China and the Global Economy essays

China and the Global Economy essays Recently, the so-called global economy has been incredibly successful, being strongly supported by most recent presidents, Bill Clinton, and now George Bush. This economy has, overall, been a great impetus for the world as a whole. Not only does it bolster the economies of struggling nations by allowing them to trade with an economic powerhouse like the United States, but also it allows for more competition in the global marketplace, driving down costs to the consumer, and increasing quality. China, however, is one nation whose potential entrance into this global economy is under heavy opposition and scrutiny. While our executive branch strongly advocates their entrance, claiming that China would be a great addition, many oppose this notion, citing all of the moral and ethical issues at hand as evidence against the nation of China. So the question remains, as to whether or not China should be allowed to join the world economy. I will discuss the pros and cons of this very heate d issue. First, we should address exactly why China is such a questionable nation as far as economy is concerned. One important issue is their incredibly poor working conditions, and treatment of employees. In America, we have many laws protecting employees, including minimum wage, health and safety laws, social security, and workers compensation. China, however, has no such policies. Their workers get paid a pittance while being subjected to harsh working environments in so called sweat factories, where they are crammed together in a building with no air conditioning or other such luxuries. Many health and safety issues also arise, as China does not regulate things like emissions, or levels of certain chemicals or gasses that may be deemed harmful. While America poses strict regulations on its businesses regarding waste and hazards, China has no such regulations, potentially putting the lives of millions of workers in dange...

Qué es affidavit of support y obligaciones al firmar

Quà © es affidavit of support y obligaciones al firmar En Estados Unidos, la firma del affidavit of support es uno los requisitos que se piden para que un ciudadano o un residente pueda reclamar con à ©xito la tarjeta de residencia permanente para un familiar. Este documento del affidavit of support tambià ©n se conoce entre los migrantes como declaracià ³n jurada de sostenimiento, mantenimiento o solvencia econà ³mica. Puntos clave: affidavit of support o declaracià ³n de sostenimiento econà ³mico Los ciudadanos o residentes permanentes que piden la tarjeta de residencia para un familiar deben firmar un affidavit of support o declaracià ³n de sostenimiento econà ³mico.Es un contrato que garantiza al gobierno de EE.UU. que el migrante patrocinado no se va a convertir en carga pà ºblica. Esta obligacià ³n est vigente durante aà ±os.El monto de ingresos y/o patrimonio mà ­nimo para firmar el affidavit of support depende del estado en el que reside la persona que presenta la peticià ³n, del nà ºmero de miembros de la familia y de si el solicitante es militar.Si no se tienen ingresos o patrimonio suficiente se puede solicitar la ayuda de un co-patrocinador.  ¿Quà © es el affidavit of support o declaracià ³n de solvencia econà ³mica? Es un documento que las leyes migratorias de EE.UU. exigen que firme el solicitante de una tarjeta de residencia permanente para un familiar. Si no se firma, la peticià ³n de la green card ser negada. El affidavit of support sirve para asegurar al gobierno que la persona que se reclama para emigrar  no se va a convertir en una carga pà ºblica.   En realidad, el affidavit of support es un contrato que obliga al ciudadano o al residente que lo firma o, en su caso, a los co-patrocinadores o co-firmantes, a responder econà ³micamente por la persona patrocinada. Por ello es fundamental entender bien y sin dudas quà © es lo que se firma. Ingresos mà ­nimos para firmar el affidavit of support Los ciudadanos americanos y los residentes permanentes legales que patrocinan a un familiar deben demostrar, por medio del affidavit of support, que tienen necesitan ingresos o patrimonio superiores al 125 por ciento de la là ­nea de la pobreza. Cabe destacar que la là ­nea de la pobreza, que actualiza cada aà ±o el gobierno de Estados Unidos, es superior en Hawaii y Alaska que en el resto de los 48 estados de la Unià ³n Americana o el Estado Libre Asociado de Puerto Rico. Asimismo, el monto de la là ­nea de la pobreza cambia segà ºn el tamaà ±o de la familia. Y es que el ciudadano o residente que patrocina tiene que demostrar ingresos para mantener: a sà ­ mismoa la/s persona/s que se patrocinaa las que se ha  patrocinado, mientras el affidavit of support sigue vigentetodas las personas que dependen del solicitante,  segà ºn asà ­ conste en el  tax returns (hijos, esposa/o, etc). Sin embargo, para los militares en activo que piden a sus cà ³nyuges, hijos solteros menores de 21 aà ±os y padres es suficiente ingresos o patrimonio por el 100 por cien de la cantidad fijada por los datos del umbral de la pobreza.   Por otro lado, en los casos extraordinarios en los que el emigrante padece de una enfermedad crà ³nica seria o es una persona de edad avanzada es posible que las autoridades migratorias pidan acreditar  recursos econà ³micos superiores al 125 por ciento de la là ­nea de pobreza. Ingresos y patrimonio que se puede incluir en la declaracià ³n de solvencia econà ³mica. Cabe destacar que a la hora de calcular si se llega al mà ­nimo exigido por el gobierno para patrocinar se puede incluir adems de los ingresos, como es por ejemplo la nà ³mina (payroll, en inglà ©s), sino tambià ©n el patrimonio, si se puede  vender fcilmente en el plazo de un aà ±o. Por ejemplo, se considera patrimonio la vivienda despuà ©s de descontar lo que se debe de la hipoteca, o el auto o inversiones en bonos del tesoro, etc. Sin embargo, del valor resultante sà ³lo se puede contabilizar un quinto de su valor de mercado para todos los patrocinios excepto cuando se trata de un ciudadano que reclama a su cà ³nyuge o hijos menores de 21 aà ±os (child), en cuyo caso se puede computar un tercio de su valor de mercado. Por ejemplo,  si se tiene  una casa cuyo valor de mercado es de $200.000 pero tiene una hipoteca de $130.000, eso quiere decir que, en realidad, el patrimonio es de $70.000. Los ciudadanos patrocinando al cà ³nyuge o hijos solteros menores de 21 aà ±os podrn calcular para el affidavit of support un tercio de esos $70,000, es decir $23.333. Por el contrario, si el ciudadano patrocina a los padres, hijos casados o mayores de 21 aà ±os o hermanos sà ³lo se computa un quinto de esos $70.000, es decir, $14.000. Lo mismo ocurre para todos los casos en los que el solicitante es un residente permanente.  ¿Quà © hacer cuando ingresos y patrimonio no llegan al mà ­nimo que se pide para el affidavit of support? Se puede buscar a un co-patrocinador, es decir, a una persona que se obligue tambià ©n  a patrocinar econà ³micamente a la persona que se quiere  reclamar. Por ley, el co-patrocinador debe cumplir todos los requisitos siguientes: Ciudadano americano o residente permanente legalVivir habitualmente en Estados Unidos o en uno de sus territorios, como por ejemplo, Puerto RicoMayor de edad Si reà ºne estos tres requisitos, pueden darse dos opciones. En primer lugar, la persona que se brinda a colaborar es un miembro de la familia del patrocinador y vive en el mismo hogar. Por ejemplo, el padre o la madre del patrocinador principal o un hijo mayor de 18 aà ±os. Adems, en el caso de que el cà ³nyuge que se quiere reclamar vive ya en Estados Unidos y pueden ajustar su estatus, se pueden utilizar sus ingresos y unirlos a los de su patrocinador para alcanzar asà ­ la cantidad mà ­nima que se requiere para patrocinar, siempre y cuando vivan ya en el mismo hogar y la fuente de sus ingresos (trabajo) sea legal desde el punto de vista migratorio. Estos co-patrocinadores, a los que muchas veces se les llama co-firmantes, deben firmar la planilla I-864A.   En segundo lugar, el co-patrocinador puede no ser un miembro del hogar.  En otras palabras, es un familiar con su propio hogar o un amigo. En estos casos el co-patrocinador tiene que acreditar tener ingresos suficientes como si patrocinara solo y debe rellenar y firmar el affidavit of support de la planilla I-864. Si se firma un affidavit of support,  ¿cules son las obligaciones que se contraen? La declaracià ³n jurada de sostenimiento es un contrato legal. La persona que lo firma es responsable, en primer lugar, frente al gobierno. Y, en segundo lugar, ante el propio patrocinado. Como consecuencia de ello, los nuevos inmigrantes no pueden recibir dinero de ningà ºn beneficio federal, local o estatal calificado como means-tested. Por ejemplo: TANF, Medicare, Medicaid, cupones de alimentos, etc. Si el gobierno detecta que se recibià ³ incorrectamente uno de estos beneficios, pedir la restitucià ³n del dinero a la persona o personas que firmaron el affidavit of support. Si se tuviera que ir a Corte, se le pedir tambià ©n el pago de los gastos. Adems, tener conocimiento de que el migrante  patrocinado ha colectado beneficios del gobierno a los que no tenà ­a derecho es suficiente para ser multado con $5.000.   Adems, el migrante que, sin tener derecho, solicite estos beneficios puede ser multado por un mximo de $10.000 e incluso pena de prisià ³n. Por otro lado, la persona que firma el affidavit of support se compromete al mantenimiento del migrante pedido. Esto es asà ­ de tal modo que puede ser demandado por este à ºltimo. En el caso de los matrimonios resaltar que el divorcio no supone el fin de esta obligacià ³n. Los contratos privados firmados entre los cà ³nyuges relevndole de esa obligacià ³n no son ejecutables en corte. Es decir, son como papel mojado.   Vigencia de la obligacià ³n por firmar el affidavit of support La obligacià ³n de ser responsable del mantenimiento del nuevo migrante se extiende desde el momento en que  ha obtenido la tarjeta de residencia hasta que ocurre cualquiera de las siguientes circunstancias: el migrante se convierte en ciudadano americano por naturalizacià ³nel migrante regresa a su paà ­s, abandonando Estados Unidos y su estatus legalel migrante falleceel migrante ha contribuido 40 crà ©ditos a la Seguridad Social, lo que aproximadamente suelen ser 10 aà ±os, habiendo variedades para el cà ³mputo. Quà © documentos hay que completar para firmar el patrocinio econà ³mico Dependiendo del caso, estos son los documentos para el affidavit of support: I-864Z, cuando no se utiliza co-patrocinador y sà ³lo se patrocina econà ³micamente a una persona.I-864, en todos los dems casos.I-864A, para el co-patrocinador  vive en el mismo hogar familiar que el ciudadano o residente permanente que reclama la tarjeta de residencia para uno o varios de sus familiares. En el caso de peticiones mediante ajuste de estatus, al aplicar por este beneficio es cuando se presenta la planilla del sostenimiento econà ³mico. Pero cuando la peticià ³n de la green card va a travà ©s del procedimiento consular, seguir las instrucciones del Centro Nacional de Visas cuando se pone en contacto para los trmites finales. La importancia de notificar los cambios de domicilio Todos los que firman un affidavit of support debe notificar al Servicio de Naturalizacià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) los cambios de domicilio en el plazo de 30 dà ­as a contar desde la mudanza. Utilizar la  la planilla I-865. El castigo por incumplimiento puede ser multa de $250 a $2,000. Adems, si el firmante del affidavit of support es un residente permanente, debe tambià ©n notificar el cambio de direccià ³n con el formulario AR-11, que se puede completar en là ­nea en la pgina oficial del USCIS. Conclusià ³n importante sobre el affidavit of support Firmar un affidavit of support es un requisito imprescindible en la tramitacià ³n de peticiones de tarjeta de residencia por motivos familiares. No es posible no cumplir con esta obligacià ³n. Pero al hacerlo, el firmante se est comprometiendo a responder por el migrante patrocinado. Es por ello que hay que pensarlo bien, particularmente en el caso de matrimonios por conveniencia. Este es un artà ­culo informativo. No es asesorà ­a legal.

Atlas Shrugged by Ayn Rand Essay Example | Topics and Well Written Essays - 1250 words

Atlas Shrugged by Ayn Rand - Essay Example Humankind’s escape from the state of spiritual and eternal bliss to the mad quest for mundane obsession has repeatedly emerged as one of the favorite themes of discussion and criticism for literary artists in different times, although such process received different forms of literary manifestations. Ayn Rand’s Atlas Shrugged is one of the greatest literary pieces deals with the same theme and during the course of reflecting over different aspects of modern existence it has provided considerable focus over different aspects of human life, starting from gender, spiritual, physical and philosophical discourses. The theme of â€Å"individualism and collectivism †¦ manifested within the individual’s soul† (Sciabarra 114) has recurred among Ayn Rand’s literary works at different points of time; however, in the Atlas Shrugged her mastery to treat the same theme has reached culmination as she has been able to fuse both literary techniques and philosoph ical arguments to their perfectly measured respective proportions. The storyline of Atlas Shrugged provides a reader with an interesting mode of characterization, and the main reason behind such characterization can be the author’s conscious effort to portray the characters as perfect representatives of the modern world of capitalist observation both towards life, society and social duties or commitments. Presence of the capitalist socio-economic discourse at the heart of the novel plays a very important role in the context of orienting the nature of characters and parts that they have played in contributing to the ongoing course of the story. On one hand, the author has narrated tale of a society, where immorality and extreme selfishness gnawed the foundation of morality and fellowship; on the other, suffering of individuals, their emotional tenderness and their spiritual and emotional suffocation within an extremely inhuman situation clearly indicate that every time the entire social system will

Persian Gulf Today Essay Example | Topics and Well Written Essays - 250 words

Persian Gulf Today - Essay Example The city fostered education and culture among the Muslim people. The period was refereed to s the golden age of the civilization in the entire Muslim world. During, this time, the Muslim world made great strides in the field of science and art. In fact, the city was made the center for museums and mosques. The British made an agreement concerning the battle with the Hashemite dynasty. The Arabian countries were at risk of losing their sovereignty to the Hashemite dynasty, which was led by the Ottoman army. The British contributed in the battle between the Ottoman army and the Arab military. The British’s influence in the war made the Arab military to win the battle. Consequently, many Arabian territories were protected. In this regard, the Faisal al-Hussein was crowned as the first King of Iraq. The British later agreed to help the Arabic countries achieve their independent status. The initiative was aimed at breaking the countries from the control of the

Human Resources Essay Example for Free

Human Resources Essay Human Resource Policies Assessing personnel needs HR must be approachable if an employee seeks advice regarding employment Recruiting personnel   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Recruitment must be objective and has to meet the standards of the company Screening personnel Applicants must be screened in an objective manner and test their aptitude for the job Selecting and hiring personnel   Upon selection, the hired applicants will be more than qualified for the job applied for Orienting new employees to the organization   Newly-hired employees are oriented by the company guided by its mission and vision Deciding compensation issues Compensation and other benefits should be discussed upon signing the contract. Benefits and Compensation Basic Salary   Ã‚  Ã‚  Ã‚  Ã‚   The monthly wages that an employee must received due to work rendered. Night Differential   Ã‚  Ã‚  Ã‚  Ã‚   An employee who works from 10pm until 6am will get a 30% of his basic salary Fringe Benefit   Ã‚  Ã‚  Ã‚  Ã‚   Employees should be   complemented with the following: housing, group insurance (health, dental, life etc.), income protection, retirement benefits,daycare, tuition reimbursement, sick leave, vacation (paid and non-paid), social security, profit sharing, funding of education, and other specialized benefits.   Ã‚  Ã‚  Ã‚   Employee awards Prolific   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An employee is award because he works more than is required. Efficiency   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An employee is awarded because of his work ethic and objectivity Resourcefulness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     An employee is rawwarded due to his ability to find alternatives for the betterment of the job Customer Satisfaction It is always a company standard to treat a client in a proper manner, so as to make an increase in sales. Such award given to the employee makes him a role model for other employees. Innovative An employee is given this award because he strives for progress Salesmanship An employee makes a transaction beyond his quota, sales of the company would increase and will give the company and the manufacturer a boost on their public relations. Citation: The Art of Motivation: An Incentive Industry Primer

Impressions of Aging and the Elderly in Country Music :: Music Media Research Papers

Impressions of Aging and the Elderly in Country Music Abstract This paper examines recorded country music from about 1920 to 1990 as a source of popular impressions of aging and old age. A sample of 100 songs, primarily from Billboard's Top 40 charts are content-analyzed and the data categorized into image areas. Overall, as expected, the images of aging in the lyrics of country music, both as a process and as a demographic category, are positive; however, interesting variations appear when gender and specific image category are controlled. One important measure of the perception of the aging process is the manner in which aging and old age are depicted in various cultural forms. The condition of old age in primitive and prehistoric societies has been described by the folk tales and cave drawings of that have survived to the present (Fisher, 1978). Likewise, it is possible that current societal views of aging may be illuminated through the impressions created by contemporary agents of socialization. And while it is difficult to determine whether stereotypical images are derived from reality or if, if fact, such images create reality (Clark, 1980), it is possible to investigate how and to what extent certain institutions reflect various images of the aging process. In the last decade, a number of social scientists have investigated the ways in which informal agents of socialization provide or support current stereotypes and attitudes held toward the elderly. A review of previous studies in the area indicates that researchers have examined aging in jokes (Davies, 1977; Palmore, 1971; Richman, 1977), birthday greeting cards (Demos and Jache, 1980), television drama (Harris and Feinberg, 1978), poetry (Clark, 1980; Sohngen and Smith, 1978), newspapers (Bochholz and Bynum, 1982) and literature (Janelli, 1988; Loughman, 1977; Sohngen, 1977). Of particular interest and importance to this study is the recent work of Cohen and Kruschwitz, (1990) which examines printed sheet music from 1830 to 1980 for impressions of aging and old age. While their search for popular sheet music is admittedly "nonsystematic" and their selection of image categories was "inductive," the authors have, in our view, made a significant contribution to the popular culture analy sis of aging and the elderly.Research to date suggests that the elderly have been portrayed in contradictory ways with some images being negative and passive and others positive and active (Buchholz and Bynum, 1982). The question still remains as to what cumulative picture of aging and the elderly is painted by American music.

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www.mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.