Women, Violence and Mental Illness Essay Example | Topics and Well Written Essays - 1750 words

Women, Violence and Mental Illness - Essay Example The continued exclusion of women as equal to women has become one of the primary factors that have contributed to women’s experience of violence in the home (Sokoloff and Dupont, 2005). Although there is already a rising awareness of violence against women, fact remains that almost a 12.9 million of women have experienced domestic violence in UK (Walby and Allen, 2004). In addition, 44% of victim of domestic violence are involved in more than just one (Dodd et al, 2004) and that women are assaulted by men they know (Walby and Allen, 2004). These data only represent the reported violence committed against women. It is assumed there are still more cases left undocumented because violence is generally perceived as underreported (Flink, Paavilainen, and stedt-Kurki, 2005). In this scenario, the continued experience of violence against women is an attestation of the unremitting struggle of women for inclusion in the public sphere (e.g. Jaggar & Young 2000; Tong 2000). In this conte xt, this study will attempt to address the issue of how socio-political factors influence mental health. Several identified socio-political factors affect mental health.... Intimate partner violence includes physical and sexual violence, threats of violence and psychological and emotional abuse. The perpetrator may be a current or former spouse, boyfriend/girlfriend, or dating partner (Watts and Zimmerman, 2002). Numerous studies have shown that women abused by partners or by other perpetrators are more likely to suffer from depression, anxiety, headache, gynaecological and sexual problems, PTSD, eating and digestive disorders, infections, musculoskeletal disorders, and chronic pain; they are more likely to attempt suicide, to abuse alcohol and legal and illegal drugs (Campbell, 2002; Koss et al., 2003; Krug et al., 2002). Battered women or women suffering from violence are also women subjected to psychological illness or distress. In this situation, women become the â€Å"embodiment of a â€Å"problem† which must be resolved or eliminated† (Tremain, 2008, p 102). Gender as a factor that affects mental illness increases the stigma of menta l illness, widens, and deepens the experience of discrimination and injustice, if it is experience by a woman. As such, women become more isolated and left voiceless because socio-political factors have become the instruments that perpetuate her continued oppression and dehumanisation as she suffers from. It is a triple burden that women carry alone and in isolation for, they have become â€Å"the deviant Other which in turn eliminates the possibility of mutuality (Stocker, 2001, p 49). The Woman’s Voiceless Call The life of a woman is permeated by concerns associated with psychiatric disorders, from her menstruation, through her pregnancy, in her post-partum period until her menopause (Kornstein and Clayton 2002). Prejudice and stereotyping are typically associated and created base on the gender

Alternative solutions for internet censorship in Australia Essay Example for Free

Alternative solutions for internet censorship in Australia Essay This report was commissioned to elaborate other alternative methods that can be used to monitor internet information in Australia without incorporating internet filtration as the Australian government proposes. The future of Australian children has been compromised by the immoral vices that the use of the internet perpetuates. Moreover, organizations, customers and innovators have also suffered from this paradigm which advocates for phishing, on-line identity theft and piracy among others. Therefore, the report advocates for the use of technology, political power, moral ethics and civil libertarians. These methods are not liable to scrutiny and criticism as they do not impede the first amendment bill of the constitution which advocates for freedom of expression among other concerns explained in the report. Furthermore, the report evaluates this range of methods and concludes that it would be ideal to implement the technology method. Introduction Advancement in technology has increased the reliance of internet as a means of entertainment and education source. It has also encompassed the education curriculum, social, economic and political activities creating both a positive and a negative impact. We have been able to succeed and are actually grateful because most of the information and technological know how can be retrieved with ease. However, our children and business enterprises have been adversely affected by the increased internet sexual harassment, privacy invasion, cyber-bullying, on-line identity theft, piracy and phishing just to mention a few in the unending list. In the event our children have developed aggressive attitudes which advocates for delinquent behaviours. On the other hand children that have experienced internet sexual harassment and bullying among others become depressed and thus are cut out from social life and its benefits. This explains the increased rates of teenage suicidal attempts in Australia (Australian Government 2007). Therefore, the government has taken a further step in an attempt of curbing this predicament by introducing mandatory internet filtration to all internet services at home, in schools and public computers used by he Australian children. The government also plans to prepare the Australian children on strategies of being responsible cyber-citizens, protecting their identity while on-line, understanding the impact of their actions on others while using the internet, responding to cyber-bulling and invasion of their privacy among other negative internet vices. To achieve this the government plans to launch education curriculum that provides first rate cyber-safety education programs and educate parents on the negative vices prevailed by the internet thus ensuring their children use the internet responsibly. Furthermore, the government plans to use the blacklist formulated by the Australia Communications and Media Authority (ACMA) to ensure harmful information is not availed to the children, establish a Youth Advisory Group (YAG) to easily access information affecting children on-line and to do further research on cyber- safety issues in Australia among others (Australian Government 2007). This initiative has been met with mixed reactions as some citizens support the idea while others reject the move critically analysing it. Critics view the move as a lash to the development and welfare of the citizens in terms of internet use because internet censorship will reduce the speed of the internet, the initiative is not effective because people will still be able to access the prohibited information through the use of proxy services and web services just to mention a few. The initiative will also violate the first amendment bill which advocates for freedom of expression. The country will waste a huge sum of its capital through the implementation of this impractical solution because approximately USD 22billion of tax payers’ money will be used to implement this initiative. Furthermore, the criteria that will be used to determine the appropriate age to use the internet, the appropriateness of information on the internet and determining a comprehensive blacklist are in question. Therefore, to anal the dilemma the government is facing this report will elaborate on alternative methods of internet censorship other than internet filtration that can be used (Harvey 2009b). Alternative solutions To end the conflicts that have arisen because of the proposal of incorporating compulsory Internet Service provider (ISP) filtering in the country the government should implement other alternatives such as use of technology, political power, moral ethics and civil libertarian to implement internet censorship as outlined below. Technology The government can utilize the available technology to help implement their strategies on internet censorship rather than using internet filtration. It can establish websites that teach and warn adults and children on the dangers prevailed by the internet and how to avoid them. Alternatively it can take the initiative of funding such programs that have already being established. This method will be effective as the probability of people using the internet to access such information is high. The method is also cost effective as such initiatives have been implemented in other countries for example USA and proved to be efficient. Also the government will easily be able to avail on-line safety rules to the vicinity of children such as using passwords, meeting people met through the internet with the consent or accompaniment of parents and avoiding giving out personal information. For instance the Business Software Alliance (BSA) has enable to alert and educate e-tailers and customers on the dangers of internet such as auction site frauds, counterfeiting, identity theft and phishing among others and effective ways of preventing being victims of the above vices. BSA has established a website were they offer their learning and safe guarding tips by displaying stories from victims and tips of avoiding such incidents (Lindroth 2008). Moreover, programs that allow parents to personally regulate internet information availed to their children should be used. This will prevent the government from formulating legislations that violated constitutional rights such as freedom of speech and expression. It will also allow the development of this technology thus benefiting the country and improving the welfare of the population at large. For example US citizens have been able to enjoy the benefits of using glubble a Firefox browser plug-in that has enabled parents to create a safe browsing environment for their kids. The technology is easy to use, fast to install, helps parents to manipulate internet information at the vicinity of their children and enable their children to have the appropriate on-line experience. Furthermore, it does not limit internet information that is important to adults but harmful to children such as family planning tips. Therefore, the government should capitalize on such mechanisms by offering their support either politically or economically (Gary 2009). Political power The government is politically empowered thus has the power to control legislations and policies that regulate this country. Therefore, it should use this opportunity to formulate policies that will enable attainment of cyber-security without contradicting on legislations that had been previously formulated. For instance use of plug-ins and programs that will allow parents and public utilities where children are predominate users of the internet will increase intellectual property infringement therefore, legislations that will protect owners innovation should be stipulated allowing effective use of trade marks, patents and copyright laws among others thus expand the rights of these intellectual property holders. This will encourage innovators thus increase the variety of the advanced technology to consumers. Furthermore, it will increase the competitive nature of the economy of Australia both locally and in the world market. The government should also stipulate mechanisms that will take stern action against culprits who are caught perpetuating cyber-bulling, internet sexual harassment and stealing peoples identity. The government should also avail easy mechanisms for reporting vices that curb cyber-safety. This will serve as a warning to prospective culprits and thus decrease the number of such incidents. Also children will grow up morally as they will avoid practising such vices because this initiative will effectively tame them. Victims of such vices, parents, and children will willingly surrender information concerning such culprits to the relevant authority because of the assurance that effective action will be taken (Harvey 2009a). Moral ethics Most of the activities and information in the internet are morally wrong as they violate ethics and human norms. Therefore, another mechanism that can be used to increase cyber-safety is educating and guiding the population and children in particular on moral vices that can be adopted, thus enabling the adherence and respect of business, religious, social and moral ethics. For example more incidents of school children participating in social networking sites that perpetuate immoral behaviour such as pornography and prostitution are evident therefore, learning institutions should formulate policies that will effectively deal with school children that participate in such incidents and break school rules. Parents on the other hand should develop engaging relationships with their children to be able to further instil the moral principles that they learn and adopt from their school environment. Therefore, the school administration should work hand in hand with the government to clearly outline guidelines that will discipline students in regards to information availed and collected from the internet. The collation that will be formed will also help parents and the general Australian population to access such guidelines thus further perpetuate adherence to moral ethics and human norms (Madson 2005). It is quite evident that teachers nowadays use social networking sites for education purposes. Therefore, teachers should ensure that they effectively elaborate to their students how they intend to communicate to them and the necessary instructions that they should follow when logged into such sites to prevent them from accessing information that is not related to education and perpetuates immorality. Alternatively the school administration should establish websites which should be regularly monitored where teachers and students can communicate. Moreover, the learning institutions should implement educative programs that will educate the students on issues related to on-line- safety and the responsible ways of using Facebook and MySpace among others. Furthermore, policies that will effectively deal with students that perpetuate and practice cyber-bullying should be enacted. This responsibility should not only be left to the school administration and the government, other bodies such as religious institutions, public conferences and gatherings, activists and ethicist should also advocate for the adherence of moral ethics and human norms through the use of mechanisms such as safety conversation (McMahon 2008). Civil libertarian The government should also not ignore the role played by civil libertarians rather they should work hand in hand with them. This will further help them to ensure cyber-safety in Australia is emanated and thus protect the innocence and rights of children. This is because civil libertarians fight for the rights and respect of computer and network users by encouraging those involved to register with them thus regulates their activities. Therefore when formulating new legislations or changing those that already exists the government should engage such organizations thus the policies that will be formulated will be at the best interest of all stakeholders. For instance the Electronic Frontier Foundation in US provides legal assistance to companies or organizations that have out rightly been denied their constitutional rights by implementation of impractical legislations. In the event the organization promotes the US laws and allows efficient incorporation of advanced technology into the country. However, it indirectly regulates the information in the internet by offering legal support to organizations that avail useful information which is not harmful to the social being and economic welfare of the community and the country. Therefore, Australia should implement this example and follow suit as cyber-security will be enhanced while protecting and respecting the constitutional and human rights of its citizens (Swidorski 2003). Conclusion From the above facts it is quite clear that all the above principles should be implemented to effectively implement internet censorship. Each principle covers a specific area of enhancing cyber-safety in the country and among the citizens. The role that the government and politicians in general can play in the attempt of protecting Australian children from internet immoral vices without developing conflicts is outlined. However, the government also needs to work hand in hand with the school administration, teachers, parents and civil libertarians to efficiently enhance on-line security and educate Australian children on mechanisms of being responsible cyber-citizens. Also as we aim to be a world class country we will have to incorporate more sophisticated technology which is mainly attained from the reliance of the internet therefore, this subject should be researched regularly to enable formulation of policies that are relevant to the current technology in the country. In the event the country will be able to attain the technology without restrictions that may curb its development. Therefore, from my own opinion it is ideal for the government to implement the technology method which will go hand in hand with the development objective of the country because it will be cheaper to incorporate, it will be easier to regulate internet information at the disclosure of children while still gaining access to information that will help in improving the welfare of the community and country at large and human rights will not be violated as a result of internet censorship which I do not support. Word Count: 2189 List of references Australian Government (2007), Attitudes and behaviour of young people on-line, Research Summary. Available at http://www. minister. dcita. gov. au/_data/assets/pdf_file/73394/research_summary- web. pdf [Accessed on 28th, May, 2009]. Gary, J. (2009), â€Å"Short range plug-ins work best in US,† Automotive Engineer, 34(3), p. 49. Harvey, S. (2009a), Australian internet censorship in practice, Available at http://www. pingudownunder. com/blog/2009/03/19/australian-internet-censorship-in- practice/ [Accessed on 28th, May, 2009] Harvey, S. (2009b), Issues with re-establishing identity after natural disasters, Available at http://www. pingudownunder. com/blog/index. php [Accessed on 28th, May, 2009] Lindroth, L. (2008), â€Å"How to improve on-line safety,† Teaching Pre K-8, 28(7), p20. Madson, W. (2005), Internet censorship, Available at http://www. rense. com/general69/intercens. htm [Accessed on 28th, May, 2009] McMahon, F. (2008), â€Å"Smooth operator,† Digital Content Producer, 34(11), pp. 30-33. Swidorski, C. (2003), â€Å"Political science, the Labour Movement, and the struggle for freedom of expression,† New Political Science, 22(3), pp. 319-340.

Inclusive Education In Malaysia

Inclusive Education In Malaysia Malaysias move toward inclusion was given impetus by its participation in workshops and conferences set up under the auspices of the United Nations. Inclusive education was introduced in the Education Act (1998) as part of the continuum of services available for children with special needs. The purpose of this paper is to discuss the interpretation of policy pertaining to inclusion, its contradictions and its translation into practice within the Malaysian context; and to share experiences on how the national context explains and constrains inclusive practices. This paper also reviews the extent inclusion has brought benefits to children with special needs and their families; as well as examine the problematic issues associated with the interpretation and implementation of inclusive practices at community and school levels. Introduction In line with the global trend toward inclusive education, Malaysia officially began its efforts to include students with special needs in mainstream education through its involvement in workshops and activities initiated by the United Nations (UN) and United Nations Educational Scientific and Cultural Organisation (UNESCO). Standards of several UN policies affirm the right of all children to equal education without discrimination within the mainstream education system. These include the UN Convention on the rights of the Child (1989), the UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), the UNESCO Salamanca Statement (1994) and the UNESCAP Biwako Millennium Framework (2002). The Salamanca Statement on Principles, Policy and Practice in Special Needs Education (UNESCO 1994) has stressed the importance to develop national capacities for policymaking and systems management in support of inclusive education and the need to address equal educati onal opportunity and access to all children including those with special educational needs. Subsequently, inclusive education was introduced in the Malaysian Education Act 1996 (1998) together with provisions for children with learning difficulties. Although huge strides have been taken in the provisions and allocations for special needs education in Malaysia, inclusive education seems elusive to many children who need it. The purpose of this article is to examine and analyse the current policy and practices pertaining to inclusive education within the parallel system of general and special education, and to share experiences on how the national context explains and constrains inclusive practices. Concepts and principles in inclusive education will be discussed against the backdrop of Malaysian general education system and school culture. Inclusive education in Malaysia originated from the special education agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition. The discussion begins with an introduction to the development of special needs education as a discipline and as a profession in Malaysia, and its influence on the development of policy and practice toward inclusive education. The Evolutionary Phases of Special Needs Education The history of special needs education in Malaysia parallels developments seen in other helping professions in developing countries worldwide (Azuma, 1984). Foreign experts are initially relied upon to provide the knowledge and to encourage its development prior to the emergence of a profession within a country. The first professionals to provide services are usually trained abroad. The second stage followed this first stage, in which colleges and universities established programs and departments to teach the discipline and prepare the professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to achieve standards that characterised the discipline in more developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested; some of which may transfer more successfully than others. The fourth stage sees research initiated in the country to develop the concepts, theories and practices and technologies essential to enhance practice. The fifth and last stage is reached when this new body of knowledge developed in one country is integrated into the larger body of knowledge available internationally. As professions and disciplines of knowledge evolve from one stage to the next, they gain strength and improve qualities associated with the earlier stages of the development. Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954. These schools were initiated under the programs of the Ministry of Social Welfare with the help of religious missionaries. Malaysia entered its second stage when professional preparation programs for special education were formally established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by sending its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was learned to its national conditions. Malaysias participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the active development of policy and changes in practices duri ng this period. In 1993, the first preservice teacher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with three universities in the United Kingdom, namely, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996; 1999). Special needs education in Malaysia is currently in its fourth stage with research being initiated in the local universities with funding from the government to indigenise special needs education as a discipline. The establishment of research degree programs in special needs education has generated interest among students and academics and attempts to integrate local knowledge with the larger body of knowledge internationally have started (Jelas, 1996, 1999, 2000; Azman et al., 2003; Ali et al, 2006). Development of policy: A force for or against inclusion Education for children and youth with special needs is provided for by two government agencies: The Ministry of Education (MOE) and the Ministry of Women, Family and Community Development (MWFCD). The MWFCD through its Welfare Department, provides learning and skills training services for children and youths with i) severe physical disabilities, ii) severe and profound intellectual disabilities; and iii) multiple disabilities. These learning and skills training services are implemented in collaboration with non-governmental bodies and community-based rehabilitation centres. The Special Education Department of the MOE is responsible for coordinating all special educations programmes in the regular schools and the administration of all special education schools which cater only to students with hearing and visual impairments. Children who are identified with i) downs syndrome, ii) mild autism, iii) developmental delays, iv) attention deficit hyperactivity disorders, and v) specific learning disabilities, are placed in self-contained special classes in the Learning Disability Programmes in regular schools. The terms special needs introduced in the Education Act 1996 (1998) are defined as follows: Pupils with special needs means pupils with visual impairment or hearing impairment or with learning disabilities And inclusive education is introduced as part of the continuum of services available for children with special needs: Special education programme means A programme which is provided in special schools for pupils with visual impairment or hearing impairment; An integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities; and An inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils (Education Act 1996, 1998, p. 341) However, the eligibility for special education placement is based on the educability of children as assessed by a team of professionals. This is documented in the Act, which states: (1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupils: physically handicapped pupils with the mental ability to learn like normal pupils; and pupils with multiple disabilities or with profound physical handicap or severe mental retardation. A pupil with special needs is educable if he is able to manage himself without help and is confirmed by a panel consisting of a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme (Education Act 1996, 1998, p. 342) The eligibility dilemma A number of issues and contradictions arise when we analyse policies that explicitly state a criterion for eligibility. While the current public policy for children with special educational needs, particularly those categories of children classified as experiencing learning disabilities have access to regular schools as stated in the Act, the educability criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nations Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002). These mandates are intended to promote equal rights and access to education for persons with disabilities. The educability criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan Hafiz, 2001). The true meaning of equal rights and access is still evolving in the Malaysian context, as policy makers and the schools put into practice their interpretation of what they perceive those rights to be. Deciding on who does or does not have a special educational need, or who is educable and who is not poses a major problem. Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identified (for school and placement purposes) as having or experiencing a special educational need and if he or she is able to manage him or herself without help (Education Act 1996, 1998), the child will be eligible for a given programme or service. This process was repeated as each new group of special needs students emerged for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attentio n deficit hyperactivity disorders and children with dyslexia. Thus it is regulated in the Education Act 1996 (1998) that the perspectives of professionals (a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD p. 342) have the most power in determining the way children are categorised and whether these children are capable of undergoing the national educational programme (Education Act 1996, 1998). In this context, policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on diversity and acceptance of human characteristics as problematic and that learning difficulties are technical problems that require specialised discipline knowledge that cannot be dealt with in the normal classes with normal children (Education Act 1996, 1998 p. 341). In this context, the MOE sees segregation as the right to be educated in a separate environment from the mainstream and i nclusion is implemented on the principle that integrate and include children with special needs where possible, and retain the right to segregate where necessary (Booth Ainscow, 1998). Within the Malaysian context, the belief that the child must be educable to be educated reflects a rigid and narrow interpretation of the concept of inclusion. The requirement reinforced what Peters (2004) referred to as the continuum of placements paradigm; where inclusion is conceptualised as a place that one needs to be eligible and not as a service delivered. Such a narrow and limited interpretation results in the exclusion of SEN students from within the school system. Jelas (2000a) summarised the interpretation of the process of inclusion in the Malaysian context in Figure 1. INCLUSION: MEETING OUR COMMITMENTS Salamanca Statement 1994 Malaysian Education Act 1996 Responses to human diversity Responses to categories Commitment to change Commitment to existing demands Rejection of medical model of disability Coexistence of medical social model perubatan sosial Equity PROCESS OF INCLUSION Educability PROCESS OF EXCLUSION Figure 1. Inclusion: Its interpretaion in the Malaysian context Rationalising exclusion While the literature on inclusive education would be in agreement over the basic philosophical stance of inclusion as it relates to issues of social justice and equity of educational opportunities, its interpretation and translation into practice remains unclear in Malaysia. The National Report on the development of education states: Inclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on acceptance, belonging and about providing school settings in which all disadvantaged children can be valued equally and be provided with equal educational opportunities à ¢Ã¢â€š ¬Ã‚ ¦ (MOE, 2004, p. 28), While the philosophical basis of including SEN students into mainstream schools is accepted as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the ideal and the not-so-ideal concept of inclusive education. This ambivalence is reinforced by the following statements: Prior to inclusion, especially in the early part of their formal education, SEN students are equipped with relevant basic skills and knowledge to enable them to cope with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be included fully or partially. (MOE, 2004, p. 29) The emphasis on the ability to cope with mainstream learning seemed consistent with the integration models that came about in the 1980s. Integration models mainly focused on placing students with mild disabilities, identified and diagnosed as having special needs in mainstream schools. In such models, students must adapt to the norms, expectations, styles, routines and practices of the education system instead of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant format for delivering services to special needs students in Malaysia, then and now. Students typically were referred to a medical practitioner to determine their eligibility and to confirm their disability, and if they met the eligibility criteria, they were placed in a special class in a regular school. Once placed, few special education students returned to the regular education class on full-time basis. Although the special classroom and special schools continued as optio ns, integrated programmes (placement in regular classrooms) for students with visual and hearing impairments are available with support from the resource teacher. Within this model, students were pulled out for part-time placement in resource rooms, or a special education teacher comes to the regular education classroom to provide remedial assistance to the student or to assist the classroom teacher. By the mid -1980s special education in the developed countries, specifically in the United States and United Kingdom, no longer relied on segregated special classes to serve students with SEN. Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ainscow, 1994; Meyen Skrtic, 1995; Sorrells, Rieth Sindelar, 2004; Stainback Stainback, 1992) raised questions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCOs Framework of Actions on special needs education of which Malaysias policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be central to determining eligibility and making placement decisions. Thus, although special education practices had changed, the ground ing assumptions of human pathology and organisational rationality (Biklen, 2000; Oliver, 1996; Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school culture and system characterised by competition and selection (Skrtic, 1995; Corbett, 1999; Slee, 2001; Kearney Kane, 2006). Inclusive education is seen as problematic; educators and policymakers have serious reservations about the widespread placement of SEN students in mainstream schools because systemic problems in the current provisions and school culture remain unresolved. Malaysia needs to recognise that integration models are not inclusion and that inclusive practices do not just mean placing SEN students into mainstream schools. The pathway to inclusion is fraught with foundational assumptions that support exclusionary processes and practices. Challenges in policy and practice Even though inclusive education was implemented at the policy level more than 10 years ago and school participation has rapidly increased quantitatively, Malaysia is far from reaching its goal of providing a responsive education path for every child and youth with SEN (MOE, 2004). Policy statements and procedural processes and requirements that are seen as safeguarding the normality of the school population (Slee, 1996, p. 25), and that which rest on the basic philosophy of exclusion and segregation as the best way to educate students with disabilities will obviously make inclusion efforts very difficult and counterproductive. There is a need to formulate policies to ensure that segregation is not practiced within the education system. The barriers created by the current policies may have many sources but three of the most critical are: (1) the non-acceptance that all children can learn; (2) the need for a reconceptualisation of special educational needs; and (3) the culture of eliti sm. The acceptance that all children can learn and have a right to education Malaysians in general and educators specifically need to acknowledge that inclusive education is part of the human rights agenda that argues that all children, irrespective of their characteristics, can learn and have access to education. Although special education is seen as a right and as an access to education, school exclusion of children who do not meet the eligibility criteria is made legal and therefore, not the responsibility of the MOE. Labeling children who do not meet the criteria for placement in schools as uneducable and denying them the opportunity to education would be an irony of the education system. Under these circumstances, they are the ones that have the greatest need for education, are the least likely to receive it. Further, denying these children of the opportunity to learn within the public school system is a violation of the childs basic rights (United Nations, 1989; United Nations, 1993). The question of whether all children with disabilities have an unqual ified right to the education system must be addressed. Opportunities for schooling should be extended to all disabled children without specifying any eligibility criteria; the MOE needs to implement a paradigm shift from a charity-based approach to the development of persons with disabilities and to accept responsibility for education for all children. In principle, Malaysia is committed to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilities: The MOE has reviewed the Education Act 1996 that regulates the provision of preschool, primary and secondary education. The review was to enable the implementation of compulsory education at primary school level. In 2002, the Education Act 1996 was amended and the compulsory education took effect in 2003. This policy ensures that every child in Malaysia beginning at age six, regardless of sex, social and economic background, and residential locality has the right to primary education. Accordingly, every Malaysian parent must ensure that their child has access to primary education when the child reaches the age of six or on the first day of the current school year when the child would be six years old. (MOE, 2004, p.4) International mandates have declared that education is a basic right for all children and have called for the inclusion of all children in primary education by 2015 (UNESCAP, 2002). Malaysia needs to include disability dimensions in all new and existing laws, policy plans, programmes and schemes. In this context, we need to strengthen our national capacity in data collection and analysis concerning disability statistics to support policy formulation and programme implementation. The exclusion of children and youth with disabilities from the broader framework of education results in their being deprived from further opportunities, thereby diminishing their access to vocational training, employment, and preventing them from achieving economic and social independence. This increases their vulnerability to marginalisation in what can become a self-perpetuating, inter-generational cycle. Conceptualisation of special educational needs The current interpretation of special educational needs in Malaysia emanates from a traditional special education framework and knowledge base that emphasise the pathological/medical model of special needs (Skrtic, 1991). The continued emphasis on explaining educational difficulties in terms of child-centered characteristics has the effect of preventing progress in creating policies and provisions for SEN students. Dyson (1990) aptly summarises the argument by saying: The fact remains that the education system as a whole, and the vast majority of institutions and teachers within it, are approaching the twenty-first century with a view of special needs the same as that with which their counterparts approached the present century. That view, for all its avowed concern for the individual child, promotes injustice on a massive scale. It demands to be changed (Dyson, 1990, p. 60-1) The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988; Lipsky Gartner, 1989; Ainscow, 1991; Fuchs Fuchs, 1994; Clark et. al., 1998; Donoghue, 2003) and critiques argued and showed evidence how the education system creates rather than remediate disabilities (Skrtic, 1991; Corbett, 1999; Vlachou, 2004; Carrington Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994): This kind of approach is only possible in schools where there exist a respect for individuality and a culture of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all. (Ainscow, 1994, p12) The assessment of the characteristics of the child and the childs total environment call for methods of assessment that build on the positive qualities while recognising areas of weaknesses. The interactionist perspective (Cline, 1992) adopts an ecological approach which recognises that features of the learning context, such as the curriculum, the teaching process, the management of the classroom and other variables are essential factors that influence learning. By accepting the interactionist approach to special needs, Malaysian educators would be able to look at the learning needs of students and how school policies, culture and practices enable or disable, not only students with disabilities, but all students. In identifying educational needs, Noddings (2005) emphasises that it is crucial for educators to balance the inferred needs and the expressed needs of all students, in saying that by ignoring expressed needs, we sacrifice opportunities to develop individual talents, intrinsi c motivation, and the joys of learning (p 147). The human side of education is more than just an ethics of justice issue but an ethics of care which is needs-based. This is of particular importance because it is this grounding principle of care that creates understandings, values, and beliefs that formulate policies and subsequently the practices. The culture of elitism Education in Malaysia is driven largely by an examination-oriented system characterised by curriculum rigidity and rote learning rather than critical and independent thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of As acquired by students in public school examinations. The competitiveness has resulted in students to enroll as many subjects they can in the Malaysian Certificate of Education with the expectations of getting the highest number of As as possible. The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results. The introduction of the Tuition Voucher Scheme (MOE, 2004) for students in Year 4, 5 and 6 with poor academic performance exemplifies the need for students to perform academically in the Year 6 Open Certification Examinations. Within the School Cluster Program (MOE, 2007), schools are encouraged to compete to strive for excellence and to be a cluster school that promises, among others, a special status. To be eligible for selection, schools need to fulfill two requirements: (1) certified excellent by the Malaysian Education Quality Standards and (2) three continuous years of excellent examination results at the Primary School Assessment, the Lower Secondary School Assessment and the end of school Open Certificate Examination. Although the intertwining of the standards and inclusion agenda can lead to p ositive consequences (Ainscow et al, 2006), the emphasis on the preparation and drill for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools and students performance intensify competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN. Conclusion Opportunities for change The Malaysian approach to inclusive education this far has been intertwined and limited to the domain of special needs education. The conception of policy provides the basis for analysing policy implications in relation to critical issues. In this paper it is argued that the current policy and practice toward inclusive education for SEN students are exclusionary and discriminatory. The concept of educability as an eligibility requirement for educational placement is a major issue that needs to be reviewed. Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues. However, effective special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003). The second perspective, thus, takes a more narrow view, one that enables the evolution of special needs education services that reflect the needs and characteristics of Malaysians. The first perspective may identify as viable goals the extension of services to students with learning difficulties, inclusion, garnering additional political support for special needs education through parent advocacy and supporting the further employment of people with disabilities. However, a more narrow focus on issues directly important to Malaysia is likely to clarify more viable future directions for students with disabilities in Malaysia. Further initiatives critical to Azumas (1984) Stage 5 will require considerable research and policy debate among Malaysians.

Intelligence Essays -- essays research papers

Intelligence (what it is, and what it is not)   Ã‚  Ã‚  Ã‚  Ã‚  Today more then ever one can sit back and look out upon the world around them. One can look in the homes and see the children busy with homework. One can see the computers sorting through mass amounts of information. One can also see nature exist as it has for countless years. Over history as the Human race has developed it has taken a fascination in the world around it. It’s main query is what separates it from the rest of what can be found on this small blue green planet called Earth? One of the commonly held answers to this is intelligence; but what is intelligence? What has it and what dose not? This is what shall be covered through the duration of this paper. Intelligence- The ability to process the information found in one’s surroundings and use it to make a logical decision based on more then just environmental stimuli. The ability to store that information until it is further needed. The ability to build upon the previously known information to help to improve the conditions of that beings existence.   Ã‚  Ã‚  Ã‚  Ã‚  This definition covers all the main points in which an intelligent being should have. This said there may result some confusion as to what certain words imply, because of this the next few sentences shall be devoted to clearing such confusion. The first word is surroundings; Surroundings are the habitat or environment in which that being can be found. Logic is the...

Blind Ambition Leads to One’s Destruction Essay

Talmud once said, â€Å"Ambition destroys its possessor. † People who are overly ambitious will ultimately be destroyed on the way to the top. It is a warning that those who are not humble will stumble on their way to greatness. He enlightened a major event by one of the world’s most well-known writers, William Shakespeare. There were many conflicts in Shakespeare’s tragedy, Macbeth, but one of the major conflicts was Macbeth’s determination to become King. Macbeth was a brave and courageous soldier who, unfortunately, let his blind ambitions lead to his downfall in the end. Three primary reasons this happened was because of his wife, his gluttony for power, and his betrayal toward his friends. The first example is Lady Macbeth, otherwise none his wife, who wants power and will do anything to get it. The second example is Macbeth’s growing lust for power after he kills the king. The last significant example is when Macbeth kills his friends and their families. His wife, his gluttony for power, and the betrayal of his friends exemplify of what it truly means to be blinded by a want for something that is potentially untouchable in the end. First off, Lady Macbeth is Macbeth’s sneaky wife who convinces him to kill the king. King Duncan was a trusting man who loved and respected Macbeth. Lady Macbeth’s thirst for power all started when she received a letter from her husband. The letter mentioned how the three witches told Macbeth that he was going to become Thane of Cawdor and now he wants to celebrate, but doesn’t want Lady Macbeth to tell anybody. After she reads the letter, she looks up and says â€Å"Yet do I fear thy nature; /it is too full o’ th’ milk of human kindness/To catch the nearest way: thou wouldst be great, /Art not without ambition, but without/The illness should attend it† (1. 5. 3-7). Although Lady Macbeth didn’t have any hard feeling towards Duncan, she wanted to be queen. She was willing to do anything to achieve her goal. Overall, even though she knows her husband wants to be king, she thinks he is too weak to actually pursue what is wanted. Moreover, Lady Macbeth’s thirst for power fed Macbeth’s want for power. At first, Macbeth was very hesitant and scared to kill Duncan because he thinks that there will be consequences awaiting him in the next world. â€Å"If it were done when ’tis done, then ’twere well/It were done quickly. â€Å"If the assassination/Could trammel up the consequence, and catch/With his surcease/success; that but this blow/Might be the be-all and the end-all here, /But here, upon this bank and shoal of time, /We’d jump the life to come† (1. 7. 2-7). More specifically, Macbeth says that if he could achieve his goals merely by killing Duncan, without any consequences here on Earth, he would risk the dire consequences that could await him after death. Furthermore, Duncan was his friend who had high respects for him as a soldier. After Macbeth killed Duncan, his lust for power grew more and more with each passing day. Furthermore, Macbeth’s lust for power led to the betrayal of his friends. One day, while Banquo was in the forest, Macbeth sent 3 murderers to assassinate him. Banquo was Macbeth’s best friend, a brave and noble general. His children, according to the witches’ prophecy, would inherit the throne of Scotland. Macbeth murdered them to eliminate threat. Banquo was also ambitious like Macbeth, but those thoughts never translated into actions. In addition, Macduff was a Scottish nobleman who was the leader of the crusades. He was opposed to Macbeth becoming King from the very beginning. The witches told Macbeth that Macduff had gone to England and to get back at him, Macbeth killed Macduff’s wife and son. The crusade’s mission is to place the rightful king, Malcolm, on the throne, but Macduff also wanted revenge on Macbeth. â€Å"If thou beest slain, and with no stroke of mine, /My wife and children’s ghosts will haunt me still† (5. 5. 18-19). Macduff also wants Macbeth’s head because he thinks his wife and kid’s ghosts will haunt him forever if someone else kills Macbeth. Even though ambition is a good quality to have, it can still have tragic results if it becomes the center of a person’s life. In Macbeth’s case, there were three many concerns that caused Macbeth’s downfall Lady Macbeth, a growing lust for power, and the betrayal of loved ones. Lady Macbeth is a deeply ambitious woman who thirsts for power and will do anything, even corrupt her own husband to obtain the position as the queen. Macbeth’s want for power came from his wife’s lust for power. The gluttony for power that was caused by Lady Macbeth led Macbeth to do murderous things such killing the king and his best friend. Ultimately, sometimes it’s not always the goal that leads to one’s destruction, but the path they choose to make it happen.

The Strategic Management of IKAE Furniture Company

The Strategic Management of IKAE Furniture Company Introduction IKEA International is a global corporation that offers home accessories to all global clients. Headquartered in Sweden, IKEA provides quality furnishings in various global markets. IKEA aspires to provide quality products and services to its global clients. To realize this vision, IKEA offers various properly designed and serviceable house-furnishings at very low prices across the global markets.Advertising We will write a custom essay sample on The Strategic Management of IKAE Furniture Company specifically for you for only $16.05 $11/page Learn More In the global markets, IKEA is acknowledged for the provision of quality furnishings that cannot be assembled easily, but can be transported without problems. IKEA furnishings are evident in the City Festivals and residential places.  Since its inauguration in 1943, IKEA has globalized its operations and businesses. However, globalization presents various threats and opportunities to IKEA while e xposing its strengths and weaknesses to market competitors. The strategic management issues affecting IKEA’s global operations are analyzed through Value Chain Analysis, VRIN, PESTL, and Porters Five Forces frameworks (Sekhar, n.d). The internal and external global environments have been analyzed using these analytical tools and recommendations have been provided. The current operations and businesses of IKEA In the 1980s, IKEA began to expand its business operations to the United States and other parts of the European markets. These markets attracted the company due to several reasons: (1) the regions had very large customer base, (2) the local residents who had travelled considered themselves risk-takers, (3) the market was fragmented and (4) the potential customers could be identified with regions. The success of IKEA business relied on the consumers sensitivity to the product attributes regardless of origin (Doole Lowe, 2008).  IKEA entry into the United States markets was focused on the consumers the company perceived to be the potential customers. The firm opened its first US store along the coastline. While going global, IKEA believed that people living along the coast and Islands were exposed to foreign products (Gillespie, Jeannet Hennessey, 2010). The reason to focus on the travelling consumers was that the company was determined to sell products with European standards. The success of such products would be uncertain in areas where consumers have no foreign experience. The success of this entry mode in Europe was to form the basis for establishment before expanding the business operations elsewhere. The entry mode adopted by IKEA when expanding to the European markets occurred in form of a market-seeking investment undertaken to exploit new markets. The Swedish markets are saturated and the markets can only offer limited growth opportunities. The company was motivated to this investment by the constant market growth and large market sizes of Europe, and IKEA aimed to serve the larger markets.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Uppsala theory, after understanding the local market the company could move to the nearest market (Switzerland), then to Germany, and so on. In the European markets, IKEA was met with great success after focusing on providing the cheapest solutions to gain competitive advantage (OECD, 2007). The success in the European markets was not a straightforward endeavor given that established firms that had huge capitals pursued foreign investments. Although IKEA had made a good fortune in the Sweden market, moving capital from the country was a challenge. The capital controls in Sweden prohibited investing abroad with home gained capital. However, IKEA had to make quick profits and get a positive cash flow by adopting the foreign investments strategies. The European busines s was reorganized, and tighter controls were introduced. The company changed from offering European styled products to the American styled ones in the other global markets (OBG, 2010). IKEA Value Chain Analysis Primary activities Inbound logistics: In the European and USA, IKEA has established a wide base of producers and supplies responsible for manufacturing and supply of furniture parts. The far-reaching groups of area warehouses are incorporated with resourceful administration of supplies driven by the necessitation to make certain that the exact ingredients go to the defined clientele at the requested moment. Storing the furniture components as a single package is a cost saving approach, as the stores need not to be very big as expected for a furniture company (Wagener, 2008). Operations: IKEA has continued to expand and increase its customers across all market segments including Africa, Europe, Asia, and America. Isaksson and Suljanovic (2006) observe that IKEA is the only fir m in the global furniture industries that has managed to attract customers across the world without changing the original concept of management. This has been accomplished via creating inimitable merchandise designs founded on revered perseverance. Other strategic operations include market and product research, which add to the competitive strength of the business. Outbound logistics: In an industry that is considered local by many people, IKEA has become global because of its comprehensive distribution network. The firm now delivers low cost, but quality furniture to major markets such as Europe, and America. It is the only distributor in the industry to have established on a global scale. It has stores spread in Europe, and North America and recently established operation in Asia.Advertising We will write a custom essay sample on The Strategic Management of IKAE Furniture Company specifically for you for only $16.05 $11/page Learn More The low cost of dis tribution in the global markets is enabled through the innovative way of dealing with the logistic sourcing and retailing whereby the products are knocked down and shipped in flat boxes (Gillespie, Jeannet Hennessey, 2010), involving consumers in value addition process by transporting, and assembling the furniture by themselves. Marketing and sales: IKEA marketing in the global markets is accomplished through the renowned IKEA catalogue, which has existed for years. This marketing tool is the cornerstone in the firm’s concept and is distributed free of charge to the households within the stores’ principal market areas. The sales returns generated by IKEA increase because of the numerous customers who visit the global stores. Every year, the company experiences an increase in the number of visitors due to the new products advertised though the catalogues. Services: The great success of IKEA has been enabled through the homely services offered in the stores. The stores have been likened to IKEA homes where a customer can get any household services including dining, children playing zones and instructions on how to assemble products on their own. This kind of high-level service maintains the attractiveness to and competitive advantage of the firm. Activities offering support Procurement: For the corporation to set up an enduring aggressive pro, IKEA has put more prominence on the division of premeditated resourcing. The firm has developed a durable partnership with furniture manufacturers and other suppliers. As Thomson and Martin (2010) note, this relationship is founded on the capacity of these stakeholders to supply long runs of components. These producers are mainly located in regions where low materials are available, especially in Scandinavian forests, which form the larger part of the material base. Human resource management: To have an effective and motivated workforce, IKEA has adopted unique management style and practices. Administrators are anticipated to allocate info to other workforce besides sharing with them their understanding and proficiency. In fact, workforces at every echelon are positive to formulate their individual assessments and crafted slip-ups are cherished as ‘erudition via acting’. The management approach in IKEA is egalitarian which makes it easy for motivated staff to climb the ladder with little training (Nankervis, 2005). The IKEA-Way supports employee development through discussions rather than extensive, costly training programs.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Firm’s infrastructure: IKEA’s organizational structure is vertical integration where hierarchy is not emphasized. In countless supplies, there are merely three planes of errands untying the administrators from workforce. In fact, employees are referred to as co-workers and problem solving as well as decision-making is through consensus. Technology development: IKEA uses modern technology such as RFID when shipping products as a way of managing inventory effectively. Producers have also been encouraged to use new technologies when manufacturing components to an extent of the firm providing them with technical assistance to increase productivity. The firm created a lasting relationship with technology firms to track new technologies. IKEA external analysis using PESTEL Political: The global market environment where IKEA operates is politically polarized. Minimum wage policies are strictly observed to avoid infringing labor rights. However, in most nations including the U K and US, the political parties ensure the business environment is stable. Foreign business policies are accommodative to all multinational corporations. The taxation policies allow foreign corporations such as IKEA to join the European markets (SandÄ ±kcÄ ± Rice, 2011). Economical: The prices charged by IKEA on its products and services are reasonable to the consumers in the global markets even during the economic slump. Given that most IKEA products are locally produced, it is advantageous for IKEA to operate in almost all regions across the globe. IKEA has the advantage to capture and grow in various markets because national incomes are high while the rates of inflation are low. Consumers are encouraged to purchase products since interest rates are low and the currencies are strong (OBG, 2008). Social: In its global operations, IKEA has upheld a just societal status. IKEA has improved its stores in all countries to suit the citizens’ lifestyles. The customers can do sho pping anytime because IKEA offers flexible and odd working hours. Playing grounds are there for kids and restaurants for parents accompanying the kids. Technological: In various countries, IKEA has been able to endorse or market its services and products easily via the internet. The products dimension and detailed info are available online, and this allows clients from these regions to make purchases. IKEA also derives its strength through the online catalogue services. IKEA initially wanted clients to go to the stores to pick up their products, but technology has now enabled the company to use computer operated lifts to deliver products to the clients (SandÄ ±kcÄ ± Rice, 2011). Porter’s Five Forces The IKEA’s competitors There is extreme competition amongst the existing corporations in the international markets. In Europe and America, the company functions in a very competitive business environment typified by other economical furniture manufacturers. Besides, thes e producers are kin-run dealings that generate low overheads well known by focusing on expensive designs. These expensive and focused designs translate to small-scale fabrication to suit the local souks (Czinkota Ronkainen, 2007). The established experiences offer dissimilar opinions on product location and contributions according to inside accounts. To compete successfully, large vendors like Furniture mall, and Nova generate inexpensive products to benefit from economies of scale. Thus, IKEA appears to face stiff rivalry and opponents from other countries. IKEA currently faces little pressure from fresh market entrants while the emergence of novel market competitors is also negligible (Kendrick Vershinina, 2010). The bargaining power of suppliers and buyers As the local and universal furniture dealer, IKEA presents substitutable and broad choices of products and services to the consumers owing to the level of competition. Thus, corporation offers strong bargaining power for the customers. The consumers pose a plausible threat of backward incorporation to the traders. However, retailers look for diverse means of improving performance in order to participate efficiently and generate profits. IKEA’s deliberate networks and business schemes are based on market associations intended to motivate and construct enduring consumer affiliation and dealers devotion. This informs IKEA’s assimilation practice strategy amid consumers, retailers, and suppliers (Hoskisson, Hitt Ireland, 2008). IKEA seeks to enhance the reliability of the customers in relation to the purchasers’ power in the business. It focuses on improving the existing consumer association by scheming on how to win and secure the new-fangled customers to an enduring rapport with the corporation. IKEA’s threat of substitutes The problem of searching for additional replaceable products that can do the same function requires an alternate product. However, there are hardly any rep lacements of furnishings for the other products in the global markets. With technical advancements, various people, the account of organization supplying merchandise, and the mode of supplying services and products are extremely substitutable. It is realistic for the shopping judgment placed against the garments since customers would make an effort to appraise if the furniture is fit (OBG, 2012). To evaluate the aptness of purchasing manufactured goods, it is important for the computer imaging to forget the establishment of rooms. Such substitutes stay put, as components of the company’s competitive advantage and online business remains underutilized. The corporation prospective entrants In the provision of departmental stores, there are numerous furniture traders such as Courts and Nova as well as high-end vendor like Lorenzo in the Asian markets. A higher degree of opposition results from diminishing levels of customers’ trustworthiness. This industry is experiencing threats from the innovative competitor entering into the big business. There is an obligation for renting store space since capital investment necessary for furnishings could be high. The competitors must source the designs and build the factories. Before the market entrants could produce low cost products to rival the entrenched firms, they must capture a dominant market share (Segal-Horn Faulkner, 2010). Analyzing IKEA internal operations using VRIN tool Valuable: According to Dahlvig (2011), the strengths of IKEA currently instigates from distinctive resourcing, compactly directed logistics, along with inimitable blueprint aptitudes. The firm offers products that are unique enough to give market recognition, reduce inventory, and secure sourcing for long runs. This strength has ensured that the firm leads in the industry and steadily increases the market share in most countries. Rare: Throughout history, IKEA has been able to produce new designs and offer products next door fro m the stores. IKEA is the only industry player that has been able to offer a variety of designs to the wide customer base found across the world (Isaksson Suljanovic, 2006). Inimitable: As the activities of the value chain suggest, IKEA has a strong relationship with their customers starting from the products offered to the services given. Many of the competitors found in the markets lag behind in terms of customer loyalty and the locals only know a few that surface. IKEA enjoys global recognition due to its ability to offer the typical Swedish furniture taste, yet with a sense of the differing consumer needs (Walker Butler, 2010). Non-Substitutable: The iconic aspect of self-assembly emphasized in IKEA is more of an imagination. The developments that have led to this achievement have taken years and whole commitment of the firm corporate leaders. Even if, other competitors found in the markets tried to imitate such an approach, they will not only invest costly in building trust w ith producers, but must do better than IKEA to dissolve the recognition the company has gained (Daft Vershinina, 2010). Major strategic issues and challenges IKEA should address IKEA has various options to make sure it improves its performances in the depressing economic setting founded on environmental dynamism and the state of the industry. To accommodate average regulars with minimal wages and discretionary expenditure powers, it may manufacture low priced designs. The company could invest in RD to fund its expenses and improve on the status of its product designs. Through employing products promotion strategies, IKEA could widen its sales and become the market leader in the various nations (Ahlstrom Bruton, 2009).  Its present promotional campaigns are based on cultural awareness and exclusive marketing situations for every nation and globally differ across marketplaces (OBG, 2008). To convey the alternative and innovative television spots across the world, IKEA has worked w ith diverse advertising bureaus for more than a year. Hence, IKEA gives the marketing agencies the liberty to discover some of the uncharted and fascinating ideas that generate additional attraction. IKEA stores across the globe appear positioned and arranged in a way that one cannot leave without seeing all the available products or furniture. This strategy lures the customers to buy IKEA products. IKEA takes advantage of this in getting new personnel to help customers walk through the shop and see the commodities they need (Zentes, Morschett Schramm-Klein, 2011). The system enables the clientele to buy more furniture than what they planned to purchase. Further, the corporation generates returns from the vigorous corporation-materials provider alliance and its cost saving scales of economies.  The company might surpass the long-term agreements for the low cost supplies from the clientele by providing leased technological support and equipment. It should uphold brand positioning by offering low priced and quality products while preserving the value image in the universal markets (Pride Ferrell, 2007). The existence of differentiated merchandises in the value added phase permits IKEA to offer options for preference, transfer, and transportation of furniture. Recommendations IKEA is cautious about the societal and cultural aspects of the markets where it operates. IKEA should provide a commission on its products and services and allow every department to make its own management decisions. In the regional markets where IKEA currently functions, such preparations will ensure that assorted units can respond promptly to any state of crisis. By focusing on the superiority and low manufactured goods overheads, IKEA should pursue the principle of reaching out to the cost conscious customers. This can be realized via putting extra energy on its business operations and sourcing the supply chain resources to minimize the operation costs. Hence, IKEA International shou ld reduce the resource leasing to lower the operating fixed costs. This can be realized through choosing a shopping quarter in the suburban areas while evaluating the existing guidelines.  While operating in the global markets, IKEA should provide excellent services during sales periods and over the weekends when the clients overwhelm personnel in service. For IKEA to sanction the employees to supply more than one category of manufactured goods, the company must cross-train its workforces in diverse fields. IKEA should let the deployment of workforce from other sections when a given sector faces many enquiries from the clientele. To fill vacant positions over the weekends, the corporation must hire more part time workers from the nearby communities and train them appropriately.  The tradition of customers’ discontent over quality services and the surge in customer enquiries over the weekend should be dealt with through this implementation. IKEA must also influence the cli ents to shop online so that it can take advantage of the accessible information technology. This can reduce the weekend tension on the available human resources. The corporation must dispose the delivery free of charge strategy to attract more clients in online shopping since its catalogue is wide-ranging and the customers should access it effortlessly. Conclusion IKEA has grown-up into a multi-million corporation from the fully-fledged family business since the year 1943. The corporation will breed new business sections and sustain the present marketplace strategy of low priced quality merchandise as it progresses into the next years. To nurture its businesses, it will make sure that there is recurrent upgrading of consumer services to make them remain its business contents whilst using technical internet shopping. It has a strong prospective of increasing its business operations in various global markets through limiting its expenses and improving market share. This is enhanced th rough its established background and the influence it has in the industry. References Ahlstrom, D Bruton, G 2009, International management: strategy and culture in the emerging world, Cengage Learning, Hampshire. Czinkota, M Ronkainen, IA 2007, International marketing, Cengage Learning EMEA, Hampshire. Daft, K Vershinina, N 2010, Management-international edition, Cengage Learning EMEA, Andover, Hampshire. Dahlvig, A 2011, The IKEA edge: building global growth and social good at the worlds most iconic home store, McGraw-Hill Professional, New York. Doole, I Lowe, R 2008, International marketing strategy: analysis, development, and implementation, Cengage Learning EMEA, Hampshire. Gillespie, K, Jeannet, J Hennessey, D 2010, Global marketing, Cengage Learning, Florence. Hoskisson, R, Hitt, M Ireland, R 2008, Competing for advantage, Cengage Learning, Hampshire. Isaksson, R Suljanovic, M 2006, The IKEA experience. Web. Kendrick, M Vershinina, N 2010, Management-international edi tion, Cengage Learning EMEA, Hampshire. Nankervis, A 2005, Managing services, Cambridge University, Press London. OBG 2008, The report: Kuwait 2008, Oxford Business Group, Gabon. OBG 2010, The report: Oman 2010, Oxford Business Group, Gabon. OBG 2012, The report: Qatar 2010, Oxford Business Group, Gabon. OECD 2007, â€Å"Making the most of globalization,† OECD Economic Surveys: United Kingdom, vol.17 no.1, pp.17-56. Pride, W Ferrell, O 2007, Marketing, Cengage Learning, Hampshire. SandÄ ±kcÄ ±, O Rice, G 2011, Handbook of Islamic marketing, Edward Elgar Publishing, United Kingdom. Segal-Horn, S Faulkner, D 2010, Understanding global strategy, Cengage Learning EMEA, Hampshire. Sekhar, G n.d, Business policy and strategic management, IK International Publication, London, UK. Thomson, J Martin, F 2010, Strategic management: awareness change, Cengage Learning EMEA, Hampshire. Wagener, D 2008, IKEA: competences and capabilities, GRIN Verlag, Mà ¼nchen, Germany. Walker, J Butler, S 2010, Oman, UAE Arabian peninsula 3, Lonely Planet Publishers, Gurgaon, India. Zentes, J, Morschett, D Schramm-Klein, H 2011, Strategic retail management: text and international cases, Springer Publishers, New York City.