentric literary sphere of the 1920s, where anybody could write literature, â€Å"save they [were] not women†. The symbolic title highlights women’s need for material security as a pre-condition â€Å"to writ[ing] fiction†, arguing that historically, men have denied women opportunities for achieving economic equality.Woolf’s ironic use of simile reinforces her hypothesis that â€Å"if only Mrs Seton †¦ had learnt the great art of making money and had left their money, like their fathers †¦ to found fellowships†. This highlights the historical lack of educational and financial opportunities for women. Furthermore, Woolf blames patriarchal value s for institutionalising discriminatory practices in English society. At the fictional â€Å"Oxbridge†, a Beadle indicates that â€Å"this was the turf; there was the path†, symbolising the established gender exclusion in academia. Her thoughts interrupted, she expresses disappointment â€Å"as they had sent my little fish into hiding†.Through this metaphor, Woolf implies that men’s â€Å"protection of their turf† denied women opportunities for creativity, portraying an ingrained contextual fear of female intelligence that was perceived as encroaching upon male dominance in every sphere of endeavour. Albee’s contemporary political satire, Afraid, also portrays male and female rivalry, incorporating textual features such as intense drama and blunt stage directions to convey the fierce gender conflict of his time. Whilst both texts were composed in post-war periods, Albee’s drama savagely critiques the established societal values of sma ll town American society in the 1960s.This is evident when Martha criticises George as â€Å"a great†¦big†¦fat†¦FLOP! † unable to rise up the departmental ranks. The use of crude colloquial language and aggressive stage directions accentuates her frustration as she â€Å"spits the word at George’s back†, reflecting Martha’s authority over him, which symbolises women’s growing influence in mainstream American society in the 1960s. Furthermore, Martha recalls the â€Å"boxing match we had† in an attempt to humiliate him, an allegory for the gendered power struggle.George reacts negatively, and to regain superiority, he â€Å"takes †¦ a short-barrelled shotgun †¦ aims it at †¦ Martha †¦ [and] pulls the trigger†. Coupled with this stage direction, Albee’s use of exclamatory punctuation in George’s childish point-scoring of â€Å"Pow! You’re dead! † signifies his desperation to recover his masculinity. In this way, Albee portrays the constant quarrelling between George and Martha as a symbol of anxiety and dysfunctionality in America in the 1960s, depicting the national paranoia associated with the Cold War and nuclear warfare.Just as Woolf and Albee represent the gender conflict in post-war societies, they also criticise the wealth inequality and the greed of their time. Whilst Woolf reasons that discrimination against women often prevented them from writing fiction, she also considers that poor material conditions likewise limited their contribution to literature. Through the use of the modal verb to emphasise the importance of financial security, she expresses her contention regarding material needs that â€Å"a woman must have money and a room of her own if she is to write fiction†.The anecdote of the tailless cat is symbolic of the distractions that interrupted women in their writing, thus Woolf highlights the need for the privacy of a room of one’s own in order to â€Å"think of things in themselves†. Furthermore, she decides that â€Å"500 pounds a year for ever †¦ seemed infinitely more important† than the suffrage movement as it was more conducive to her writing fiction. No longer working â€Å"like a slave†, Woolf’s simile highlights that â€Å"food, house, and clothing are forever mine†, reflecting the value of financial security in English society in the 1920s.Thus, Woolf sustains her thesis and highlights the importance of money and privacy, conveying the established attitude that a secure income ensured creative and intellectual freedom in English society. Alternatively, Albee’s political allegory reflects his criticism of the materialistic mores of American society in the 1960s, portraying human shallowness in a dramatic appraisal of the American Dream, an idea which has resonated within society since the founding of America.It epitomises a conservative nati onal ethos that entailed the possibility of universal prosperity and the pursuit of happiness for all, thus many individuals sought to increase their wealth and social status. This materialistic idea is conveyed through Nick, who crudely boasts, â€Å"my wife’s got some money†. In characterising Nick as the typical shallow ‘jock’, Albee undermines this concept of the ‘self-made man’, dramatising a soulless aspect of the American Dream. Additionally, Martha criticises George’s salary, mirroring the contextual attitudes of middle-class America, when status was associated with high income levels.She sneers at George, advising him not â€Å"to waste good liquor†¦not on your salary†. Here, Martha’s mocking tone captures her disappointment as she â€Å"hope[s] that was an empty bottle†. However, the â€Å"empty bottle† also symbolises her despair as George is only â€Å"on an Associate Professor’s sala ry†. This brings to mind the social importance of income but unlike in Woolf’s society, where women’s economic security may liberate creativity, here economic success serves as a status symbol within the American Dream.Thus, literature, with its distinct forms and features, is influenced by varying contexts, portraying similar concerns that enhance our understanding of the established values of the time. Woolf’s polemic, A Room of One’s Own (1929), may differ textually and contextually from Albee's Who’s Afraid of Virginia Woolf (1962), which portrays a savage attack on American values, but both texts reflect male fear of women due to their growing influence in post war societies. Furthermore, they focus on the importance of wealth with regard to literary creativity in English society in the 1920s and the realisation of the American Dream during the 1960s.

Supply Chain Management system of ‘Aarong’ Essay

1. Introduction: In today’s competitive world of Business competitive advantage can be gain by proper information system and developing that information system. Aarong information system is a sign of the modern business organization of Bangladesh. Supply chain management is the streamlining of a business’ supply-side activities to maximize customer value and to gain a competitive advantage in the marketplace. Supply chain management (SCM) represents an effort by suppliers to develop and implement supply chains that are as efficient and economical as possible. Supply chains cover everything from production, to product development, to the information systems needed to direct these undertakings. 1.1. Background of the study: Aarong emanated from BRAC’s core mission of alleviating poverty and empowering people. In the 1970s, BRAC was examining any and all possibilities for alternative forms of productive livelihood, especially for women, and the proper commercialization of art and crafts turned out to be a promising option. In December 1978 when BRAC decided to open its own retail outlet under the brand name Aarong, meaning ‘village fair’, it broadened its arms to include other artisans and master craftsmen throughout Bangladesh who were involved in the making of handicrafts for generations, and were finding it extremely difficult to survive in the newly formed country. Ever since then Aarong has been helping to establish market linkages for rural artisans, revive crafts and interpret them for the contemporary marketplace. 1.2. Objective of the Study: The main objective of the report is to find out the supply chain management system of Aarong by using Management information system. The main objectives of these reports are, 1. To know Aarong’s information system 2. To know how they use MIS for supply chain management 3. To know the organizational structure of Aarong 4. To know the product promotion of Aarong 5. To know their office management 6. To know the communication structure of Aarong for the management of supply chain. 1.3. Limitation of the Study: In every research work there exist some limitations that the researcher faces while conducting different activities. In the process of research work, we also come across certain limitations that hampered the actual findings and analysis of our research work. Some of limitations can be identified are: 1. Employees of Aarong are usually busy with their daily work and activities, so it is quite impossible sometime to get time from them for getting information about our report. 2. Sometimes the authority does not provide their internal information which is very difficult to collect from any other sources. 3. This is quite difficult to collect all the data of supply chain management of Arong by using Management Information System. 2. Methodology of the study: Methodology is the life blood of a report. The methodology of these report’s are, 2.1. Data collection technique: 1. Questionnaire: A structured questionnaire was asked to the different people of different areas where the Aarongs super store is situated. 2. Observation: we were visited Aarong’s Mohammadpur Branch and observed their products prices and their shop’s environment. 3. Secondary information: secondary information has collected by reviewing websites, Journals and some other relevant documents. 2.2. Sources of Data Collection: 1. Primary Source: the primary information is gathered through informal interviews of the employees working over there under management level, their salesman who are directly involved with selling product and also observation while visiting the office premises. 2. Secondary Source: Secondary sources had also used to collect information. Secondary sources include: a. Features and articles published in newspapers and other journals. b. Visiting website of Aarong super store. 3. Current Scenario of Aarong: Today, Aarong’s reach has spread from where it started, Manikganj, to the rest of the country. From a single shop, Aarong has grown into one of Bangladesh’s biggest retail chains offering one-stop shopping experience through 10 stores spread across the major Metropolitan areas of the country – in Dhaka, Chittagong, Khulna and Sylhet and one in London, UK. Aarong showcases over 100 product categories from clothing to household items, gifts and fashion accessories to children’s toys, ethnic wear to beautiful crafts, from silks, handloom cotton, Endi to Terracotta, bamboo, jute and much more. Aarong also plays the role of protector and promoter of traditional Bangladeshi products and designs. It houses an extensive design library where remnants of our rich craft heritage, such as Nakshikantha art and Jamdani patterns, have been widely researched and archived for present as well as future use. 3.1. Aarong’s Mission: Aarong’s mission is to help sustain rural craftsmanship and find a wider market for their product nationally and internationally. 3.2. Aarong’s Vision: Aarong has one outlet in London and exporting to other countries of North America, Europe and some Asian countries. Because of migrating Bangladeshis in those areas, they are targeting to make more franchising activities in those North American and European region. They basically are targeting those activities after fulfillment the customer demand in domestic market. 3.3. Products of Aarong: Some products picture is given below. 4. Aarong’s Supply Chain: Figure 1: Supply chain system of Aarong Aarong’s supply chain is the movement of materials as they flow from their source to the end customer. The whole supply chain of Aarong includes purchasing, manufacturing, warehousing, transportation, customer service;  demand planning, supply planning and Supply Chain management. It is made up of the employees, activities, information and resources involved in moving a product from Aarong’s supplier to its customer. 4.1. How Aarong’s Supply Chain Management System is build: Aarong’s supply chain management system is a group of things working together. Computers, fax machines, data storage system, operating personals, procedures for the employees and the most vital components of Aarong’s supply chain management system are its telecommunication system. Cell phones helped Aarong to create a communication network with every suppliers and transportation partners across the country. All this components work together to provide information to collect products, manage the suppliers, to provide services, create report etc. Different computer software’s are also used in the supply Chain management of Aarong but the main supply chain management software is developed by Aarong. This software is used for both supply chain planning and to help them to execute the supply chain steps. Aarong has hired trained professionals to operate its supply chain management system and keep updating. Aarong’s supply chain management system can be divided into two systems. Both of this system is vital for Aarong’s business. 1. Supply Chain Planning System and 2. Supply Chain Execution System. 4.2. Supply Chain Planning System: Aarong’s supply chain planning helps Aarong to create a model for its existing supply chain, its helps management to measure demand forecasts for different products and develop a way to find best source for meeting those demands and manufacturing plans. Aarong have turned to their customers for help. By communicating directly with customers about what they want and by getting their feedback on existing products, management are able to more accurately understand the needs and wants of their target audiences. With  this information, they can make a forecast that reflects customer reality. Furthermore, improved technology has of Aarong made it even easier to get their hands on customer feedback. The Website of Aarong for example, makes it possible for organization to communicate with customers in real-time, so they can then use the data immediately in their forecasts. Aarong has developed a central database for all the information and it gives access to suppliers and partners. These technology improvements along with real-time customer feedback have made it possible to more accurately predict revenue, profit, and sales in the near future. More accurate planning means that Aarong can work together with their vendors and distributors to outline a plan that makes sense based on those forecasts so that no one is put into a negative situation. Overall, supply chain planning is a critical component of Aarong’s supply chain management. Without accurate planning abilities, businesses end up cutting into their revenue unnecessarily and possibly putting vendors and distributors into difficult situations that may strain the supply chain relationships in the long run. 4.3. Supply Chain Execution System: Aarong’s supply chain execution system is mainly consists of its transportation partners. They manage the flow of products though distribution centers and warehouses to ensure the products are delivered to the right locations in the most efficient manner. Aarong track the physical status of goods, the Management of materials, warehouses, transportation operations and financial information involving all parties. 4.4. Aarong’s Supply Chain Management Process: 1. Planning: Aarong’s supply chain management planning starts at the top of the management. Management tries to balance out the demand and supply to meet Aarong’s sourcing, production, delivery and return requirements. 2. Sourcing: Aarong has large pool of sources to meets it supply. As the demand requires suppliers come up with raw materials and goods. Then it creates a product which we can exploit. 3. Making: Co-operatives comes up with final goods and they deliver them to  the final processing section of Aarong. The goods or products are ready to use for the customers. 4. Delivering: Aarong’s delivering process is managed by its own transportation. Aarong directly distributes its product to the consumers. Their job is to distribute shipments properly. â€Å"Just-in-time† is followed in delivery process. 5. Returning: Return process is consisting of product returns and post delivery customer support which is done by Aarong. Generally Aarong obtained their products to their consumers within 30days.Its also includes Aarong’s return process. 6. Logistics: Aarong’s top level management plans, supportive relation to their consumers and control of all other factors that have an impact on the supply chain. 4.5. Aarong’s Supply Chain Management Information Flow: Information flows from customers to Employee or from employees to operating personnel in the information system. Then information goes to the floor manager. Floor manager shows it to the consultants of Aarong. Consultant shows it to the top level management of Aarong. Top level orders its suppliers to modify, improve or create product to meet the customer demand. 4.6. Managerial Skills: Aarong has trained operating personnel for its accounting department and website. Operating personnel job is to maintain the information system and repair if any error ever occurs. Aarong’s operating personnel are highly qualified in their job sectors. Aarong’s information system is designed to be employee friendly. Employees do not have to know lot about technology to operate its regular applications. Its information system is very secure. Employees strictly follow all the principled rules. All customers’ orders, addresses or any kind of information is remaining private. Accuracy is practiced and monitored by operating personnel’s. Access of employee information is strictly forbidden. So Aarong has the ability to adjust  technology strategy alignment to accommodate the use of IT and manage business process. The Internet has emerged in the recent past as a dynamic medium for channeling transactions between customers and firms in virtual marketplace. In particular, the World Wide Web has emerged as a powerful new channel for supply chain, rendering many intermediaries obsolete, and drastically revamping the value chain. So Aarong has taken the opportunity to expand its business through net. Aarong’s employees can see as an asset for this kind of expansion. But in our country the growth in e-business seems slow although internet is challenging the traditional supply chain structures that firms have employed to get goods and services to market. Aarong has re-evaluated their value proposition to customers, and meet the challenges of more nimble rivals. Aarong seems to be one of the organization which is interested provide online based order and information system to its customer. So Aarong has a very dazzling managerial skill in internet based supply chain. 4.7. Aarong’s performance improvements by Supply Chain Management: 4.8. Competitive Advantage of Aarong’s Supply Chain Management System: Competitor analysis in marketing is an assessment of the strengths and weaknesses of current and potential competitors. This analysis provides both an offensive and defensive strategic context through which to identify opportunities and threats. Competitor profiling coalesces all of the relevant sources of competitor analysis into one framework in the support of efficient and effective strategy formulation, implementation, monitoring and adjustment. Aarong has its own version of the competitive analysis and its function is clear: to line up your product with other products and show where yours falls short and where yours is superior. Each industry brings a different spin to this old favorite and user experience design has its own set of criteria by which to judge competitors. 5. Graphical Analysis: A structured questionnaire was asked to the different people of different areas where the Aarongs super store is situated. We surveyed this questionnaire of Aarongs employees and gather much information about supply  chain management. On this basis we made some graphical chart for showing some important issue. 5.1. Systems are currently used in Aarong: For the calculation see Table no: 2 at page 19 5.2. Facing the problems below when using these systems: For the calculation see Table no: 2 at page 19 5.3. Competitors Analysis of Aarong: Aarong has competitive advantage over its competitors on almost every factor. Only few companies have ability to chase some sort of advantage like Aarong. Such as qualities and innovativeness, Kay-Kraft and Anjan’s supplier, Rang’s color and Khubsoorti’s cost. Aarong has gain competitive advantage through its supply chain management system. Aarong has a vast network system with its thousands of suppliers and manufacturers which gave Aarong superior production and resource allocation power. Competitors do not have power that can match Aarong’s production capability so they are losing shelves. SCM keeps track of its supplier and its inventory properly so there less costly and hustle free for the employees. Performance of service has increased more than its competitors so there are more satisfied customers of Aarong. 6. Conclusion: There is a reason why Aarong is at the forefront of the urban fashion-scene. Their innovative clothing line fuses ethnic wear with global trends using traditional Bangladeshi materials. Aarong is a support enterprise of BRAC. A significant portion of their earnings are invested towards improving the socio-economic standards of disadvantaged artisans and underprivileged rural women of various communities. Aarong organizational vision will be achieved smoothly and that is the women will be empowered through â€Å"grass-root level women entrepreneur development† and this empowerment will change the overall scenario of economic condition. 7. Recommendations: With multiple stores in Dhaka, Aarong is a leader in superstore retail  organizations. The combination of quality and price under various brand name offers customers value for their money. We have examined and evaluated the operations of Aarong. We recommended the following in to order to ensure continued success for the future of all Marks and Spencer stores. 1. Find alternative sources to marks and Spencer stores abroad. 2. Increased marketing efforts.

The Controversial Life Issue essays

The Controversial Life Issue essays Abortion is one of the most divisive issues in contemporary US history, perhaps even more so than homosexuality. (Ethics) No matter how a person may look at the situation they are either Pro-Life or Pro-Choice, unless they have mixed, or partial, feelings. Even if you have no preference, you are considered Pro-Choice! As we have left the 20th Century, the abortion statistics have risen and so has dissension, however, Pro-Choice should be the main standing among US citizens as we look at our rankings. In 54 countries, including the US, abortions are legal and in 97 countries, abortions are illegal. Each year there are 46 million abortions conducted through out the world. (Statistics) In the United States alone there are around 1,370,000 abortions practiced annually, according to the Alan Guttmacher Institute. Abortions have risen significantly in the last few years. In 2001, there were 1.31 million abortions in the US alone. When we look at the age factor of women who received these abortions, 52% were younger than 25 years old and 19% were teenagers. The abortion rate is highest for those women aged 18 to 19. (Statistics) So how does someone know if they are Pro-Life, Pro-Choice, or in between? As for being Pro-Life, the person believes that as of conception the embryo or fetus is alive and should not be killed, or in other words have an abortion. (Pro) It is equally heinous intentionally to kill a human being in existence at fertilization, as to kill a larger pre-born child. (Abortion) If a person chooses to be Pro-Choice, they believe that a womans body is her responsibility and she should make her own choices without government interference, except for maybe age. (Pro) Reproductive freedom-the fundamental right of every individual to decide freely and responsibly when and whether to have a child-is a reaffirmation of the principle of individual liberty cherished by most people world...

Self Government of NE Colonies essays

Self Government of NE Colonies essays Prior to 1650, self-government in the New England colonies was affected by both democracy and freedom of religion. The basic idea of democracy as a form of government is that it is for the people, by the people. (Or through their choice of elected The Mayflower Compact, signed in 1620 was one of the first signs of democracy in America. The Fundamental Orders of Connecticut, adopted in 1639, were another example of democracy leading to self-rule. Freedom of Religion led to self-government as well. This is evident in the formation of colonies such as Plymouth, which was formed by Puritan dissenters from England seeking religious freedom. It is also exhibited in the formation of Rhode Island (1636) in which Roger Williams left the Massachusetts Bay Colony to seek religious freedom and create a religiously free colony of his own. In general, both democracy and freedom of religion made large contributions to the self-government of the New England colonies. Democracy was a key element to the rise of self-government in the New England Colonies prior to 1650. The Mayflower Compact of 1620 was signed by Puritan pilgrims aboard the ship the Mayflower. This compact served as the first constitution that these settlers abided by in their newfound home in New England. Upon their arrival in the new world, the pilgrims wished to establish a democratic set of rules for themselves, so they forged the agreed-upon set of laws contained within this document. It stated that the people would accept whatever the majority chooses, and the people would vote on laws. This compact was significant in that it served the purpose of a constitution for these settlers. It was quite democratic, as the laws established within it came about entirely as a result of the needs and desires of the people, the Puritan pilgrims, and was engineered to suit their needs as they formed a new society in the new world. Thus, this democratic doc ...

The Invasion of Normandy in World War II (D-Day)

The Invasion of Normandy in World War II (D-Day) The Invasion of Normandy began on June 6, 1944, during World War II (1939-1945). Commanders Allies General Dwight D. EisenhowerGeneral Bernard MontgomeryGeneral Omar BradleyAir Chief Marshal Trafford Leigh-MalloryAir Chief Marshal Arthur TedderAdmiral Sir Bertram Ramsay Germany Field Marshal Gerd von RundstedtField Marshal Erwin Rommel A Second Front In 1942, Winston Churchill and Franklin Roosevelt issued a statement that the western allies would work as quickly as possible to open a second front to relieve pressure on the Soviets. Though united in this goal, issues soon arose with the British who favored a thrust north from the Mediterranean, through Italy and into southern Germany. This approach was advocated by Churchill who also saw a line of advance from the south as placing British and American troops in a position to limit the territory occupied by the Soviets. Against this strategy, the Americans advocated a cross-Channel assault which would move through Western Europe along the shortest route to Germany. As American strength grew, they made it clear that this was the only approach they would support. Codenamed Operation Overlord, planning for the invasion began in 1943 and potential dates were discussed by Churchill, Roosevelt, and Soviet leader Joseph Stalin at the Tehran Conference. In November of that year, planning passed to General Dwight D. Eisenhower who was promoted to Supreme Commander of the Allied Expeditionary Force (SHAEF) and given command of all Allied forces in Europe. Moving forward, Eisenhower adopted a plan begun by the Chief of Staff of the Supreme Allied Commander (COSSAC), Lieutenant General Frederick E. Morgan, and Major General Ray Barker. The COSSAC plan called for landings by three divisions and two airborne brigades in Normandy. This area was chosen by COSSAC due to its proximity to England, which facilitated air support and transport, as well as its favorable geography. The Allied Plan Adopting the COSSAC plan, Eisenhower appointed General Sir Bernard Montgomery to command the invasions ground forces. Expanding the COSSAC plan, Montgomery called for landing five divisions, preceded by three airborne divisions. These changes were approved and planning and training moved forward. In the final plan, the American 4th Infantry Division, led by Major General Raymond O. Barton, was to land at Utah Beach in the west, while the 1st and 29th Infantry Divisions landed to the east on Omaha Beach. These divisions were commanded by Major General Clarence R. Huebner and Major General Charles Hunter Gerhardt. The two American beaches were separated by a headland known as Pointe du Hoc. Topped by German guns, capture of this position was tasked to Lieutenant Colonel James E. Rudders 2nd Ranger Battalion. Separate and to the east of Omaha were Gold, Juno, and Sword Beaches which were assigned to the British 50th (Major General Douglas A. Graham), Canadian 3rd (Major General Rod Keller), and British 3rd Infantry Divisions (Major General Thomas G. Rennie) respectively. These units were supported by armored formations as well as commandos. Inland, the British 6th Airborne Division (Major General Richard N. Gale) was to drop to the east of the landing beaches to secure the flank and destroy several bridges to prevent the Germans from bringing up reinforcements. The US 82nd (Major General Matthew B. Ridgway) and 101st Airborne Divisions (Major General Maxwell D. Taylor) were to drop to the west with the goal of opening routes from the beaches and destroying artillery that could fire on the landings (Map). The Atlantic Wall Confronting the Allies was the Atlantic Wall which consisted of a series of heavy fortifications. In late 1943, the German commander in France, Field Marshal Gerd von Rundstedt, was reinforced and given noted commander Field Marshal Erwin Rommel. After touring the defenses, Rommel found them wanting and ordered that they be greatly expanded. Having assessed the situation, the Germans believed that the invasion would come at the Pas de Calais, the closest point between Britain and France. This belief was encouraged by an elaborate Allied deception scheme, Operation Fortitude, which suggested that Calais was the target. Split into two major phases, Fortitude utilized a mix of double agents, fake radio traffic, and the creation of fictitious units to mislead the Germans.  The largest fake formation created was the First US Army Group under the leadership of Lieutenant General George S. Patton.  Ostensibly based in southeastern England opposite Calais, the ruse was supported by the construction of dummy buildings, equipment, and landing craft near likely embarkation points. These efforts proved successful and German intelligence remained convinced that the main invasion would come at Calais even after landings commenced in Normandy.   Moving Forward As the Allies required a full moon and a spring tide, possible dates for the invasion were limited. Eisenhower first planned to move forward on June 5, but was forced to delay due to poor weather and high seas. Faced with the possibility of recalling the invasion force to port, he received a favorable weather report for June 6 from Group Captain James M. Stagg. After some debate, orders were issued to launch the invasion on June 6. Due to the poor conditions, the Germans believed that no invasion would occur in early June. As a result, Rommel returned to Germany to attend a birthday party for his wife and many officers left their units to attend war games at Rennes. The Night of Nights Departing from airbases around southern Britain, the Allied airborne forces began arriving over Normandy. Landing, the British 6th Airborne successfully secured the Orne River crossings and accomplished it objectives including capturing the large artillery battery complex at Merville. The 13,000 men of the US 82nd and 101st Airbornes were less fortunate as their drops were scattered which dispersed units and placed many far from their targets. This was caused by thick clouds over the drop zones which led to only 20% being marked correctly by pathfinders and enemy fire. Operating in small groups, the paratroopers were able to achieve many of their objectives as the divisions pulled themselves back together. Though this dispersal weakened their effectiveness, it caused great confusion among the German defenders. The Longest Day The assault on the beaches began shortly after midnight with Allied bombers pounding German positions across Normandy. This was followed by a heavy naval bombardment. In the early morning hours, waves of troops began hitting the beaches. To the east, the British and Canadians came ashore on Gold, Juno, and Sword Beaches. After overcoming initial resistance, they were able to move inland, though only the Canadians were able to reach their D-Day objectives. Though Montgomery had ambitiously hoped to take the city of Caen on D-Day, it would not fall to British forces for several weeks. On the American beaches to the west, the situation was very different. At Omaha Beach, US troops quickly became pinned down by heavy fire from the veteran German 352nd Infantry Division as the pre-invasion bombing had fallen inland and failed to destroy the German fortifications. Initial efforts by the US 1st and 29th Infantry Divisions were unable penetrate the German defenses and troops became trapped on the beach. After suffering 2,400 casualties, the most of any beach on D-Day, small groups of US soldiers were able to break through the defenses opening the way for successive waves. To the west, the 2nd Ranger Battalion succeeded in scaling and capturing Pointe du Hoc but took significant losses due to German counterattacks. On Utah Beach, US troops suffered only 197 casualties, the lightest of any beach, when they were accidentally landed in the wrong spot due to strong currents.  Though out of position, the first senior officer ashore, Brigadier Theodore Roosevelt, Jr., stated that they would start the war from right here and directed subsequent landings to occur at the new location.  Quickly moving inland, they linked up with elements of the 101st Airborne and began moving towards their objectives. Aftermath By nightfall on June 6, Allied forces had established themselves in Normandy though their position remained precarious. Casualties on D-Day numbered around 10,400 while the Germans incurred approximately 4,000-9,000. Over the next several days, Allied troops continued to press inland, while the Germans moved to contain the beachhead. These efforts were frustrated by Berlins reluctance to release reserve panzer divisions in France for fear that Allies would still attack at Pas de Calais. Continuing on, Allied forces pressed north to take the port of Cherbourg and south towards the city of Caen. As American troops fought their way north, they were hampered by the bocage (hedgerows) that crisscrossed the landscape. Ideal for defensive warfare, the bocage greatly slowed the American advance. Around Caen, British forces were engaged in a battle of attrition with the Germans. The situation did not change radically until the US First Army broke through the German lines at St. Lo on July 25 as part of Operation Cobra. Resources and Further Reading US Army: D-DayUS Army Center for Military History: Invasion of Normandy

Technology adoption in modern enterprises Assignment

Technology adoption in modern enterprises - Assignment Example In essence, such adoption covers all department, from communication, supplies management, staffing, and marketing to others. Holistic adoption is detrimental to eventual enterprises success. Furthermore, there is a dire need for the firms to ensure that their intrinsic information is available for those with developing interest to invest in their products. For this reason, static, explicit, temporal data must be available on demand. Technological tools must be available to facilitate such storage. Staffs rich in such knowledge and skills even facilitate further the technology adoption in a business. Any enterprise has to go along with the radical changes that have occurred. Modern advertising methods have to be at the inclusive end. Technology has permeated most organizations and brought changes not experienced before. Firms are encouraging the art of innovation through mentorship programs, exchange programs, and ushering in motivational rewards for the creative employees. Technology adoption has positive implications for such enterprises. First, it improves communication processes, through internet, emails, and other multiple channels hence saving time. The staffing process works at ease, promoting the efficiency of screening, recruitment, selection, and hiring of the most proficient aspiring workers. Eventually, there is a quick flow of all activities and mobility. Such adoption comes along with hindrances. High maintenance cost is the major challenge, and the firm must be proactive prior to technology adoption.

Personal Statement - Why Do You Want To Study Business Adminstration

- Why Do You Want To Study Business Adminstration and why carnegie mellon - Personal Statement Example As a child, I used to tell my father that I could wish to own a large business organization when I grew up, but he thought I was joking. My Interest in business and the desire to live a high-class life, and be independent was discovered when I helped my father in his business shop during holidays. I used to market his products through Facebook, twitter and other social networks, which I found hard to convince my father to join. As I was working with my father in his business, I realized I could not directly face people because I was shy. Moreover, to further my skills and knowledge in business, I worked in several business entities as an internee. During this time, I learnt many business related skills like marketing, balancing the cashbooks, attending leadership trainings and workshops. All these skills and knowledge plus excelling well in my class work business related courses increased my interest in the need to do business administration. In the current world everything has changed due to advanced technology; this has also increased my interests in pursuing a business course. This is because, as a business administrator; I can sell my products through the social networks, process clients requests and even prepare data without necessarily going to the office, shop or meeting clients face- to – face. Carnegie Mellon University is my number one preferred university because of the quality and professional studies it offers especially in the school of Business studies. In addition, another reason is that most people owning high technology companies studied in Carnegie Mellon University. It also offers entrepreneurship inspirational business courses, which make interested students, come out successful once completing their studies from the university. In addition, as a student who wants to pursue in Business Administration, I believe Carnegie Mellon University is the perfect place for me. Professionally, Carnegie Mellon University in general

NO TOPIC Essay Example | Topics and Well Written Essays - 750 words

NO TOPIC - Essay Example There are many ways to success as demonstrated by "A Rice Sandwich" by Sandra Cisneros, where she demonstrates some of them with substantial backing in the process of writing the story. The first means of making it to the end without having to do much is blackmail, which is portrayed thoroughly with different character sin the story, which shows different types of blackmail and how they are used to the advantage of the characters using them. The first case is emotional blackmail, which appears to be the most effective means of making it to the top without investing oneself heavily in the issues that matter. This occurs through establishing an emotional connection and using it to one’s own advantage, where it is applied at the right time to exert the most pressure on the subject to give in to one’s demands. As such, the story depicts this with clarity, where the persona of the story uses tears to will the parents into submission, as there is no desire whatsoever to have lunch at school. The second use of tears as a form of blackmail is portrayed in the nuns’ cases, where tears are the only thing that come out of the persona in the story, when the nuns want the persona to engage in an activity (Cisneros). Consequently, emotional blackmail is an effective way to be successful by wooing people to avoid emotional pain or even sympathize with one’s emotional pain, where crying is now the means of blackmail against subjects in power. This also acts as a form of manipulation, where there are several incidences in the story showing how manipulation serves to achieve success. This leads to the second form of blackmail, which involves having damaging information on someone and using it to one’s advantage as is seen in the case of the nuns against the persona. The nuns ask the persona, where they live, where the persona points to dilapidated apartments, leading to shame and embarrassment, this proves the use of information to exert power against other people and to have one’s way with rebuttal or consequences. The consequences are borne by the person, on whom compromising information exists, leading to their full cooperation and even fulfillment of one’s wishes. The above two-mentioned form of blackmail are also mentioned in "The Circus" by William Saroyan, as means of getting being successful, where information is applied to manipulate individuals to achieve their potential. "The Circus" by William Saroyan portrays information as a way t success, where individuals use information as a motivating factor to work hard or harder in order to ensure that they are successful. Louis Dagget uses information as his path to success, where he takes to heart the words of his superiors in ensuring that he gets to be a lion tamer (Beckhoff 20). Consequently, information becomes as a means of success, where he now seeks to work in a circus irrespective of the position, but as part of the circus crew altogether; furth ermore, means of achieving success are through undermining one’s confidence, which is different from blackmail. Undermining confidence serves as a means of being successful by demeaning one’s sense of self-worth leading in a person giving up his or her standing or position. Undermining one’s confidence dwells on the weaknesses that one has and knows about himself or herself. As such, â€Å"A Rice Sandwich† portrays this way of achieving succ

Enlightenment or the Great Awakening Essay Example | Topics and Well Written Essays - 250 words

Enlightenment or the Great Awakening - Essay Example In reaction, a new spiritual renewal, â€Å"characterized by great fervor and emotion in prayer,† (Great-Awakening.com) was begun by the Wesley brothers and George Whitefield. This movement of religious revival, which crossed the Atlantic and swept over the American Colonies, particularly New England, between 1730 and 1745, is termed The Great Awakening. George Whitefield and Jonathan Edwards were the most prominent preachers of this movement. The Great Awakening greatly impacted the ideological development of the Colonies. Unlike the earlier doctrine of the Puritans, the new doctrine promised the grace of God to all who experienced a desire for it. It emphasized greater intimacy with God and encouraged overt emotional expression. More importantly, a personal approach to salvation took precedence over church dogma. This undermined the authority of the church leaders and transferred power to the congregation. A large number of new religious denominations were formed. Ironically, this splintering of the hitherto dominant Puritan and Anglican groups led to a unification of the American Colonies and the birth of a â€Å"national consciousness† and an American identity. The Great Awakening was the ideological root of the American Revolution, as it effectively undermined the belief that the monarchy was sanctioned by God. The movement engendered the notion of a consensual government and the belief that State rule was a c ontract of the government with the people. Individualism in religion formed the basis for the desire for political independence. The Great Awakening united the colonists in anti-Catholic sentiment. This later metamorphosed into a deep anti-British fervor. The colonists realized that just as religious power lay in their own hands, so also could they take on the reins of government. The ideology of self-governance was an off-shoot of the Great

Patient safety officer Essay Example | Topics and Well Written Essays - 1000 words

Patient safety officer - Essay Example e that standards of the institution are maintained to meet the needs of the client, and continuous improvement of systems in response to hazards that may occur are important in patient safety. By developing the hospital staff through trainings, workshops, drills, et cetera, there will be improvement in rendering care towards clients. Responsibilities of the patient safety officer include overseeing if standards for safety are followed, taking action for hazards, and facilitating staff development activities. As a responsibility of health care institutions to prevent patients from acquiring hospital-associated infections (HAI), infection control programs are given importance in hospitals. Recent studies propose that the use of evidenced-based practices (EBPs) can help prevent HAIs (Yokoe & Classen, 2008, p.S3). In addition, monitoring of performance based on patient outcomes are recommended evaluative measures. Documentation of infections that occur, if any, as well as the outcomes of EBPs application are important ways to â€Å"improve care and as a means to enable customers to choose safer care† (p.S6). In the United States, the Joint Commission for the Accreditation of Health care Organizations directs the participation of health care facilities in hazard surveillance rounds (Prezant, et al., p.92). This is done to assess compliance gaps and identify hazardous conditions, performed semiannually in hospitals and annually in clinics (p.92). It is the duty of the safety officer or manager to lead the activity, record the process, report data, and facilitate improvements with the safe committee (p.92). Risks or hazards identified are managed according to the four Ts strategy of terminating, treating, transferring, and tolerating which may also be adapted in health care. Termination can be done either by making changes in materials used or terminating the operation associated with the risk (Stephans, 2004, p.121). Treatment is performed by applying controls that

Islamist Extremism by Jemaah Islamiah in South Asia Research Paper

Islamist Extremism by Jemaah Islamiah in South Asia - Research Paper Example The main external influence on the psyche and perception of the South East Asian people has been from the events that have happened in the Middle East. The complex geo-politics of the Middle East and the interference of the United States in the region, had led to the South East Asians’ perceiving that that Islam is repressed and threatened. Similarly, the Soviet invasion of Afghanistan, the massacre of Muslims in Yugoslavia, and the radical Hinduism in the neighbouring state of India, further added to the insecurity. In addition, there has been a more direct and potent influence of Saudi Arabia that provides donations and funding for setting up schools, madarsas (schools where only Quran and scriptures are taught) and for distributing religious books (Liow, 2004). This massive influx of Wahhabi Sunni ideology from the Middle East, led to the people adopting more conservative Islamic outlook towards both personal and political life. It also prepared the ground for easy acceptan ce of radical form of Islam in the region. The political environment of most of the Muslim dominated states like Indonesia and Malaysia has been of evolutionary democracy, where the government is guided by a mix of traditional Islamic and modern rules and regulations. The region does not allow radical Islam as a political ideology and hence, there is a section of the population that displays discontentment due to their political exclusion. This discontentment was further fuelled by the economic crisis of the 1990s. that led to widespread financial despair, unemployment and left the governments weak and unable to support the population (Sebastian, 2003). The economic crisis consolidated the belief that Western ideologies were exploitative and detrimental and that Muslims need to organize and do business

Patient safety officer Essay Example | Topics and Well Written Essays - 1000 words

Patient safety officer - Essay Example e that standards of the institution are maintained to meet the needs of the client, and continuous improvement of systems in response to hazards that may occur are important in patient safety. By developing the hospital staff through trainings, workshops, drills, et cetera, there will be improvement in rendering care towards clients. Responsibilities of the patient safety officer include overseeing if standards for safety are followed, taking action for hazards, and facilitating staff development activities. As a responsibility of health care institutions to prevent patients from acquiring hospital-associated infections (HAI), infection control programs are given importance in hospitals. Recent studies propose that the use of evidenced-based practices (EBPs) can help prevent HAIs (Yokoe & Classen, 2008, p.S3). In addition, monitoring of performance based on patient outcomes are recommended evaluative measures. Documentation of infections that occur, if any, as well as the outcomes of EBPs application are important ways to â€Å"improve care and as a means to enable customers to choose safer care† (p.S6). In the United States, the Joint Commission for the Accreditation of Health care Organizations directs the participation of health care facilities in hazard surveillance rounds (Prezant, et al., p.92). This is done to assess compliance gaps and identify hazardous conditions, performed semiannually in hospitals and annually in clinics (p.92). It is the duty of the safety officer or manager to lead the activity, record the process, report data, and facilitate improvements with the safe committee (p.92). Risks or hazards identified are managed according to the four Ts strategy of terminating, treating, transferring, and tolerating which may also be adapted in health care. Termination can be done either by making changes in materials used or terminating the operation associated with the risk (Stephans, 2004, p.121). Treatment is performed by applying controls that

Economics Article Analysis Example | Topics and Well Written Essays - 1250 words

Economics Analysis - Article Example Comparative advantage is often measured in terms of the overall cost involved in producing any particular good or service. Further with the increase in the competition at the international level puts pressures on the international prices of the goods and it may become difficult for the firms to continue to export their products in the international markets at the current prices without reducing the costs or improving the technology to manufacture the product. The article under review discusses the wine industry of Australia and how the exports changed over the period of time due to certain factors. This article discusses as to how the sales in terms of volume changed over the period of time besides the reduction in the prices at international level. This report will therefore focus on the application of microeconomic theory on the facts and statements made in the article and will provide a comprehensive discussion of how the international trade dynamics come into interaction with each other in international market. The article under study provides a historical overview of the Australian Wine industry and how it evolved over the period of time. It also discusses some of the dynamics in international market and what are the factors on which competition between the countries is based. (McEachern 2003) It is critical to note that the article suggest that the Australian wine is regarded highly by the wine drinkers all over the world. Due to the quality of the wine, Australian companies have been able to erode the French domination from the market. This fact suggests that the Australian firms have been able to achieve the relative comparative advantage in international market due to the quality of the wine. The above graph shows the composition of how the total production in the country is sold. It clearly indicates that most of the wine produced in the country is exported to countries like UK, US, China and Hong Kong thus suggesting that the

Classes, control and saving Essay Example for Free

Classes, control and saving Essay This section is a grouping of elements influencing various forms of power control. The specification highlights three device power classes possible for Bluetooth radios that are related to the power range of the transmitter: †¢ Class 1 is 100mW and up to about 100m range †¢ Class 2 is 2. 5mW and up to about 20m range †¢ Class 3 is 1mW and up to about 10m range Radios are subject to environmental influences and the Class 3 range of up to 10 meters is more likely to be 5 meters when furniture or people are in proximity of the radio. This form of power control is provided to cut down on interference with other devices in the ISM band and obviously help prolong battery life (see â€Å"Bluetooth: Goodbye Infrared†). The second form of power control is on the receiver side of a Bluetooth device. To enable all classes to communicate in a Piconet without damage to the RF front ends of the lower power classes, a method for controlling Class 1 device transmitter power is required. Transmit power control is mandatory above 4 dBm, below this level i. e. all Class 2 and 3 modules it is optional. To implement a power control link the remote device must implement a Receive Signal Strength Indicator (RSSI). For a transceiver wishing to take part in a power controlled link it must be able to measure its own receiver signal strength and determine if the transmitter on the other side of the link should increase or decrease its output power level. The RSSI makes this possible. Power control is specified is as a golden receive power, defined as a range with a low limit and a high limit. The RSSI must have a minimum dynamic range equal to this range. The RSSI must have an absolute accuracy of  ±4dB or better when the receiver signal power is –60 dBm. In addition, a minimum range of 20. 6 dB must be covered, starting from –60 dB and up. The instructions to alter the transmitter power are carried in the Link Manager Protocol (LMP) link (see â€Å"Bluetooth: Goodbye Infrared†). The last form of power control relates to the power consumption. The Hold, Sniff and Park modes are power saving modes set out in the specification aiming to preserve battery consumption. The Hold mode is typically used when a master is establishing a link with a new device and requires the other slaves to temporarily halt their transmissions. The Sniff mode puts slaves into a low duty cycle mode of operation but is still an active member of the Piconet and the master can only transmit after a ‘sniff’ interval. In Park mode slaves enters a low duty cycle mode of operation and are no longer active members of the Piconet (see â€Å"Bluetooth: Goodbye Infrared†). B. Applications and Profiles. Undeniably the ideal candidate for the first wave of applications will inevitably be based on mobile cellular technology, but what other applications can be realised using Bluetooth technology? The specifications outline a wireless technology that is as cost effective as the cable it replaces and aim to balance reliability, resilience, convenience and low power. The short-range connections of data and voice could mean the emergence of applications suitable for: ? Access points allowing mobile devices connection to services e.g. telephone network (PSTN) or LAN services. ? Mobile phone link to Laptop PCs ? Mobile phone connections to wireless headsets ? PDA, palmtop and desktop PC inter accessibility for file and data synchronisation. The Bluetooth core specification describes the protocol, but the Profiles document enhances this by setting out a number of profiles for applications and defining the way a number of services operate e. g. a file transfer profile defines how devices exchange data files. The profile document aids applications development, describing implementation schemes and highlights parts of the core Bluetooth protocol supporting the profile. Profiles supported are outlined in Figure 6; they are depicted grouped together. Each profile is built upon the one underneath, attaining their features from the lower profiles. The result of this approach gives the profiles a similar look and feel for user recognition. Plus developers can recycle modules for speeding up development time and reducing costs (see â€Å"Bluetooth Technology: What are the Applications? †). A wireless headset for a mobile phone is an application example using the profiles. It uses the Headset profile as its core specification. In Figure 6 the Headset profile is built from the Serial Port Profile (SPP) and the Generic Access Profile (GAP). The GAP being the base of all profiles, it defines the generic procedures related to device discovery and link management (see â€Å"Bluetooth Technology: What are the Applications? †). Figure 6: Bluetooth Profiles.

School Counsellors for Gifted and Talented Students

School Counsellors for Gifted and Talented Students This paper critically reviews previous studies that have explored the role of school counsellors for gifted and talented students. School counsellors in Saudi Arabia receive little specific training in the needs of gifted students, and it is very rare for counsellor training programmes to require counsellors to take courses on gifted students as part of the degree requirements. Therefore, this article considers theories of counselling, and the role of school counsellors, and gifted student programmes in the USA, the UK and KSA. This review considers the counsellors role in different contexts and discusses it in the Saudi context. In doing so, the psychological, educational and professional skills of counsellors need to be understand in order to meet the needs of gifted and talented students so that they can live up to their ambitions and aspirations. Background of the study The role of the school counsellor is complicated and one of the most demanding careers when compared with other educational professions. It involves interaction with students from different cultural, economic and social backgrounds. The primary responsibility of the school counsellor is to develop the skills that will enable them to meet the challenges of this technological era. In the era of globalization, this objective is more important than ever, where we have to search for and develop the skills of talented students. In 1981, the Ministry of Education in Saudi Arabia established the General Directorate of Guidance and Counselling for Gifted Students. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational and vocational problems and to deliver protective counselling (Ministry of Education in Saudi Arabia, 1999). For this reason the current paper will highlight the historical background of school counselling and counsellors of the gifted and talented in the USA, UK and KSA. In the 1955 Yearbook of Education, reference is made to counselling as a process of helping individuals through their own efforts to discover and develop their potentialities both for personal happiness and social usefulness (Hall Lauwerys, 1955, cited in Milner, 1974). A more recent definition is that counselling is to help an individual to make his own decisions and choices in the light of his feelings and needs (Milner, 1974). Jones (1970) suggested that counselling Is an enabling process, designed to help an individual come to terms with his life as it is and ultimately to grow to greater maturity through learning to take responsibility and to make decisions for himself. The American School Counsellor Association (ASCA, 1999) defines counselling as an interactive process as follows: it is a confidential relationship in which the counsellor meets with students individually and in small groups to help them resolve or cope constructively with their problems and developmental concerns. In Coreys (2002) words, the central function of counselling is to help clients recognize their own strengths, discover what is preventing them from using their strengths, and clarify what kind of person they want to be. Counselling is a process by which clients are invited to look honestly at their behaviour and lifestyle and make certain decisions about how they want to modify the quality of their life. McLaughlin (1993) mentions that effective school counselling has three elements: an educative function whereby attention is focused on the social development of the student within the school context; a reflective function which explores the possible impact of the school practices and societal conditions on the personal and mental health of the student, and a welfare function which is concerned with planning for and reacting to issues that affect the students welfare. Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them. It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define. Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talente d. On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and b y-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be pro ducers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year. According to Alhossaini (2000), the effectiveness of the educational process could be seen in table (1): The above figure of methods of interactions could be interpreted in this table. If these roles are all positive, we get the creative outcome. And it is mines, mines, mines, it is less creative. Pattison (2006) suggests that, counselling is an activity that takes place behind closed doors in privacy, the nature of client confidentiality requires this. However, this can make counselling practices and processes mysterious and misunderstood. In placing this research in the public arena, it is hoped that counselling practices and processes have been made a little more transparent and that the case for including young people with learning disabilities in counselling has been strengthened. Bor et al. (2002) state that school counselling is an interaction in a therapeutic setting, focusing primarily on a conversation about relationships, beliefs and behaviour (including feelings), through which the childs perceived problem is elucidated and framed or reframed in a fitting and useful way, and in which new solutions are generated and the problem takes on a new meaning . Research Problem There have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country. The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students. 1.5 The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia support gifted students? Does the authorities in the schools help in the development of the programmes? How do we determine the effectiveness of the programmeswith the school counsellor, principal, and teachers help? 1.6 Sub-questions Two sub-questions will also be explored: Do the teacher, student counsellor and principal who work with gifted students have special qualifications? What is the level and nature of the response of gifted students to these programmes? Historical review of school counselling in USA Schmidt (1999) suggests that the development of school guidance and counselling in the United States has its roots in the vocational guidance movement, which started in 1898 when a Detroit school principal, Jesse Davis, introduced a guidance curriculum that was delivered in each English class in his school to help students develop character, avoid problem behaviour, and relate vocational interests to the solution of their vocational and social problems. Gysbers (2001) argues that in the 1920s and 1930s, the concept of guidance evolved from vocational to educational guidance. Educational guidance was viewed as a set of activities that would address not only occupational concerns but also the personal and educational aspects of individuals. However, although school counselling remained focused on secondary schools, counsellors were beginning to appear in some elementary schools in Boston in the 1930s. Yet, it was not until the 1960s that the need was generally recognized and funds were provided for the training of counsellors in elementary schools (Schmidt, 1999). However, Baker (2001) suggests that despite the progressive movement of the 1960s, school counselling did not fare well in the 1970s. During the 1970s and into the 1980s, a number of school counselling positions were eliminated and fewer jobs were available for newly trained school counsellors due to school budget cuts and financial problems across the US. At the same time, concern was being expressed about the programmes of guidance and counselling and the services offered by counsellors in school (Baker, 1996; Schmidt, 1999). On the other hand, Herr (2001) says that attempts to define the role and functions of the schools comprehensive developmental models w ere better suited to meeting the development needs of students. In 1997, the American School Counsellor Association (ASCA) (1999) adopted the National Standards for School Counselling Programmes. According to these standards, school counsellors are required to address the needs ofstudents comprehensively through the implementation of a developmental school-counselling programme. Historical review of school counselling in the UK School counselling in the United Kingdom dates back to 1913 when London County Council appointed a psychologist to examine backward children and advise their parents and teachers on methods of treatment (Milner, 1974). However, it was not until the 1960s that school counselling began to emerge as a discipline in its own right (Bor et al., 2002). At the time, the American school counselling model which was based on the client-centred approach proposed by Rogers (1961) was influential. Rogers produced a report in which he recommended that counsellors should be appointed to look into the needs of low achieving children. As a result, counselling courses were set up for experienced teachers, and several hundred counsellors were employed by local education authorities throughout the country (Bor et al., 2002). However, according to the Department of Education and Science (1989, cited in Bets et al. 1995) pastoral care is concerned with promoting pupils personal and social development and f ostering positive attitudes. Confronted with pervasive and traumatic social problems such as the collapse of the extended family and increases in rates of violence, the need for school counselling attracted the attention of local education authorities. However, in the light of limited budgets, the 1980s witnessed a shift of emphasis on counselling, and it was felt that counselling should be integrated into teaching practice, so that teachers themselves should take responsibility for pastoral care (Bor et al., 2002; Mclaughin, 1999). Jones (1970) says that, in the absence of government backing, enthusiasm for counselling courses began to fade, and the majority of schools were left without counsellors. To exacerbate the situation even further, cuts in education funding at thehands of the Conservative government in the 1980s resulted in a reduction in the number of existing counsellors (McLaughlin, 1999). According to one estimate, only fifty counsellors were left in schools in England and Wales following the introduction of the local management of schools in 1987 (Robinson, 1996). Bor et al. (2002) argue that since the 1980s and despite heavy workloads, growing social problems and immense psychological pressure, teachers in the United Kingdom still continue to play a major role in counselling their students. To add to their problems, they have recently fallen under pressure to fulfil all of the criteria of an over-demanding National Curriculum. As a result, teachers now find it difficult to fulfil a pastoral role, and schools are beginning to feel the need to employ counsellors to meet the educational, psychological and emotional needs of students. To provide teachers with the necessary counselling skills, a sizeable number of studies in the field of pastoral care began to appear (e.g. Raymond, 1985; Watkins, 1994; Hamblin, 1984; Marland, 1989). In general, these studies focused on good student-teacher relationships (Mclaughlin, 1999), emphasized the importance of assisting children to improve their lives, and used study skills to guide them in making their own decisions (Raymond, 1985). Nonetheless, although the literature on counselling and pastoral care in the United Kingdom is vast, it is still not integrated and provides only a few guidelines on practice (Al-Rebdi, 2000). On the other hand, some still argue that teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures of 30 or so youngsters (Black et al., 1998). The debate is still raging between those who argue that counselling should be provided by specialists and those who suggest that teachers should bear the burden. Inthis context it is worth listing the duties and responsibilities of the school counsellor as outlined by the British Association for Counselling (1997). These are: Â · To offer pupils, parents and staff individual or group counselling. Â · To provide information on the counselling service, the role of the counsellor and boundaries of confidentiality. Â · To cooperate with head teachers, governors, parents and, where appropriate, the local education authority, in setting up a suitable appointment system. Â · To keep suitable case records of counselling conducted in a secure place. Â · To report back to management on a regular basis on the numbers that use the service and to give a general overview of the types of problem encountered. Â · To liaise with the pastoral management team, year tutors, class teachers, governors, parents and caring agencies. Â · To network with personnel from other agencies with a view to easing referrals and accessing specialist consultants. Â · To devise and, where appropriate, deliver a programme of training to support and develop the counselling service. Â · To attend supervision with a suitably qualified supervisor. Historical review of school counselling in the KSA Initially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsell ors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999). The responsibilities of this administration are as follows: 1- To plan, prepare and develop the programme and services of guidance and counselling. 2- To provide professional staff who are capable of delivering such services to all students at various stages of education. 3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs. 4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live. 5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999). Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors; counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community. Counselling gifted students Landau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993; Kelley, 1999; Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues. According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance andassistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not al l gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed. Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved. Research Design The design of the study is intended to determine: first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students; second, the effectiveness of the programmes in developing the capacity of the gifted students. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. Time Schedule Literature Review History of programmes for gifted students in KSA Observation Questionnaires Evaluation of performance Analysis of performance of the students Findings and Recommendation Conclusions Conclusion The role of school counsellors for gifted and talented students has been discussed widely in the literature. However, school counsellors urgently need to be provided with the appropriate skills in the areas of education and psychology so that they are capable of providing guidance to talented students and thereby respond to their needs in a way that will boost the educational process in the school. Counselling gifted students and their relatives is one of the mainly challenging and satisfying functions for a counsellor. Gifted students have wonderful variability, not only in their cognitive capability, but in their affective progress. While there are obviously frequent themes in the social-emotional issues tackling gifted students, there are also reflective individual differences amongst them. The talented student faces numerous problems that make life hard for him at school. However, anxiety and tension may affect his social life as well as forcing him to live in isolation. Moreover, decisions in relation to gifted learners should be part and parcel of a wider programme. This implies the identification of the task as being one which helps children conform with their culture, or empowers children to advance in their society, or challenges social, political and economic inequalities. Schoolcounsellors receive little specific training on the affective needs of gifted students and it is rare for counsellor training programmes to require counsellors to take a course on gifted students as a degree requirement. The role of the school counsellor is to develop the skills of the pupils in general, giving special attention to those who are talented and innovative by discovering their areas of interest, and by responding to their needs in a way that will achie