ACCOUNTING SYSTEM INSIGHTS

AIS – Final Study Chapter Highlights Chapter 1 – ACCOUNTING SYSTEM INSIGHTS 1. Enterprise system – A system that supports business activities throughout the enterprise, including inputs, processing, and outputs 2. Integrated enterprise system – Shares data across functional areas within the enterprise 3. Business processes – Related activities performed by an enterprise to create value by transforming input into output 4.Value chain – An organizing framework for business processes, beginning with vendors and ending with customers Baseline accounting system – A model that provides an enterprise-wide view of the firm`s accounting system 1. Transaction cycles – Accounting transactions related to specific business processes (1) Purchasing cycle – Transactions related to purchasing items from vendors (2) Payroll cycles – Transactions with employees (3) Sales cycle – Exchange or transactions between an enterprise and its customers 2.Vendors module – A module related to purchasing goods and services 3. Customers module – A module related to selling the customer a product or service 4. Employee module – A module related to the payroll cycle 5. Banking module – A module that involves cash received and cash paid 6. Financial module – A module that includes adjusting and correcting entries (1) Adjusting entries – Entries to bring accounts up to date at year end (2) Correcting entries – Entries to correct errors (3) Closing entries – Zeros out income and expense accounts at year end 7.Reports module – A module that relates to output from the accounting system (1) Financial reports – Reports that include a company`s income statement, balance sheet, and statement of cash flows (2) Tax reports – Reports used when filling federal, state, and local returns (3) Management reports – Reports prepared to assist managers in making decisions (4) Sustainability reports – Reports used to evaluate an enterprise`s sustainability performance What is the importance and value of information as an asset? Today, the value of information assets for some business exceeds the value of other assets, such as land and buildings What is the role of the accounting system within the larger enterprise system? * The accounting system spans the entire value chain of an enterprise, tracking transaction information from the purchase of items from vendors through the sale of products or services to customers. Business processes are associated with the related accounting transactions known as transaction cycles. Also read  Modules 9 & 10The purchasing cycle consists of employee and payroll transactions. The sales cycle involves exchanges or transactions between an enterprise and its customers. In addition to the accounting system, other modules or subsystem can include supply chain management (SCM), operations/production system (OPS), human resource management (HRM), and customer relationship management (CRM). What are the database essentials that today’s accounting professional needs to know? 1) A field is a piece of data, such as customer first name (2) A record is a collection of related fields, such as a customer record (3) A table is a collection of related records, such as a CUSTOMER table (4) A database is a collection of related tables, such as an accounting database (5) A database form is a computer-based form for entering data into the database (6) A database query is used to extract data from a database, such as searching for a customer’s account balance. (7) A dat abase report is a computer-based output to display What are the SDLC (Software Development Life Cycle) phases? The system development life cycle organizes the activities involved in developing a new system into the following six distinct phases: (1) Plan the system project including scheduling, budgeting, and staffing (2) Analyze the new system requirements, such as what reports are required and what data needs to be collected by the system (3) Design business processes and databases for the new system (4) Build/buy and test databases and computer programs for the new system (5) Install new IT hardware, software, and databases 6) Deploy the new system, using the system on an ongoing basis and maintaining and updating it as necessary. Why is it important to safeguard information assets? * To protect information assets, organizations implement security and controls to prevent fraud, unauthorized access, modification, destruction, or disclosure. Internal control is the set of policies and procedures enterprises use to safeguard assets, including information assets, and to prevent and detect errors. What are the three functions of an accounting system in today’s business environment? 1) Collecting, recording, and storing financial and accounting data (2) Providing financial analytics and business intelligence for improved decision making and business performance (3) Safeguarding information assets stored in accounting systems using security, controls, and risk management Chapter 2 – ACCOUNTING DATABASES 1. Operational database – Databases used to store data related to business operations and transactions 2. Data warehouse – Stores data from a variety of sources and is used for business intelligence 3. Database administrator (DBA) – Responsible for managing the enterprise’s databases 4.Intersection table – Placed at the junction of two tables to eliminate a many-to-many relationship 5. Composite primary key – Used when more than one field is required to uniquely identify a record 6. Normalization – A process for removing database anomalies or problems 7. Database integrity – Ensures that the database contains accurate, valid data Rule 1: Entity integrity Each record in the database must have a unique identifier. No two records in the database can have the same primary key value. Rule 2: Primary key integrity The primary key value cannot be null (empty).Rule 3: Domain integrity The field values must be from a pre-defined domain. Rule 4: Referential integrity Data referenced and stored in related tables must be consistent across the database. DBMS is a software used to (1) Create database tables (2) Transfer data from the accounting software to the database (3) Update data in the database (4) Delete data from the database (5) Sort database tables (6) Run queries What data is stored in accounting databases? * Organizations store data about assets, liabilities, operations, tran sactions, employees, customers, vendors, and more in databases.Accounting databases needs to be well structured, redundancy-free, consistent, and current What are the three tiers in accounting system architecture? (1) Database tier: The back-end accounting database stores accounting data in database tables. A back-end database management system (DBMS) sorts, stores, inserts, updates, and deletes accounting data and runs queries (2) Application tier: Accounting software applications interact with the DBMS to access the back-end accounting database (3) User tier: The user tier consists of the interface appearing on the accountant’s computer screen.The user interface consists of database forms and reports. What are enterprise databases? * Enterprise databases used by an enterprise for business purposes can be considered as one of two types: internal databases or external databases (1) Internal databases are databases in which the data belongs to the organization. Internal databa ses consist of two varieties: operational databases and data warehouses. Operational databases, such as an accounting database, store enterprise transactions. Data warehouses store data from a variety of sources. 2) External databases are databases containing data collected by other organizations. What problems can result from poorly designed databases? * Poorly designed databases may contain database problems or anomalies, such as problems with inserting, updating, and deleting data. This can result in inaccurate, unreliable accounting data. * Three types of database anomalies (problems) are DUI: Deletion, Update, Insertion What are the steps used to build an accounting database? (1) Identify and build database tables (2) Identify and enter fields in each database table (3) Select the primary key for each table 4) Identify and build relationships among database tables, removing any many-to-many relationships by creating intersection tables Chapter 3 – ACCOUNTING INTERFACE 1. Graphical User Interface (GUI) – User interface containing images and icons 2. Data validation – Tools used to minimize data entry errors, such as drop-down lists 3. Real-time reports – Reports that provide up-to-the-minute data without a time lag 4. Live reports – Reports that provide up-to-the-minute data continuously 5. Structured query language (SQL) – Code used to search and retrieve data 6.Query Builder Tools – Streamlines query development What is the role of the accounting system interface? * The accounting system user interface plays an important role in entering accounting data and retrieving accounting information. The accountant views the interface on the screen, and the RDBMS and database are behind the screen. The accounting software interface interacts with the RDBMS using database forms, queries, and reports. Features of a well-designed interface include user-friendly, effortless navigation, and customizable preferences. Wha t is the role of database forms? Database forms are commonly used to input data into accounting system. The database forms are frequently designed to look like commonly used and familiar items, such as an invoice or a check. What is the role of database reports? * The output of the accounting system is typically displayed in a report format. The report displayed on the user’s computer screen is actually a database report that is formatted to meet accounting requirements. The database report uses information from the database to populate the report. What is the role of database queries? * One component of the user interface is retrieval or query.Sometimes the interface will call this a search and provide a form where the search question can be entered. In other instances, a query may be run to prepare a report, retrieving data from the database to enter into the database report that appears on the user’s computer screen. Well-designed database forms are designed to save time and minimize data entry errors. A few general guidelines for database form design include the following: (1) Enter data once (2) Use data validation (3) Enable auto entry (4) Mirror paper forms (5) Design user-friendly forms (6) Implement appropriate security Chapter 4 – ACCOUNTING SYSTEMS AND B.PROCESSES 1. Data flow diagrams (DFDs) – a technique used to document business processes using agent, event, data store, and data flow symbols 2. Data flows – shows how data enter, moves, and exits a system 3. Data stores – a database table represented by an open rectangle 4. Events – a process represented by a rounded rectangle 5. Agents – a person or department represented by a square symbol 6. External agent – an agent outside the enterprise 7. Internal agent – employees within the organization 8. Event-agent-database (EAD) table – each row in this table corresponds to an event in a DFD 9.DFD Fragment – a DFD of a single event 10. Black hole – a DFD error that occurs when data goes into a process but no data exists 11. Gray hole – a DFD error that occurs when the input data does not correspond to the output data 12. Miracle – a DFD error that occurs when there is no input to a process The approach to reading a DFD is to use the following four steps (1) Identify the agents (internal and external) (2) Identify events (3) Identify database tables (4) Trace the data flows How are accounting systems developed today? * Today, most accounting systems are developed in two stages.First, baseline accounting software is selected. Then the accounting software is customized to meet the enterprise’s specific needs. How is customization of accounting systems documented? * Customizing an accounting system involves documenting the specific needs of the enterprise using data flow diagrams to provide a detailed view of the enterprise’s business processes. Each module of the b aseline model can be customized to meet the enterprise’s needs. Additional modules might also be needed to provide the required customization, such as a production module to track manufacturing costs.Chapter 5 – BUSINESS PROCESSES 1. Gap Analysis refers to analyzing the gap between the baseline modules and the customization required to meet enterprise-specific needs. 2. Big Bang refers to when all system modules are built and implemented for the entire enterprise at the same time. 3. Stages refers to when modules or locations for a new system are built and implemented stage by stage instead of all at once. How are business processes documented? * The baseline accounting system can be customized using data flow diagrams (DFDs) to document the enterprise’s business processes.What is gap analysis? * A gap analysis identifies the gap between the selected baseline system, such as SAP, and the customization required by the specific enterprise. What is the difference b etween the big bang approach and stages approach to customization? * The two approaches to customization are big bang and stages. The big bang approach is used when all the modules are built and implemented for the entire enterprise at the same time. The stages approach involves completing modules or locations stage by stage instead of all at once. What is a workflow management system? Workflow management systems automate workflow by automatically forwarding the electronic document to the next step in the business process. Chapter 6 – INTEGRATED ENTERPRISE SYSTEMS 1. Order-to-cash – corresponds to the sales cycle 2. Procure-to-pay – corresponds to the purchasing cycle 3. Spaghetti code – programming code used to connect stand-alone systems 4. Three-tier architecture – when an enterprise system uses layers of IT components: enterprise database, application, and client computers 5. Firewall – software programs on a router that monitor network traffic 6.Business process management (BPM) – transforming business processes to improve efficiency Top Reasons for Failed ERPs include the following: (1) Unrealistic budget. Underestimated costs. Overestimated benefits. (2) Unrealistic schedule. Not enough time allowed for project completion. (3) Not a good fit. User requirements are not net. Baseline system not a good fit with business processes. (4) Too much change. Failure to educate employees on changes to expect. Lack of adequate change management. (5) Lack of project champion at the top. Commitment by top management is lacking to champion the project.What are advantages of an integrated enterprise system? * The integrated enterprise system offers many advantages over the functional silo approach to enterprise systems. The accounting functions are integrated into the larger enterprise system, permitting accounting to share data with other functional areas and better coordinate activities. What are challenges associated with an integrated enterprise system? * Challenges of an integrated enterprise system include business processes that may need to be redesigned and managing the changes required by the new system. How is data entered in an integrated enterprise system? Database forms that relate to business process activities permit users to enter data once into the IES and have the data shared throughout the enterprise, eliminating the need for different functional areas to rekey the same data. How does an integrated enterprise system relate to the accounting system? * Integrated enterprise system use a modular approach that is consistent with the baseline accounting system model. The basic module names may vary but the functions are basically the same. Integrated enterprise systems integrate accounting with other modules for an enterprise.Customer and vendor systems can also be integrated. Chapter 10 – FRAUD AND INTERNAL CONTROL 1. Entity-level IT controls – processes, organization s tructure, and leadership for IT to support an organization’s business strategy and objectives, such as internal audits 2. IT general controls – controls that apply to IT services in general and ensure continued IT operation and availability, such as change and access controls 3. Application controls – controls embedded within business process applications, such as accounting software controls A.Classification by the control objectives specified in the COSO internal control framework: i. Operation controls – controls to ensure that operations are completed appropriately, such as the timing of cash disbursements to ensure that late fees are avoided ii. Financial controls – controls to ensure that external financial reports are prepared on a timely basis in compliance with laws, regulation, or contractual agreements iii. Compliance controls – controls to maintain confidentiality of information in accordance with all applicable laws and regulati ons B.Classification by how the process is completed: iv. Manual controls – controls performed without the assistance of technology v. Automated controls – controls performed automatically by computers 1. Input controls – controls over data entered into the system 2. Processing controls – controls to ensure that amounts have been processed appropriately 3. Output controls – controls to ensure that reports are distributed only to appropriate users vi. Hybrid controls – a combination of manual and automated controls What is SOX and how does it affect the accounting system? Sarbanes-Oxley (SOX) legislation resulted from the accounting scandals of 2002. This legislation requires organizations to use recognized framework for internal controls. As a result, many organizations adopted COSO’s Internal Control – Integrated Framework and the COBIT framework for IT controls What is IT control architecture? * IT control architecture is a b lueprint for IT controls in the organization. This blueprint shows that internal control impacts IT at three levels within the organization resulting in three levels of IT controls: * Entity-level IT controls Application controls * IT general controls How can control weaknesses be documented? (1) Build a DFD (2) Document preventive and selective controls on the DFD (3) Document control HotSpots on the DFD Fraud and abuse can be classified into three broad categories: (1) Corruption, such as bribery (2) Misappropriation of assets, including theft of cash, fraudulent disbursements, or stealing merchandise (3) Fraudulent financial reporting, such as misstating financial statements in order to meet earning targets. Three elements required to prove fraud are the followings: 1) A material false statement is made with the intent to deceive (2) A victim relies upon the false statement (3) The victim incurs damages The fraud triangle depicts the three conditions that typically must exist in order for a fraud to be perpetrated (1) Motive – reason for committing the fraud, such as financial difficulties (2) Opportunity – access to the asset or financial statements in order to carry out the fraud (3) Means – knowledge or skills that permit the perpetrator to commit the crime Internal Control is a process, effected by an entity’s board of directors, management, and other personnel.This process is designed to provide reasonable assurance regarding the achievement of objectives in effectiveness and efficiency of operations, reliability of financial reporting, and compliance with applicable laws and regulations. SOX (Sarbanes-Oxley Act) emphasize a strong system of internal control as a means of avoiding Enron-sized accounting frauds. SOX Requirements to remember (1) Section 302. Corporate responsibility for financial reports (2) Section 404. Management assessment of internal controls (3) Section 806.Protection for employees of publicly traded comp anies who provide evidence of fraud (4) Section 906. Corporate responsibility for financial reports Audit and Internal Controls (SOX) (1) Audit of internal control – tests of controls to obtain evidence that internal control over financial reporting has operated effectively (2) Audit of financial statements – tests of controls to assess risk and substantive procedures to collect evidence regarding the accuracy, completeness (3) IT audit – audit of IT controls 4) Integrated audit – integrates an audit of internal control with an audit of financial statements There are two types of deficiencies that may be found in internal control over financial reporting: (1) Material weakness – deficiency that results in a reasonable possibility that a material misstatement of financial statements will not be prevented or detected on a timely basis (2) Significant deficiency – a deficiency in internal control over financial reporting that is less severe tha n a material weakness COSO (Committee of Sponsoring Organization of the Treadway Commission) Internal Control Objectives 1) Effectiveness and efficiency of operations (2) Reliability of financial reporting (3) Compliance with laws and regulation Internal Control Components (1) Control environment – control environment factors include integrity and ethical values, importance of board directors, management philosophy and operating style, organization structure, commitment to financial reporting competencies, authority and responsibility, and human resources (2) Risk assessment – involves identifying, analyzing, and managing risks that affect a company’s ability to record, process, summarize, and report financial data properly.Risk assessment control objectives include the following: A. Importance of financial reporting objectives B. Identification and analysis of financial reporting risks C. Assessment of fraud risk (3) Control activities – include policies and procedures to mitigate risks including financial, operational, and compliance controls. Control activities include the following: D. Segregation of duties – to divide authorization, recording, and asset custody among different individuals E. Independent reconciliations of assets and accounting records – such as bank statement reconciliations and inventory reconciliations F.Physical controls – to provide for physical security of assets, such as security cameras and restricted access to corporate buildings G. IT controls – to ensure appropriate information processing, authorization, and data integrity. (E. g. Data validation) (4) Information and communication – includes the accounting system for identifying, recording, processing, and reporting transactions and financial data. An organization’s system produces reports, containing operational, financial, and compliance information.Internal control principles related to this component inclu de information technology, information needs, information control, management communication, upstream communication, board communication, and communication with external parties (5) Monitoring – involves assessing internal controls as well as the process for taking corrective action if needed. Effective monitoring includes: H. Ongoing monitoring – such as controls over purchasing I. Separate evaluations – such as an internal audit that assesses internal controls. J.Upstream communication to report internal control deficiencies COBIT (Control Objectives for Information and related Technology) Three Dimensions (1) IT Resources can be divided into the following four categories: A. Application – consists of manual and programmed procedures to process information B. Information – includes structured and unstructured data in any form, such as text, graphics, pictures, audio and video. Data is input, processed, and output by the system C. Infrastructure à ¢â‚¬â€œ refers to IT technology including hardware and software. It may also include physical structures, such as a data center facility D.People – includes staff members as well as their knowledge and skills to plan, organize, acquire, implement, deliver, support, monitor, and evaluate IT processes and systems (2) IT Processes deliver information, run applications, and use infrastructure and people to accomplish IT goals in light of business requirements. IT processes are grouped into the following four domains E. Plan and Organize (PO) domain – relates to IT strategy and tactics to contribute to attaining business goals F. Acquire and Implement (AI) domain – identifies, acquires (built or bought), and implements IT solutions.Also ensures that the SDLC phases and activities are used when upgrading and modifying current systems G. Deliver and Support (DS) domain – concerned with the delivery of IT services. Encompasses IT operations, security and training . Assures the continued support and maintenance of these services H. Monitor and Evaluate (ME) domain – monitors IT processes for compliance with control requirements. Includes management oversight of control processes as well as independent assurance services provided by internal and external audits (3) Business Requirements (Information Criteria) I.Three criteria relate to the information security: confidentiality, integrity, availability (CIA) J. For the remaining four criteria, COBIT relies upon definitions used by COSO’s Internal Control – Integrated Framework (Effectiveness, Efficiency, Reliability, Compliance) Chapter 11 – CYBERSECURITY What are the 10 domains of cybersecurity? (1) Legal, regulations, compliance, and investigations (2) Information security and risk management (3) Security architecture and design (4) Telecommunications, network, and Internet security (5) Control access (6) Operations security (7) Physical and environmental security 8) Application security (9) Business continuity and disaster recovery (10) Cryptography What is the scope of cybersecurity in the accounting system? * Cybersecurity in an enterprise is not limited to just guarding against hackers and cyberattacks. It involves many aspects of enterprise operations, including how you train and educate your employees about security awareness to safeguarding information assets, how to implement new technologies in a security conscious manner, how to maintain backups in order to recover and continue business operations, and how to provide the highest level of security in a cost-effective wayWhy is encryption important in securing accounting data? * For accounting purposes, encryption provides an especially valuable tool offering increased data integrity and confidentiality. Encryption can be used for accounting data in transit and for accounting data stored in the database. If an attacker is successful in penetrating the enterprise security and reaches t he database, encryption of the stored data is an additional line of defense *Refer to Lecture PPT slides for more detailed information regarding key terms.Chapter 12 – THE RISK INTELLIGENT ENTERPRISE What is a risk intelligent enterprise? * The risk intelligent enterprise moves beyond security and controls to managing risk and then to using risk to create value What is the enterprise risk management (ERM) framework? * The ERM framework offers guidance to enterprises implementing enterprise risk management. ERM units may consist of entity-level units, divisions, business units, and/or subsidiaries * The four ERM objectives are Strategic – relate to goals that support the entity’s mission * Operational – relate to the effective and efficient use of the entity’s resources * Reporting – relate to the reliability of the enterprise’s reporting, both internal and external * Compliance – relates to the entity’s compliance with a ll applicable laws and regulations * The eight ERM components consist of * Internal environment – involves the risk management philosophy of the enterprise, including the tone set by top management. Risk resilience, risk appetite, risk tolerance, integrity, and ethical values also affect the nternal environment * Objective setting – setting objectives that are consistent with the entity’s mission and risk appetite * Event identification – involves identifying potential events that might affect the entity. Events can be either internal events or external events that might affect the entity’s ability to achieve objectives. * Risk assessment – the process of assessing the extent to which events would impact an entity’s ability to achieve its objectives (impact/likelihood) * Risk response (avoidance/reduction/sharing/acceptance) * Control activities Information and communication * Monitoring What is spreadsheet risk management? * A signif icant risk for many enterprises is the widespread use of spreadsheets with limited controls. A spreadsheet risk management program includes using access and change controls with spreadsheets in order to be SOX compliant Chapter 13 – ACCOUNTING SYSTEM DEVELOPMENT * This chapter explains stages of SDLC (Software Development Life Cycle) and SDM (Software Development Methodologies). Refer to Lecture PPT slides for more information.

Malaria Issue Report

The issue I am going to be talking about in my report is about how to prevent the transmission of malaria around the world. Malaria is a mosquito-borne, climate sensitive disease caused by the parasite Plasmodium.[1] Malaria is caused by one of four species of the protoctist Plasmodium[2]. The Plasmodium parasites multiply in red blood cells; this can cause symptoms such as fever and headache, but in severe cases the disease can lead to death. Transmission Malaria is transmitted through the bite of an infected female (Anopheles) mosquito; although it can be transmitted through contact of infected blood but this is very uncommon.[3] The cycle of malaria is an Anopheles mosquito bites an infected person; a small amount of infected blood is taken. The plasmodium parasite grows and matures in the mosquito's gut for approximately a week before it then travels to the mosquito's salivary glands. When the mosquito next bites someone, these parasites mix with the saliva, are then injected with the bite, and the transmission of malaria is complete.[4] Cycle in the Body Once in the blood, the parasites travel to the liver and enter liver cells, to grow and multiply. After some time, the parasites leave the liver cells and enter red blood cells. In the red blood cells the malaria parasites continues to grow and multiply. After they mature, the infected red blood cells rupture, freeing the parasites to attack and enter other red blood cells.[5] Symptoms Toxins released when the red cells burst, these are what cause the common symptoms of malaria, these are: 1. Fever 2. Chills 3. Flu like symptoms Statistics According to the World Health Organisation (WHO) malaria report 2011, there were 216 million cases of malaria and an estimated 655,000 deaths in 2010. Malaria mortality rates have fallen by more than 25% globally since 2000. Most deaths occur amongst children living in Africa where a child dies every minute of malaria and the disease accounts for approximately 22% of all childhood deaths.[6] Malaria is a disease that only occurs in certain climates, due to the fact that malaria is passed on through mosquito bites so only certain countries and regions have the conditions that mosquitos can survive in are affected by the disease; this includes sub-Saharan Africa, Asia and Latin America as shown in the picture below: [7] This picture shows that malaria affects countries mainly in the Southern Hemisphere, especially South America (but north of Argentina) Sub-Saharan Africa and Southern Asia. Malaria has been on the rise since the 1970s and constitutes a serious risk to health in many tropical countries.[8] The Problem with malaria is that it mainly affects people who live in LEDCs (Less Economically Developed Countries) the problem with this is that they cannot afford to get the healthcare to treat the disease unlike with MEDCs (More Economically Developed Countries) where they don’t get diseases of this kind commonly but are able to afford the healthcare. Malaria also causes a number of deaths and illnesses every year, especially in countries which suffer from a lot of poverty. This means that if parents catch the diseases then their children will be orphaned and left to fend for themselves. Solutions to the Problem There are several methods of treating malaria and these are some of the best methods to protect us from the disease: Nets A mosquito net protects against mosquitos, flies, and other airborne insects. Mosquito nets are the first line of defence against the deadly bite of mosquitos. The fine, see-through mesh stops insects from biting or affecting the person using the net. The mesh is fine enough to stop these insects entering the sleeping area of the person. Research has found that the latest Long Lasting Insecticidal Nets (LLINs) save lives; they have been proven to cut malaria cases in children by half as well as reducing child deaths by 20%[9]. The use of these nets can also help protect other people sleeping nearby who are not sleeping under a net. It’s estimated that when 80% of people sleep under a net, the entire community is protected.[10] Although it is vital that the people using the mosquito nets regularly check the nets for any holes big enough for insects to get through. Scientists in Senegal have been researching the success rate of mosquito nets after six million nets were distributed over five years. Within three weeks of the nets being introduced, the scientists found that the number of malaria attacks had started to fall – it had fell by 13 times since before the nets had come in. The researchers also collected specimens of Anopheles gambiae, which is the type of mosquito species responsible for transmitting malaria to humans in Africa. Between 2007 and 2010 the proportion of the insects with a genetic resistance rose from 8% to 48%. By 2010 the proportion of mosquitoes resistant to Deltamethrin was 37%.[11] Testing Malaria parasites in the blood can best be detected under a microscope, but, when this is not available malaria cases can also be quickly and accurately identified using a Rapid Diagnostic Test (RDT). RDTs are disposable blood testing kits which can be used anywhere and provide a quick result, they measure the amount of plasmodium in the blood; therefore showing if you have malaria or not. RDTs mean that a potentially life-saving diagnosis of malaria, which usually could only be possible in hospitals, can now be made available anywhere.[12] The reliability of RDTs is a successful diagnostic reading of 80% or in other words; 4 out of 5 people tested for malaria get a correct result back.[13] Implications of the solutions to the problem There are a number of solutions to malaria, although they do have economic and environmental implications. The solutions include: Nets The economic problem with nets is that malaria is mainly affecting LEDCs; therefore people are unable to afford the cost of buying drugs nets as they can be expensive. Environmental issues with mosquito nets are that mosquitos are possibly starting to get immune to the chemical Deltamethrin which is used in the bed nets; this means that they are no longer being useful by stopping the female mosquito from biting and killing harmless insects instead. The social implications of using nets are that nets prevent people being bitten by malaria carrying mosquitos, this means that less access to health services are needed; therefore less time is lost from work because of malaria. Medicines Artemisinin-based Combination Therapies (ACTs) are therapies made by combining an extract of the Artemisia plant and another medicine. They are the most effective and advance treatments for malaria, and are strongly recommended for the treatment of malaria in Africa.[14] The implication to this method is that they are highly expensive to produce and take around 15 years to research and develop. And seeing as malaria mainly affects LEDCs it wouldn’t be much use to them, as they will not be able to afford to buy them. Also the problem with using drugs is that a lot of testing takes place on animals which have ethical implications along with it. Benefits/Risks of solutions to the Problem Medicines In the table below there is a list of advantages and disadvantages for using different medicines for treating malaria: Chemoprophylaxis drug Presentation Advantages Disadvantages Proguanil Paludrine tablets 1. Low cost 2. Well tolerated 3. Suitable for pregnant or breastfeeding women 1. Increasing resistance of P. falciparum to chloroquine 2. Large number of tablets required if taken in combination Chloroquine Nivaquine syrup Avloclor tablets 1. Mefloquine Lariam tablets 1. Weekly dose 2. Effective for most areas of the world 3. Can be used in the last 2 trimesters of pregnancy 1. Needs to be commenced 2 to 3 weeks prior to departure 2. May cause neuro-psychiatric adverse events Doxycycline Capsule 1. Low cost 2. Generally well tolerated 3. Can be commenced close to departure date 1. May cause photosensitivity 2. May cause vaginal yeast infections in women 3. Unsuitable for children under 12 years Atovaquone/proguanil Malarone tablets 1. Well tolerated 2. Can be commenced close to departure date 3. Short course 1. Expensive [15] According to the table above the advantages outweigh the disadvantages in the five different medicines, although with Doxycycline the advantages and disadvantages are in the same proportion. This would suggest that Doxycycline may not as effective anti-malarial medicine as some of the others. Testing Another solution to the problem could be to use malaria testing kits such as the Rapid Diagnostic Tests (RDT). The benefit of this is that it can create a diagnosis in fraction of the time that a standard test takes. This means that people who have malaria can be treated a lot quicker than they usually could be by the standard method, which involves looking at a blood sample under a microscope to detect plasmodium. An issue with RDTs is that they can be expensive for people living in LEDCs as they can range from $1.20 – $13.50 per test.[16] The risks of RDT is that, although it is a quick test, it is not always effective at identify the plasmodium in the blood. The danger is that you may get inaccurate result, leading to you being quite unaware of having the disease, therefore getting the treatment early enough to take effect. Alternative Solutions to the Problem Quinine Another solution to the problem which was used up until the 1930s as the only cure for malaria is quinine. It is found in the Andes Mountain range of Peru and Ecuador[17]. The medicinal properties to quinine has been around since the 17th century, but back then people used to chew the bark off of the cinchona tree as it was believed to be a useful treatment for malaria. Although people didn’t have medicinal knowledge, due to the positive result, they thought it was an effective method of malaria treatment. The active ingredient is quinine which is found in the cinchona tree. Quinine works by lowering the body’s core temperature, thereby killing the plasmodium parasites that cause malaria in the red blood cells. Quinine can also be found in tonic water; some doctors/ GPs may recommend drinking tonic water when going to a high risk country. Vaccine A vaccination involves injecting a small harmless amount of infection into you. Finding a vaccine to protect people from malaria would be the best possible defence[18]. Around the world scientists are working on this important research.[19] However, malaria parasite, plasmodium has proven to be adapting to the different cures and vaccines that scientists have been creating. This means that they change their characteristics as antibodies are developed. This adaptability has made finding a vaccine especially challenging.[20] Currently there is no vaccine, but there are several being developed. Several potential malaria vaccines are already being tested in clinical trials; although no vaccine has been licensed for use.[21] It will be a long wait before a vaccine is available to prevent the spread of malaria.[22] Dr Sandy Douglas (Welcome Trust Clinical Research Training) at the University of Oxford said â€Å"We have found a way of making antibodies that kill all different strains of malaria parasites. This is still in an early research phase; the next step is to do clinical trials in people.†[23]

12 Angry Men Essay

12 Angry Men Essay Every man put on trial is considered innocent until proven guilty. In 12 Angry Men Essay this theory can almost be considered false to the jurors involved in this murder case. But one man can be credited with sticking to the innocent until proven guilty theory that most likely saved a mans life. This juror must show 11 other jurors that he can prove with enough valid evidence that this boy is be wrongfully accused of killing his father. Reginald Rose shows us how that one mans integrity can prove to make a big difference in a kids life. Juror #8 can be credited with saving someones life. Under intense and hostile scrutiny juror #8 is the only juror to vote not guilty on the stabbing death of a boys father. #8 doesnt believe straight out that this boy is innocent of this crime. #8 believes that it would wrong to send a boy off to be executed without discussing it first. Jurors #3 and #10 are the most hostile of the jurors. They believe deep down that this boy killed his father. They believe that everything they heard in the courtroom holds true and they dont really want to see this kid live any longer. Juror #8 still had reasonable doubt about the murder. He doesnt want to vote guilty until he has enough evidence that this boy did indeed kill his father. Many different points are made about the boy who supposedly stabbed his father, that are cross examined well by juror #8 who still stands alone at not guilty. All of the evidence that the 11 jurors found contains flaws in them. For instance the woman who supposedly witnessed the stabbing wasnt wearing her glasses. Also the stab wound in the boys father was made so that a taller man or boy could have made that type of wound with a switchblade knife. When these key pieces of evidence becomes clearer to the 11 jurors we start to see jurors questioning there own guilty vote. #9 is the second juror to vote guilty, because he too has some reasonable doubt. As more evidence is put on the table the 12 jurors come together and decide that this boy is innocent. In conclusion, juror #8 believes that every person is innocent until proven guilty. He was given many pieces of key evidence that showed this boys guilt but the evidence was examined carefully, and as more evidence was put out more jurors believed this boy was indeed innocent bringing them all together to believe this boys innocence Bibliography dont got one .

How To Tame a Wild Tongue Essay Example | Topics and Well Written Essays - 1000 words

How To Tame a Wild Tongue - Essay Example In order to engage the reader with a topic and understanding, Anzaldua finds it necessary to fully utilize Aristotle’s three strategies of argumentation: ethos, logos, and pathos. As a function of this particular understanding, this brief analysis will seek to analyze and draw inference upon the way in which Anzaldua utilizes rhetoric as a means of proving the points that she illustrates within her essay. Within Aristotle’s definition of the word â€Å"ethos†, the understanding and importance of character and the means by which this character is related is ultimately the most important aspect. Likewise, in seeking to understand the rhetorical means by which Anzaldua utilizes ethos as a means of engaging the audience, the reader need look no further than the fact that she does so not by setting herself up as an exception to the norm but rather by exhibiting her personal story through the likely and believable lens that it is necessarily indicative of a broader hum an experience. Although Anzaldua places a strong level of focus upon the personal struggle and unique aspect of identity robbery that language is ultimately affected upon her, this close level of analysis does not preclude the means by which Anzaldua’s character is analogous to humanity in general. In such a way, the defaults that she displays within her argument is born not upon the shoulders of a hero that exhibits a hyper intellects or some other amazing attribute; rather, the strength of her rhetoric buys upon the foundation that it is exhibited within each and every individual. Similarly, with regards to the logos of Anzaldua’s claim, this is clearly exhibited with regards to the sociological and psychological aspects of culture and development that she references within the text. Although the main point of her essay is to underscore the importance that formative experience has upon identity creation, it is impossible to perform such a task without first seeking t o direct a level of analysis based upon the academic understandings of the terms in which she uses. This should not be understood to mean that Anzaldua relies heavily upon an academic interpretation of the experience which she had; rather, it merely illustrates the point that for argument is fully cognizant of the fact that the subject matter in which she attempts to grapple with is ultimately something that can be understood far outside the scope of personal experience. Finally, the last rhetorical approach that Anzaldua utilizes is with regards to pathos. Aristotle necessarily defines pathos as a means of rhetorical argument in which emotional appeal is utilized. It should be understood from a careful analysis of Anzaldua’s essay that this particular method of rhetorical argument perhaps utilize the most. Typically, arguments that are steeped in pathos have traditionally been understood as necessarily weaker. However, within the case of this particular essay, it must be und erstood that the utilization of pathos as a legitimate means of which workable argument is not misplaced nor is it overstated. This is of course due to the fact of the subject matter in which Anzaldua seeks to engage the reader with is naturally one which engenders a great deal of emotion and psychological trauma; both for the writer herself as well as countless other

HRM Practices that affect the Annovation process Dissertation

HRM Practices that affect the Annovation process - Dissertation Example For example, a study conducted by Laursen and Foss (2003) of 1,900 Dutch business organizations found that effective HRM practices not only had a positive influence on an organization’s financial performance, but also had a positive influence on a firm’s innovation. Researchers have generally taken two approaches to explaining how HRM practices have a positive influence on an organization’s overall performance: systems and strategic perspectives (Bowen & Ostroff, 2004). The systems approach to researching HRM practices and its link to organizational performance focuses on the impact of the cumulative value of HRM practices. The strategic perspective analyses how individual HRM practices impact firm performance. The underlying concept is the belief that HRM practices are designed to â€Å"develop employees’ skills, knowledge and motivation† so that â€Å"employees behave in ways that are instrumental to the implementation of a particular strategyâ⠂¬  (Bowen & Ostroff, 2004, pp. 203-204). ... Empirical research in the literature substantiates this assumption. (Joseph & Dai, 2009; Zeidan, 2006). Wang and Zang (2005) conducted a two-part study consisting of field study on HRM practices and its maim compartments among Chinese companies and partnerships and case studies on entrepreneurship frameworks from the perspective of strategic HRM practices. The research findings indicate that there is a positive link between strategic HRM practices and firm innovation (Wang & Zang, 2005). Businesses currently operate in an environment where knowledge continuously changes at a rapid rate. Thus, innovation is crucially important for building and sustaining an organization’s success and as a result, â€Å"the human capital of the organization is an issue of increasing importance† (Jorgensen, Becker & Matthews, 2009, p. 451). Essentially, strategic human resource management by definition is directly and indirectly linked to firm innovation. According to Sims (2007) strategic HRM is defined as: ...the linking of human resources with strategic goals and objectives in order to improve business performance and develop organizational culture that foster innovation and flexibility (p. 323). Armstrong (2011) argues that competitiveness in today’s market has placed firms under increasing pressure to adopt innovation as a key business model. Innovation models involve changes that organizations should implement to become and remain competitive and how they may improve organizational performance generally. These changes not only involve people, but also have an impact on people. Employees are engaged in both the planning and implementation phases of organizational change. Thus HRM is critical for perfecting an innovative business model, because HRM is

International Relations at NYU Personal Statement

International Relations at NYU - Personal Statement Example I realize that I will need to reach beyond the NYU community in order to do the type of work I want to do. In addition to my chosen course of study, I feel that I am a good fit for either NYU campus.   I have had experiences that I feel will add to the community of scholars at NYU.   Giving as well as receiving is an important value that I have.   Both are important for establishing a community of interdependence, respect and reciprocity.   These values have been instilled in me since I was young and I know that they will guide me in my studies and in my life work.   I look forward to becoming a part of the academic community at NYU.   International relations is such a broad field of study.   I am excited about working with a cosmopolitan faculty and student body as I gain the knowledge I need to have so I can discover all of the possibilities international relations at NYU has to offer.

Causes and effects of globalization Essay Example | Topics and Well Written Essays - 250 words

Causes and effects of globalization - Essay Example the importance of multinationals operating in their nation and as companies recognized the importance of expanding their business globally (Ritzer, 2007, p.70). Decrease in trade barriers such as quota systems and import, export duties even became an underlining reason that promoted globalization. When trade barriers were removed, consumers realized that they can obtain goods and services at much lesser prices as compared to the goods and products available and produced locally. Globalization was even created as organizations and nations understood the importance of technological advancements that were taking place in other regions and due to their desire to obtain these technological advancements. Globalization has been impacting humankind both in negative and positive way. This process has increased job opportunities for the workforce throughout the world, now people can find employment anywhere around the world. Another positive effect was that the developing nations have started working for developed nations which aided in solving the problem of unemployment rate in these nations. Due to globalization, interaction between cultures increased and cultural boundaries became blurred, and due to this people of one nation started accepting and adopting the cultures of other

Critical Thinking Assignment Example | Topics and Well Written Essays - 500 words

Critical Thinking - Assignment Example Any one factor missing in the thought process and data collection will not only wane the confidence, it will also render the reason unfruitful. 3. Intellectual Perseverance: A critical thinker’s power of perseverance is better than most thinkers as they are more liable to attack by critics. Their thoughts are never at rest and they are always open to new information and facts. Critics and new knowledge never bogs them down. But critical as they are, they know where to draw the line between new knowledge and ill-founded knowledge. 2. Relevance: Any data collected should be relevant to the question or problem. Data that is not relevant is a waste of time for a critical mind. The applicability of data to question and its strength is the domain of this standard. 3. Depth: To seek knowledge below the visible. The critical mind while collecting data inadvertently follows this standard, to understand the complexities of a subject. The requirement of this standard is to get as much relevant information as one can to get a firm understanding of the subject at hand. 4. Significance: To be significant for a problem, the data gathered for a problem should be focused. All data collected can be relevant and yet not significant to a problem. For a critical thinker it is imperative to realize the significance of the

Housing Policy Essay Example | Topics and Well Written Essays - 250 words

Housing Policy - Essay Example This ccontact count housing policy redresses nearly all facets of homelessness (Davis, 2010) For example, Aylesbury Vale District Council (AVDC) in Buckinghamshire County is surrounded by hundred smaller villages like Buckingham, Haddenham, Winslow, Wendover and more, covering approximately 900 square kilometers. The Vale has approximately 69 258 households and a population of 174 100 people according to the 2011 Census (AVDC 2011). AVDC’s population and houses continue to increase in number. For instance, in the last ten years up to 8600 new houses have been built with 50% of the new builds from urban extensions According to the South Midlands Sub-Region study (2002) and the Milton Keynes Sub-Regional Strategy (2005). In addition, The Vale’s population is expected to go up to 213 000 by 2026 (AVDC Housing and Homelessness Strategy, 2008-2013). The contact housing policy was grounded on specific areas such as Leeds, Manchester, Nottingham, and West midlands, Oxford, Devon and Newcastle. The specificity of the policy program was to help provide information on the level of homelessness in the mentioned areas and Identify the additional housing options and the help need to cater for the needs. Moreover, the contact housing policy also /had key areas such as, Housing Options prevention service, social justice strategy, social Impact Bond and Localism Act (Ambrose, 2008) There have been impediments to the sound execution of the cont housing policy from different quarters namely, The government, Mayor of London Local housing, Authorities, Chartered Institute of Housing, Health and wellbeing Boards, Hospitals such as St Mungo’s as well as the Ministerial Working Group which initiated the No Second Night Out model. (Wilcox, 2011) The above essay is an elaborate explanation on the housing problem in the United Kingdom and the subsequent

Quantitative Techniques for Business Project Essay

Quantitative Techniques for Business Project - Essay Example This assignment studies behavior of stock prices at daily interval for the period from July 20, 1988 to July 20, 2009. Figure 1, 2 and 3 illustrate the dynamic character of stock prices respectively of companies Microsoft, Intel, and H&P. The graphical views tell us that these three stocks exhibited exponential growth from the beginning until the middle of 2000. All three stocks later dropped in prices by 30%-% 40% in about 24 moths. They never achieved the previous peak. Microsoft maintained stable prices for the rest of the period while Intel and Hewlett & Packard went through bumpy roads. The dynamic character of Apple stock was different from that of previously mentioned stocks. Figure 4 shows the asymptotic behavior of Apple stock prices from the beginning of the observation period until the middle of 1999. In the latter period, Apple stock price exhibited exponential growth until was hit by the global financial crisis of 2008. Apple’s sudden growth after the mid-1999 can be associated with the release of new products and services. The exponential growth of Microsoft, Intel and H&P stock prices from 1988 until 2000 should be contributed to the development of digital technology of that time. Thus, we can conclude that the innovation and new products influence the rise in stock prices. At the same time, irrespective of innovation, the overall market condition also causes influence on the stock prices. Figure 5 depicts S&P 500 index values from September 26, 2008 to November 21, 2008. In 41 days, the index dropped by 34%. This incident is named as the Global Financial Crisis of 2008. It caused a drop in prices of Microsoft, Apple, Intel and H&P stocks respectively by 27.69%, 35.61%, 31.13%, and 27.55%. This assignment is using time-series data of stock prices. Let Pt be the price of an asset at a time index t and P t-1 at a time t-1. We assume

An Inspector Calls Tell About The Class System Essay Example for Free

An Inspector Calls Tell About The Class System Essay An inspector calls is set in the early 20th century, back when things were different. The class system was very important. There were three classes working class, the middle class and the upper class. The working class was for the poorest people who did manual labouring work. The middle class was for people such as doctors and teachers. The upper class was for really rich people or people who were important in society such as lords and dukes. In the early 20th century women did not get much respect at all. Only women in the working class worked because women could not get any better jobs than a factory worker or some kind of maid or servant work. This essay from www. coursework. info An inspector calls shows us about the class system in many ways. The first thing we see is that Mr Birling is trying to get a knight hood so he can move from the upper middle to the upper class. He doesnt really want anyone finding out about Eva Smith because he thinks it will damage his reputation and ruin his chances of getting the knighthood. Mr Birling owns a business and is rich he also has respect from other people in the town so he would not want a girl like Eva Smith who has no real importance to him, to come and ruin his chances. You could this factory was quite big and employed many people because he says weve several hundred young women there and they keep changing. This shows us that there was probably many other women all in the same situation as Eva Smith. Money will get you respect and a reputation. Money is also a factor in the class system. The more money you had the higher class you were in. In 1912 when An Inspector Calls was set the suffragette movement was at its most violent and bitter so it was obvious that there was a time for a change on the way that women were treated around this time. The suffragettes were mainly upper and middle class women because if a lower class woman was to campaign they wouldnt get any respect where as the higher you get in the class system the more respect women got. coaf afr seafafw oraf afk inaf foaf af: Eva Smith didnt get any respect at all. She was raped by Eric and the only person she loved who was Gerald who had a girl friend and just left her. Even if Eric or Gerald would have wanted to marry her and love her they couldnt because of the difference in classes between them both. Lower class people were not allowed to mix with upper class people and we are shown this in the way Eric and Gerald said they couldnt marry her just because she wasnt in the same class as her. Another thing that shows us how the class system was in the early 20th century is that when Sheila went in to the shop she had the power to get Eva Smith the sack just because she was jealous of her. The only reason that Eva got the sack from this job was that Sheila thought Eva was smiling at her. The shop owner said a customer complained about her so she had to go. Upper class people had power over the lower classes this was partly because of the money they had. cofe fer sefefew orfe fek infe fofe fe.

The Impact of Child Abuse(Neglect) on a Child Essay Example for Free

The Impact of Child Abuse(Neglect) on a Child Essay Background of the issue Many of you might wonder why many children attend school and do not say a word in your class. Today I am here to talk to you about the reasons why this may occur because many teachers are not aware of these problems that are affecting many of our children today. One of the social issues that I have chosen is Child abuse-neglected children. I chose child abuse because it is a silent killer that tends to have a major effect on our children at the primary and secondary school level. Many of us might not know the problems that our children are faced with at home with parents, step parents or guardians. They might appear really calm or they might just be the one child in our class that is always on a bad behavior level. We are the only ones that can help these children but first we need to know how to recognized and point out if these children are in the category of child abuse or neglect. I will first begin by informing what child abuse is and then I will continue by explaining other things that will help teachers to assist these type of children in the classroom. Child abuse in Belize continues to be a serious and ever-increasing problem. Although the media report extreme and tragic examples of abuse, many children are living in less newsworthy, but alarming circumstances. The statistics are shocking. An incident of child abuse is reported—on average—every 10 seconds. The most recent government national study reported that more than 2.9 million reports of possible maltreatment involving children were made to child protective services in 2003. The actual incidence of abuse and neglect, however, is estimated to be three times greater than the number reported to authorities. Every day more than 4 children die as a result of child abuse in the home. Child abuse is more than bruises and broken bones. There are several types of child abuse that is happening to our children either at home or school, but the core element that ties them together is the emotional effect on the child and the deep, long lasting scars that they leave on a child. Some children might be so detrimental that they seem to block out their peers and other social groups. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their safety. They need to be love so that they can succeed in the outside world. Problems identified There are many problems that children can face inside and outside of the classroom when they are being abuse or neglected. One of the most heart breaking things in life is when a child is hurt, whether by accident or by abuse. A lot of the time, there are visible signs of abuse such as bruises, cuts, and broken bones, but sometimes it isnt easy to see signs. Some of the invisible signs can seem to be withdrawn, angry, quiet, and/or violent are just a few. These are warning signs for parents, teachers, and caregivers that something is wrong. If abuse is suspected then it should be reported to the proper authorities. But not all children that seem to be withdrawn and shy are abused; they could simply lack the social cognition to interact in society. When this is the case working with the child can help them to feel more comfortable in society. Children that need help with social cognition will be the ones that are so quiet that you forget they are there. They are the ones that do not seem to participate in activities in and out of school, and do not seem to have any friends. There are surveys to determine if a child fits in this description, but it could damage the child even further if he feels that he is singled out. That is the problem in the first place; he does not feel like he fits in. Simple observation can determine whether the child is feeling neglected. Neglected children are very passive and unable to be spontaneous, have feeding problems and grow slowly, find it hard to develop close relationships, be over-friendly with strangers, get on badly with other children of the same age, be unable to play imaginatively, think badly of themselves, and be easily distracted and do badly at school. It can be hard to detect long-standing abuse by an adult the child is close to. It is often very difficult for the child to tell anyone about it, as the abuser may have threatened to hurt them if they tell anybody. A child may not say anything because they think it is their fault that no one will believe them or that they will be teased or punished. The child may even love the abusing adult, they want the abuse to stop, but they dont want the adult to go to prison or for the family to break up. Neglect can have a strong impact on, and lead to problems in, a childs emotional, psychosocial, and behavioral development. As with other effects already mentioned, these may be evident immediately after the maltreatment or not manifest themselves until many months or years later. All types of neglect and emotional neglect in particular, can have serious psychosocial and emotional consequences for children. Some of the short-term emotional impacts of neglect, such as fear, isolation, and an inability to trust, can lead to lifelong emotional and psychological problems, such as low self-esteem. A major component of emotional and psychosocial development is attachment. This behavior may in turn cause teachers or peers not to offer help or support, thus reinforcing the negative expectations of the neglected child. One mitigating factor, however, may be having an emotionally supportive adult, either within or outside of the family, such as a grandparent or a teacher, available during childhood. Another mitigating factor may be having a loving, accepting spouse or close friend later in life. Neglected children who are unable to form secure attachments with their primary caregivers may: Become more mistrustful of others and may be less willing to learn from adults, have difficulty understanding the emotions of others, regulating their own emotions, or forming and maintaining relationships with others, Have a limited ability to feel remorse or empathy, which may mean that they could hurt others without feeling their actions were wrong, Demonstrate a lack of confidence or social skills that could hinder them from being successful in school, work, and rel ationships, demonstrate impaired social cognition, which is ones awareness of oneself in relation to others and an awareness of others emotions. Impaired social cognition can lead a person to view many social interactions as stressful. Different other problems that teachers can encounter in the classroom that may be a sign of neglected abuse are difficulty paying attention, not listening when spoken to, difficulty organizing tasks and activities, being easily distracted, being forgetful, excessive talking, difficulty awaiting their turn, bullying or threatening others, being physically cruel to people or animals, stealing and destroying others property. Review of the issue Child neglect is the most common type of child maltreatment. Unfortunately, neglect frequently goes unreported and, historically, has not been acknowledged or publicized as greatly as child abuse. Even professionals often have given less attention to child neglect than to abuse. In some respects, it is understandable why violence against children has commanded more attention than neglect. Abuse often leaves visible bruises and scars, whereas the signs of neglect tend to be less visible. However, the effects of neglect can be just as detrimental. In fact, some studies have shown that neglect may be more detrimental to childrens early brain development than physical or sexual abuse. How neglect is defined shapes the response to it. Since the goal of defining neglect is to protect children and to improve their well-being not to blame the parents or caregivers—definitions help determine if an incident or a pattern of behavior qualifies as neglect, its seriousness or duration, and, most importantly, whether or not the child is safe. Although specific causes are not known, a significant body of research has identified several risk and protective factors. Multiple risk factors are more likely to increase the probability of abuse. For example, lack of preparation or knowledge of the demands of parenting can lead to abusive or neglectful parenting. Parents may lack understanding of their childrens developmental stages and hold unreasonable expectations for their abilities and behavior; they may be unaware of effective discipline or alternatives to corporal punishment and may also lack knowledge of the health, hygiene and nutritional needs of their children. Individuals who have difficulty in single parenting, in controlling anger in relationships, who have mental health or substance abuse problems, financial stress or housing problems can appear uninterested in the care of their children and are also at risk for abusive behavior. Child abuse and neglect represent a problem of alarming proportions, with tremendous psychological and economic costs to both the individuals involved and to society. Early identification and treatment is important to avoid or minimize the long term consequences of abuse. Through treatment the abused child is helped to regain a sense of self-esteem and trust, and the family learns new ways of support and communication. It is critical to support ongoing and new research to point the way to effective strategies of prevention and intervention to change the course of the lives of victimized children. Abused children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. One of the main types of abuse that see happening in our schools today is child neglect. Child neglect is a very common type of child abuse, it is a pattern of failing to provide for a childs basic needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious injury, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even taking on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met. While child abuse and neglect occurs in all types of families—even in those that look happy from the outside—children are at a much greater risk in certain situations. All parents upset their children sometimes. Saying `no and managing difficult behavior is an essential part of parenting. Tired or stressed parents can lose control and can do or say something they regret, and may even hurt the child. If this happens often enough, it can seriously harm the child. Children are usually abused by someone in their immediate family circle. This can include parents, brothers or sisters, babysitters or other familiar adults. It is quite unusual for strangers to be involved. Analysis of the issue Child abuse and neglect is a problem that has existed for many years. Laws make it necessary for the teachers and other adults to be aware of the definitions that describe abuse and neglect. In addition, it is necessary to review the characteristics of the child and caregiver to ascertain who may be at risk. Physical signs, such as specific types of fractures, burns, scalds, and bruises, should act as a key to suspected abuse. In 2005, the National Organization for the Prevention of Child Abuse and Neglect (NOPCAN) in Belize carried out a study which was aimed at raising awareness among the general public about the use of corporal punishment in schools and the home and the damage this does to children and to generate interest in the use of alternative measures. Information on the views and experiences of children aged 7-15 years was gathered through focus groups (87 children) and questionnaires (292 children). In focus groups, 45% of children aged 7-10 years felt that adults should immediately address wrong behavior, and 45% of all involved felt that it was wrong and ineffective for adults to use corporal punishment as a means of controlling children. Responses to the questionnaires revealed that 91% 7-10 year olds had been lashed at home/school, and 87.7% were still being punished in this way. The most commonly used implement for beating was a belt (59.9%), followed by a slipper (42.2%), a rope (16.4%), a ruler (11.9%) and a stick (11.3%). Some of the children were scarred from the beatings. Of children aged 11-15 years, 97% said that corporal punishment had been or was still being inflicted at home and school, with punishments including having to kneel on bottle stoppers and being hit on the head. More than two thirds (69%) considered corporal punishment to be cruel and inhumane, and a similar number said that when the punishment was administered they felt hurt, shameful, fearful, upset, vexed, bad, angry and resentful. Students explained that they were told by their parents and teachers that they were being punished out of love and this led many to believe that it was right to administer corporal punishment to them. However, they stated that they cannot learn when there is the threat of the whip, and that they need to feel loved not threatened with violence. Children who have experienced neglect have been found to demonstrate higher frequencies of insecure, anxious, and avoidant attachments with their primary caregivers than non-maltreated children. In fact, studies have demonstrated that 70 to 100 percent of maltreated infants form insecure attachments with their caregivers. Often, emotionally neglected children have learned from their relationships with their primary caregivers that they will not be able to have their needs met by others. This may cause a child not to try to solicit warmth or help from others. I believe that child abuse and neglect damages and break apart a child’s life. It is our role as teachers to help these children overcome these dying situations. We must realize that when a child appears to be, not of a normal child and acts in a rather calm or aggressive mode than he or she usually appears, that something might be wrong. There are many children each year in our classroom that seems to have some kind of problems in their household. Statistics have shown that 4 out of every 10 children in a class have some kind of abusive relationship especially neglect. The maltreatment of children does not occur within a vacuum. In nearly every case, it is important to assess the functioning, strengths, and needs of a child within several contexts. Usually the dominant context of the abused child is the childs immediate family. However, there are also many other contexts or cultures that may have a greater or lesser influence on the abused child depending on the childs age (social networks, extended family, etc.). In many cases of child maltreatment, therapists have a negative perception of the family (i.e., parents) because of the harm they have caused the child. The therapist may be angry or think less of the childs parents if they are the source of the childs maltreatment. However, the therapist should negate neither the importance of the family (from the perspective of the child) nor each family members ability to contribute important information concerning the childs level of functioning. Whether or not they are involved in the abuse, parents are usually one of the most informed sources of information about the childs daily functioning and presenting problems. Similarly, an assessment of the childs functioning within settings such as school, social gatherings, daily after school activities and day care provide information about the maltreated child from several sources and in several environments. One benefit of developing a multi environment, multisource assessment of the child is that patterns of behavior, identified across contexts, increase the validity of the presence of a particular behavior or characteristic. For example, reports from a parent that a child is frequently belligerent and noncompliant might be supported by reports from his/her teacher that indicate that the child is frequently involved in physical fights with peers, has temper outbursts, and refuses to complete schoolwork. A valid conclusion that could be drawn from these reports is that this child possesses a relatively stable pattern of oppositional or defiant behavior. Conclusion Although child neglect is the most common type of maltreatment, its causes, effects, prevention, and treatment often are not as prominently discussed and explored as are those for physical or sexual abuse. Neglect, like other types of maltreatment, has many contributing factors at the individual, familial, and community levels. The complexities of neglect present difficulties not only for an overburdened child welfare system, but also for community- and faith-based programs, researchers, legislators, and other service providers. It is key, therefore, that these groups work collaboratively to develop promising and effective practices for preventing neglect and for mitigating its effects on children and society. Part of this process is providing individuals, families, and communities with the knowledge, resources, and services to deal with the challenges associated with neglect. Neglect must be viewed not only as an individual or a family problem, but also as a community issue requirin g a community response. Teachers that observe signs of neglect in the classroom must inform the childs parent of what is going with their child. Parents will have valuable information that will help the child. A child may feel uncomfortable in a social situation, but be a completely different child at home. This would indicate that the problem is at school. Information gathered by the parents and teachers will assist in forming a plan to help the child. This should be done in collaboration between parent and teacher. If a child does not get the necessary help that need in order to be successful in life and education they will suffer the many years that they have to pass through this burden. Recommendations A child that feels neglected needs to feel that they are important. Allowing them to read to a younger group of children may help them to feel that they are needed. Putting them in charge of a group project can help them to build confidence. Pairing them up with a more socially comfortable child can help to learn about proper social behavior. Many children will learn more effectively from their peers. After working with the child using the plan agreed by the parents and teacher, a follow up meeting should be scheduled. If what is being used to help the child is not working, then something else should be agreed upon. The important thing to remember is parents and teachers should work together. As a teacher, it can be overwhelming and difficult to adapt your classroom for abused and neglected children. It is possible to create a positive environment for all students. It is important to know how to appropriately interact with abused and neglected children in order to make your classroom a safe and comfortable environment for everyone. In order to help a neglected student, teachers need to gather as much information on the student as possible however is careful not to define the student by their past history and behaviors because it is easy to treat abused and neglected children differently. We often pay them more attention, feeling sorry for them and minimizing their behaviors due the abuse and neglect. Although it is good to be sensitive to their individual needs, it is important to treat them like any other student in your class. Responsive adults, such as parents, teachers, and other caregivers make all the difference in the lives of maltreated children. They need to be held, rocked, and cuddled. Be physical, caring, and loving to children with attachment problems. Be aware that for many of these children, touch in the past has been associated with pain and torture. In these cases, make sure you carefully monitor how they respond — be attuned to their responses to your nurturing and act accordingly. In many ways, you are providing replacement experiences that should have taken place during their infancy — but you are doing this when their brains are harder to modify and change. Therefore, they will need even more bonding experiences to help them to develop attachments. . Abused and neglected children will often be emotionally and socially delayed. And whenever they are frustrated or fearful, they will regress. This means that, at any given moment, a ten-year old child may emotionally be a two-year old. Despite our wishes that they would act their age and our insistence to do so, they are not capable of that. These are the times that we must interact with them at their emotional level. If they are tearful, frustrated, or overwhelmed (emotionally age two), treat them as if they were that age. Use soothing non-verbal interactions. Hold them. Rock them. Sing quietly. This is not the time to use complex verbal arguments about the consequences of inappropriate behavior. Many abused and neglected children do not know how to interact with other people. One of the best ways to teach them is to model this in your own behaviors, and then narrate for the child what you are doing and why. Become a play-by-play announcer: I am going to the sink to wash my hands before dinner because†¦ or I take the soap and put it on my hands like this†¦. Children see, hear, and imitate. . One of the most helpful things to do is just stop, sit, listen, and play with these children. When you are quiet and interactive with them, you will often find that they will begin to show you and tell you about what is really inside them. Yet as simple as this sound, one of the most difficult things for adults to do is to stop, quit worrying about the time or your next task, and really relax into the moment with a child. Practice this. You will be amazed at the results. These children will sense that you are there just for them, and they will feel how you care for them. It is during these moments that you can best reach and teach these children. This is a great time to begin teaching children about their different feelings. Regardless of the activity, the following principles are important to include: (1) All feelings are okay to feel — sad, glad, or mad (more emotions for older children); (2) Teach the child healthy ways to act when sad, glad, or mad; (3) Begin to explore how other people may feel and how they show their feelings — How do you think Bobby feels when you push him? (4) When you sense that the child is clearly happy, sad, or mad, ask them how they are feeling. Help them begin to put words and labels to these feelings. References †¢ Carr, A. (ed) (2000) What Works with Children and Adolescents? A Critical Review of Psychological Interventions with Children, Adolescents and their Families. London: Brunner-Routledge. †¢ Jones, D. Ramchandani, P. (1999) Child Sexual Abuse Informing Practice from Research. Oxford: Radcliffe Medical Press. †¢ Monck, E. New, M. (1996) Sexually Abused Children and Adolescents who are Treated in Voluntary Community Services. London: HMSO. Out of print. †¢ NOPCAN-BELIZE CITY BRANCH

Gifted Students In The Kingdom Of Saudi Arabia Education Essay

Gifted Students In The Kingdom Of Saudi Arabia Education Essay Introduction Making proper stipulation for gifted students is significant for the development and growth of ones society. They are considered as valuable future resources. In the year 1998, the interest in supporting gifted children in the Kingdom of Saudi Arabia grew. They have established programmes in which they were able to identify gifted children. The General Administration for Gifted Students (GAGS) was established in Saudi Arabias Ministry of Education in the year 2000. (Bondagjy, 2000). There has been not enough research and development in the field of introduction of gifted children in Saudi Arabia. According to Al-Ghamdi, 2007, there are very few programmes for gifted students in the Kingdom of Saudi Arabia that was run by the Ministry of Education. The programmes that do exist are new and in need of evaluation and further development in order to provide maximum benefit for gifted students. The Saudi Arabian government believe that the gifts and talents of the young people in the country are nurtured. At the present time, in Saudi Arabia, gifted students who have special characteristics or abilities qualify for provision at the highest levels of services. Since 1999, the Ministry of Education in the Kingdom of Saudi Arabia has demonstrated a strong interest in its gifted students by putting in place programmes that are developed specifically for these students; however, these programmes are rare and new. Therefore I feel it is necessary to carry out an in-depth study of the present state of gifted education, find out what is available and identify the strengths and weaknesses of what is being offered. Objectives of the study From the outset, it is acknowledged that the concept of giftedness and its identification is highly complex. As Gubbins (2002) points out, people all over the world are still asking questions about how we assess and nurture peoples abilities. Whilst there are centres around the world focusing on research and development on gifted education, there are also experts (Borland, 2005) who question the whole concept of identification of gifted students and recommend that what is needed is gifted education without labelling a group as gifted. Borland, however, states that there is agreement amongst experts that high achieving or high-ability students are among those who are the most ill-served when curriculum and instruction are not differentiated.This study aims to make a contribution to the on-going debate in aspects of gifted education. It also hopes to add to the research literature by studying the nature of gifted education in Saudi Arabia, which has a different cultural social and educ ational background to many other countries where gifted programmes exist. More specifically, the aims of this study are: to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, by seeking the perspectives of all parties involved; to draw conclusions about the Saudi programmes and make recommendations based on the data collected; to make suggestions based on what is known about gifted programmes in other countries. As previously stated, the study also aims to provide an overview of international literature on gifted education by reviewing gifted education programmes and the range of methods used in other countries. The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia define gifted students? How does the Ministry identify and support gifted students? What is the nature of programmes for gifted students in the Ministry of Education in the Kingdom of Saudi Arabia? How effective are these programmes in terms of making provision in terms of the educational methods and resources for gifted students? In 1969 the Saudi cabinet first recognized the necessity of identifying gifted students -Nafea et all (1992), but no actual steps had been taken for action. Between the years 1990 and 1996, King Abdul Azizs City of Science and Technology, with collaboration from the Ministry of Education and the General Presidency for Girls Education, produced a project for extensive national research. The project titled: identification and care for Gifted Students (Bondagjy, 2000) and consisted of three main aims: To design a programme for identification of gifted students. To design enrichment programme models for mathematics and science curriculum. To enlighten Saudi society about the importance of the identification of gifted pupils and provision for their educational needs. Regarding identification of gifted students, the project employs seven methods, which are: Teachers nomination High academic achievement High achievement in science High achievement in mathematics. IQ test Torrance test for creativity thinking Wechsler IQ test. In 1998, a project (identify and car programme for gifted students) designed for identifying gifted students in the kingdom of Saudi Arabia was implemented by the Ministry of Education (Alwasruh, 2005). This programme consists of four units: Identification of gifted students. Care and enrichment programmes for gifted students. Training, planning and organization. Finance and administration services. This project was a very significant one in that it would serve the purpose of identifying and supporting gifted children of the kingdom. Therefore, it represents a landmark in the history of gifted education in Saudi Arabia. It provided the Ministry of Education with the opportunity to start special programmes for gifted students. Gifted Students Care Centres in Saudi Arabia: The gifted students Care Centres are establishments charged with the task of offering educational, social and psychological care for gifted students. Such centres are supervised by the General Administration for Gifted Students. The administration body which controls each of these centres includes a Centre Director, assistants, teachers, behavioural specialists, laboratory technicians, learning sources specialists and general support technicians. The Kingdom of Saudi Arabia, at the time of writing this thesis, has 31 Care Centres for boys and 20 for girls (MOE, web, 2007). Care Programmes for Gifted Students in the Schools of the Kingdom of Saudi Arabia The General Administration for Gifted Students emphasises that all students should be provided with equal opportunities, so that their abilities may be identified and their gifts and talents developed. In order to achieve this goal, the General Administration for Gifted Students provides a programme to train teachers so as to achieve this purpose. The teachers duties include the introduction of a complete gifted programme prepared by the General Administration for Gifted Students. These programmes start at the beginning of every school term. Among the responsibilities of the teacher is the use of modern methods which help to improve students skills of leadership, social and scientific research skills, as well as improving the parents knowledge about the importance of provision for gifted students. The duties of teachers also include the liaison between the various Care Centres of Gifted Students. The number of schools that have had benefited from this programme, between the years 2002 and 2004 was 264 boys schools and 97 girls schools (Alwasruh, 2005). Support for Gifted Education The Foundation provides funds and support to students in the six main centres for gifted education of the Ministry of Education of Saudi Arabia. These centres are located in Riyadh, Jeddah, Taif, Madinah, Dammam, and Al-Hassa. They work on identifying gifted children and providing them with enriched educational activity. They also assist in the teaching of the whole community about the nature of giftedness and about the role that talents and talented people will play in the future of the Kingdom of Saudi Arabia. Additionally, the Foundation is committed to providing training for all those who interact with the gifted children (KACFG, web, 2007). The KACFG is the first and the biggest foundation to support the education of the gifted and talented in the Saudi Arabia, as it supplies programmes and support with substantial funding. Literature Review This chapter provides a pervasive review of literature relevant to the identification of and provision for gifted students. The contents of this review constitute the basis for the empirical work and the subsequent analysis. It starts with an examination of a range of definitions and conceptions of giftedness. Theories and research relating to various aspects of gifted education are reviewed, accompanied by a critical analysis of various points of view on the complex and contested conceptions of giftedness which provide a theoretical framework for this study. In this section literature on methods of identification of gifted students is reviewed, which will be followed by a review literature on aspects of provision of educational opportunities that will extend and/or enrich the learning of the gifted students. It could be argued that using accurate methods of identification is critical in determining the nature of provision. For example, Gubbins (1995) believes that identifying gifted and talented students is not just about answering the question, who are they? but it must also address the question, how do we find them? and what do we do when we find them? The process of identification may differ from one programme to another. In some programmes, the only means used for identification is the use of standardized tests. In others, the standardized test is only one of the factors in the identification process and in addition to test scores, nominations and recommendations of teachers, parents, staff, and even self-nomination are used (Blackshear 1979; Denton and Postlehwaite, 1984; LPS 1995). ( check spelling of of Post..) Bondagjy (2000) believes that a single test to determine general ability may not be sufficient and that subject specific tests may need to be used: Standardized tests of intelligence offer a good base for staff to identify potential capability, including that of some pupils whose performance is otherwise undistinguished as poor. In a few schools the tests are used in isolation without reference to individual aptitudes in specific areas of the curriculum, either as a short cut for selecting pupils for special enrichment courses, or for determining the composition of teaching groups of. This is less useful than if combined with a subject-specific test. (Bondagjy, 2000, p.20) Standardised tests are used widely by the supporters of the theories of a one-dimensional view of ability, which go back to the first theories of intelligence, such as Spearmans theory ( date) mentioned in the previous section, which has been received with enthusiasm and also with scepticism and rejection. The arguments against this single-dimension view of ability (based on general intelligence that consists of areas that are highly correlated with each other and that are mainly intellectual and tested using IQ tests) led to the creation of multi-dimensional theories of ability, such as that of Renzulli, (1978) Gardner (1983,1993), Sternberg (2000) and others. The multi-faceted theories of giftedness are viewed by many to be more appropriate to define and identify high ability. These authors along with Mihaly Csikszentmihalyi, ( date ) and Benjamin Bloom (1985) have all made compelling arguments for a much broader conception of giftedness. Chongde Tsingan, (2003) describes the cont ribution to the more liberal conceptions of giftedness as: Many western theories of intelligence focus on its physiological or cognitive components. However, Howard Gardners theory of multiple intelligences (1983, 1993), Robert Sternbergs triarchic theory of intelligence (1985) and Stephen Cecis bioecological theory of intelligence (1996) are much broader in scope. They combine and extend aspects of the biological, hierarchical and contextual views of intelligence which include interactions between mental processes, contextual influences and multiple abilities. (p.) The following section provides greater detail of the specific models of identification of giftedness and associated views on high ability, which have informed the nature of data collection in the present study. Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them. It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define. Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talente d. On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and b y-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be pro ducers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year. Historical review of school counselling in the KSA Initially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsell ors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999). The responsibilities of this administration are as follows: 1- To plan, prepare and develop the programme and services of guidance and counselling. 2- To provide professional staff who are capable of delivering such services to all students at various stages of education. 3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs. 4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live. 5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999). Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors; counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community. Counselling gifted students Landau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993; Kelley, 1999; Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues. According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance and assistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not a ll gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed. Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved. Research Problem There have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country. The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students. The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia support gifted students? Does the authorities in the schools help in the development of the programmes? How do we determine the effectiveness of the programmes with the school counsellor, principal, and teachers help? Sub-questions Two sub-questions will also be explored: Do the teacher, student counsellor and principal who work with gifted students have special qualifications? What is the level and nature of the response of gifted students to these programmes? Research Design The design of the study is intended to determine: first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students; second, the effectiveness of the programmes in developing the capacity of the gifted students. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. Conclusion This study adds to a growing body of literature that reinforces the importance of examining the programmes for gifted students adopted by the Ministry of Education in the Kingdom of Saudi Arabia for further development. There is no, to the researchers knowledge, research that investigates such programmes. This study is identified as being the first study at the level of a doctorate research project which evaluates the gifted programmes in the Ministry of Education from the point of view of the students, the schools and the workers in such programmes. The study further attempts to use the most effective methods of collecting information, which the researcher obtained data in the form of questionnaires, interviews, observation and documentation. The mixed methods employed in the research made it possible to triangulate both qualitative and quantitative research. Further to these methods, the study used the most popular electronic program (SPSS) to gather and analyse the data as well as to design the tables and diagrams. The study focuses on the research questions at every stage of the research, either theoretically or practically. The researcher also oversaw the validity and procedural aspects of the questionnaire through sitting with students and workers when they answered the questions in order to clarify any ambiguity and confusion on their behalf. In general, the results of the study agree with many of the theoretical studies mentioned in chapter two. Finally, this is a serious explorative study, which has