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Bilingual Education Research Paper Example

Bilingual Education Research Paper Example Bilingual Education Paper Bilingual Education Paper Despite having many researches proving that bilingual children provide greater than (or at least at the same level as) the monolingual children, there is constant debate whether to provide bilingual children with bilingual education or programs that focus uniquely on acquiring English. Bilingual education is the teaching of all subjects in school using two different languages - English and Spanish or Chinese depending which is the native language of the student. Definition According to Ovando, Combs and Collier (2006) bilingual education is not a single uniform program or a consistent methodology for teaching language minority students. Bilingual education includes a number of different program models with a number of distinct goals. Other programs may promote the development of two languages for bilingualism and biliteracy while others use the students’ first language so that students may better learn English. Some bilingual education programs preserve an indigenous or heritage language as an ethnic, cultural, or community resource. There are programs that aim to incorporate students into the mainstream of society (Baker 2001). Thus, as Cazden and Snow (1990) stress, bilingual education is â€Å"a simple label for a complex phenomenon† since not all programs necessarily â€Å"concern the balanced use of two languages in the classroom† (Baker, 2001). (Throughout this paper, the terms L1 and L2 to denote the child’s language, L1 for their native language and L2 for the language they are acquiring. ) The inseparable connection between language and culture brings bilingual programs to include historical and cultural components associated with the languages being used. As Ulibarri (1972) says: In the beginning was the Word. And the Word was made flesh. It was so in the beginning and it is so today. The language, the Word, carries within it the history, the culture, the traditions, the very life of a people, the flesh. Language is people. We cannot conceive of a people without a language, or a language without a people. The two are one and the same. To know one is to know the other (p. 295). Historical Background Discussing the historical background of bilingual education in the United States indicates that there is a cyclical pattern with regard to language policies and programs (Korschun, 2006). Furthermore, studying the origins of bilingual education helps to understand its present undertakings and its future effectiveness. There are few references that account the history of bilingual education. In this paper, I rely predominantly on Ovando et al’s account of the history of bilingual education. The 1800s. Contrary to the common perception in the United States, schools in the United States use for instruction multiple languages other than English during the eighteenth and nineteenth centuries. Because of the increasing establishments of homesteads of different groups of different languages and countries of origin in US territories, a general sense of geographical and psychological openness existed. Some communities were self-sufficient and agrarian based while some were ethnic pockets in urban areas (Ovando, 1978b). According to historical records, many schools in the nineteenth century, both public and private, used languages other than English for instruction. In fact, during this century, following the annexation of the Territory of New Mexico, a school’s curriculum may use either Spanish or English or even both as medium for instruction (Leibowitz, 1971). In 1900, at least 600,000 children in US received part or all of their schooling in German in public and parochial schools (Crawford, 2004; Ovando Wiley, 2003; Kloss, 1977; Tyack, 1974). Many other states passed laws providing for schooling in languages other than English (Crawford, 1992, 2004). Some public schools provided bilingual or non-English-language instruction during the second half of the nineteenth century. The 1900s. Between 1900 and 1910, over 8 million immigrants were admitted to the United States majority of which came from Europe (Stewart, 1993). Because of this, the struggle for power to control institutions became imminent. One solution to this power struggle focused on schools. This solution came in the form of â€Å"Americanizing† all immigrants. By 1919, 15 state laws had been passed calling for English Only instruction (Higham, 1992). During the first half of the twentieth century, many schools already implemented the English dominant instruction which was impelled by many factors such as the standardization and bureaucratization of urban schools (Tyack, 1974), the need for national unity during the two world wars, and the desire to centralize and solidify national gains around unified goals for the country (Gonzalez, 1975). In fact, from World War I to the 1960s, language-minority students were severely punished whenever they used a language other than English in the classroom, or even on the playground. This policy continued until the 1950s resulting to an enormous loss of many indigenous languages (Crawford, 2004; Ovando Wiley, 2003). The consequence of this action is still visible today. The ambivalence of language-minority parents toward bilingual education reflects fears that their children will be punished for using a language other than English (Arias Cassanova, 1993). The early 1920s saw yet another restrictive immigration laws. These immigration laws, passed by the US congress, created a national-origins quota system. These extremely restrictive laws discriminated against eastern and southern Europeans and even excluded Asians. This resulted to fewer numbers of new immigrants while second-generation immigrants dropped the use of their native languages. Moreover, bilingual education disappeared for nearly have a century in US public schools (Crawford, 1992a).

Food journal analysis week 4 Research Paper Example | Topics and Well Written Essays - 1000 words

Food journal analysis week 4 - Research Paper Example For this assignment, I ate the lasagna as suggested in the hypothetical question, and eating a regular size portion to see what content would rate on the nutrient scale. With the ricotta cheese, mozzarella, Parmesan, meat, my fat intake was quite high on just this part of the meal, at 12.2g - percentage scale is 7.5 - 12.5 grams for fat on this item alone. The saturated fat on the lasagna was 6.3g clearly exceeding the 3.6g or below. Since I made sure to eat healthier the rest of the day, I noticed I began to watch everything else I ate. While I didn't prohibit a cookie(s) or soda(s), the items I chose did weigh on my mind and made me more conscious of saturated fat, trans-fats and "good" fat. In order to not worry throughout the day about the calories or fat content, I could avoid high fat intake by eating more fresh fruits, vegetables, and a diet that is more organic or a raw style. While talk of low-fat items is always in the media, there is good fat that our bodies need in order to function correctly. If I make sure the food I eat is made with those healthier versions, there would be less worry about how I am eating, what the fat content is, and how much exercise I will need to do in order to burn it all off. I firmly agree substitutions of low-fat items for their regular high-fat version are always going to be a good choice; however, more people I know who eat low-fat items find they give themselves the "right" to eat high-fat foods as rewards. This style of eating is not only not a good practice; it can be detrimental to your health, and also can cause a downward spiral into bad eating patterns. I believe if I could eat low-fat items without the addition of higher fat items, my physical condition would improve. By integrating low-fat items, your mindset changes to add other health-promoting foods and practices. I found myself worrying about what I was eating during the day, even though my main meals were more vitamin-rich and not completely loaded with fat. Lasagna ingredients & changes The fat, saturated fat, and cholesterol in regular lasagna come from mainly from three ingredients, the meat, and ricotta and mozzarella cheeses. With the high level of fat in cheese, it would benefit anyone with high cholesterol, high blood pressure, or a heart condition to reduce the fat by choosing low-fat cheeses. White cheeses have the lowest amount of fats, and removing the higher fat content of the ricotta cheese by substituting it with cottage cheese. Lowering the fat content and increasing the vitamin and mineral content by adding more vegetables like zucchini, fresh tomatoes, and mushrooms; or choosing a leaner style of meat, such as lean ground beef, turkey, or even ground buffalo. There are many versions of lasagna out there that you can search for on the Internet or recipe sites that can help you make a tasty version of this meal without the total fat, sodium, and cholesterol. Calories, vitamins, and energy Total calories and vitamin levels for my daily intake was slightly higher than the Recommended Daily Amounts. Calorie amount for my body type, age, and activity level should be around 2,00 calories daily (the mypyramid.gov suggested 2,078) and my day's calories ended up being 2,097 for three meals and a snack. While I made sure to choose healthier items today, some of the vitamins and minerals were still

Market Analysis of a specific commodity Essay Example | Topics and Well Written Essays - 2250 words

Market Analysis of a specific commodity - Essay Example The class of commodity goods includes products with high market demand, but that are supplied to the market without qualitative differentiation e.g. from the taste of coffee, one cannot easily differentiate that it is from Brazil or Ethiopian highlands or if the coffee is a product of Nestle or Sara Lee companies without careful study of the brand. However, even though the commodity products are considered equal to one another, they are not exchangeable if they do not meet the market standards. For example, sugar as a commodity product, there is no company that has a higher chance of controlling its market supply or price level than other companies since to a consumer it is difficult to differentiate the taste of sugar (Holihan 2008). Based on the economic perspectives and arguments of commodity markets and commodity products, this research paper aims to analyze the market of coffee (as a commodity product): and the players in the coffee market. The analysis will encompass descriptio n of the coffee market structure, companies or players involved, market share, market size, major players, coffee demand and supply, competition and market dominance. Commodity market: Coffee Market The product coffee Often, people depict coffee as a homogenous product. However, this is not right because there are different types and forms of coffee in the market. According to ICO (2002), the two main types of coffee are Robusta and Arabic: Arabica is the largest, covers almost over 70% of the worldwide coffee trade, and exports while Robusta constitutes the remaining percentage of lower than 30% of the world market. ICO (1995) listed 70 coffee producing countries worldwide with Brazil and Colombia leading in coffee production. The Coffee Market Coverage In reference to Fridell (2007), coffee is not just a drink to enjoy; it is a global commodity and influences world economy. The commodity coffee has a global market and occupies a higher position in the world commodity markets. Frid ell (2007) explains that the product has been an important international commodity for trade since 1800s. Coffee is the world’s most widely traded agricultural commodity. Research shows that many, including the world’s renowned historian Mark Pendergrast, have describe coffee as the second most legally traded world commodity after oil. Coffee has cemented its position in most world stock and securities exchange as an essential exchange commodity (Kirsten 2009). As a global product, Fridell (2007) notes that coffee follows a long market chain before its final consumption. On one, hand, the market of coffee constitutes net producers and net consumers while, on the other hand; there are net exporters and net importers in the world. Research shows that most producer countries are net exporters and not net consumers (Kirsten 2009). In addition, large multinational corporations that roast and retail the coffee to final consumers dominate the coffee market. Holihan (2008) say s that the international trade has essential significance in global marketing and distribution of coffee. In the global market, international dealers, traders or international trade houses purchase coffee from the exporting countries. Roasters in Europe tend to purchase their coffee from international trade houses or specialized import agents with contracts of exporters in producing countries. While large roasters-corporations prefer ex-doxy purchase of coffee, small roasters prefer purchase of small lots

Debt Crisis in Developing Countries Essay Example | Topics and Well Written Essays - 3000 words

Debt Crisis in Developing Countries - Essay Example However despite the many problems associated with developing countries it is still possible to solve the debt problem and to attain high levels of development, this can be done through well laid strategies that involves all the sectors in an economy and this will be analyzed in this paper. Debts in developing countries have increased over the years, many factors have caused this increase in debts including unfavorable terms of trade, rising international interest rates, increasing protectionism in the international market, irresponsible lending by international finance organizations and the rescheduling of punitive terms where countries delay payment.2 The above mentioned factors are external factors and that there exist internal factors that have led to the increased problem of debts include economic mismanagement, unsustainable government deficits and the maintenance of unrealistic exchange rates. All the above factors have led to the increased debt problem in developed countries.3 As a result of unfavorable terms of trade countries are faced with the problem of balance of payment, developing countries mainly export agricultural goods and in turn import machinery and electric goods, the value of imports in most cases exceeds the value of exports and as a result the increasing debt problem, countries are faced with an increasing balance of payment which lead to rising debts. Rising international interest rates: Most international finance institutions will raise their interest rates which in most cases affect developing countries, for example a country may obtain funds from a financial institution but the country may face increasing interest rates on the loan which will increase the pay back value where in most cases the country may end up paying more than double it acquired from the institution, therefore this has added to the problem of debts in developing countries. Increased protectionism in the international market: Increasing protectionism in the international markets has led to an increase in the debt problem in the developing countries, most of the products produced in developing countries are exported to developed countries, when the products are faced with high levels of protectionism in the developed countries the developing countries will experience a reduction in exports leading to unfavorable balance of payment, this means that the country will experience debt problems. Irresponsible lending by finance institutions: Financial institutions will lend money to countries without taking into consideration the current state of an economy, a country may receive a lot of funds which will end up not being used for their intended purpose, finance institutions will lend the developed countries large sums of money and also they lend money even before previous payments are not yet complete leading to the increased debt problem in the developing countries. Rescheduling of payment terms: Financial institutions will change payment terms over time and this may end up increasing the debt problem in developing countries, such terms include the increase in interest rates, the delay of payments has also led to the increasing debt problem in d

Cultural Competency of Nurses

Cultural Competency of Nurses 1.1 Cultural competency The commitment to equality in health care provision is ingrained within the core values of the health care profession and nurses are expected to fulfill these requirements. The Nursing and Midwifery Councils (NMC) Code of Professional Conduct clearly states that nurses must treat every patient as individual, respect their dignity and not to discriminate irrespective of age, ethnicity or cultural background (Husband and Torry 2004a). The NMC (2004) emphasises that culturally competent care is moral and legal requirement for nurses. Thus the requirement for the development of cultural competence is to be found within the NMC code of conduct. Josipovic (2000) points out that the delivery of individualised care, in consideration of religious and cultural requirements of Black and Ethnic Minorities (BME) patients can assist nurses to fulfill their obligations. However, there is no universal definition of cultural competence; Campinha-Bacote (2002) defines cultural competence as a process, which requires the health care professional to continuously attempt to gain the ability to work competently with the cultural context of the patient. Nevertheless Papadopoulas et. al. (1998) defines cultural competence as the ability to give effective care while taking into account patients specific cultural needs, behaviors and beliefs. Narayata definition Nonetheless, there has been significant discussion of different models of cultural competence in nursing literature (Gunaratnam, 2007). Campinha-Bacote (1998) model of cultural competence: the process of cultural competence in the delivery of health care service, identifies five essential constructor of cultural competence: Cultural awareness Cultural knowledge Cultural skill Culturally encounter Culturally desire Conversely the Papadopoulas et. al. (1998) model of developing cultural competence consists of four stages: Cultural awareness, Cultural knowledge, Cultural sensitivity and Cultural competent. Rosenjack Burchum (2002) identified the attributes of cultural competence as same as those of Papadopolos et al (1998) but adds cultural understanding, and cultural skill as essential attributes. Cultural competence is, according to Rosenjack Burchum (2002), the development of knowledge and skill manifested by the synthesis of the above attributes and their respective dimensions in human interaction. Although there is distinction in the models of cultural competence they all express common concern of three main components: cultural sensitivity, cultural knowledge and cultural skills (Gogwin et al. 2001). According to Garity (2000) cultural competence involves having understanding and sensitivity toward different cultural groups and factors that affect their lives such as immigration, discrimination and the possibility for these factors to improve or inhibit professional practice. Hence, for a nurse to become cultural competent s/he needs to develop an understanding of ones own cultural needs, views, beliefs, behavior and those of the patient while avoiding stereotyping and generalisation (http://www.culturediversity.org/cultcomp.htm). The aim is to ensure that the health care services and professionals are respectful and responsive to the health beliefs, practices, cultural and linguistic needs of diverse patients, which can help bring about positive health outcome (http://minori tyhealth.hhs.gov/templates/browse.aspx?lvl=2lvl). Cultural competency is a process that needs to be continuously developed in order to enhance ones ability to give affective health care (Papadopoulos 2006). All registered nurses have the responsibility to competently maintain professional knowledge and practice by ensuring up to date knowledge, skill and ability as well as safe and effective practice (NMC2008). Although the NMC clearly places the individual with the responsibility of developing cultural competence, it should be acknowledged that individuals alone cannot be held responsible for the delivery of culturally safe and competent health care service if insufficient resources are not made available (Husband and Torry, 2004a). Nonetheless, Dreher and MacNaughton (2002) described cultural competence as the same as nursing competence; the ability to deliver care individualised and therapeutic to each patient despite social context or cultural background, this being the signature of contemporary nursing. However, the basic principle of providing nursing care to culturally diverse populations is not an entirely new idea, as the need for such was recognised in the United States in the late 1800s (Davis, 1996) and was also recognized by Florence Nightingale when advising British nurses working in India (Wilkins, 1993). In the last century, most western countries saw significant changes in the make up of their populations due to increased trends in global migration that resulted in multiethnic and multi-religious societies. In the UK BME groups make up 7.9 % of the total population (Office for National Statistics, 2001). As the population becomes more diverse so does the complexity of the patients needs that the nurse must address (Black, 2008). Thus far, the need for the nurses to become culturally competent has become import (Black, 2008, Gunaratnam, 2007).The pertinent literature highlights that, in the last few decades, scholars and researchers have debated the issue relating to the delivery of appropriate nursing care to meet the needs of BME groups (refs). There is a growing body of evidence that show there are inadequacies in the nursing care provided to these groups (Vydelingum, 2006, Cortis, 2004) and concerns about ethnic disparities in health in the UK (Aspinall and Jacboson, 2004). Studi es on utilisation of hospital services by BME patients, in particular the elderly have consistently demonstrated level of dissatisfaction with the care provided from cultural and/or religious viewpoints (DoH, 2009; Clegg, 2003; Patel, 2001; Cortis, 2000, Vydelingum 2000) 1.2 BME Elders Nevertheless, the concept of the ageing population is one that has generated much discussion in the UK (Caldwell et al, 2008) as this age group is the main users of both health and social care services (Department of Health, 2001). While all older people have common needs and experiences of hospitals, the needs and experiences of the BME older people are shaped by their race and ethnicity (Ahmad, 1993; Blakemore and Boneham, 1994). Majority of todays BME elders are yesterdays young migrants from the commonwealth countries (Patel, 2001), who came to the UK during the 20th century as a result of government policy to fill labour shortage (Houston and Cowley, 2002). According to Evandrou, (2006) in 2001 4% of the BME population were over 65 and this number is rapidly rising, from approximately 60 000 in 1981 to about 360 000 in 2001-2002 (Butt and ONeil, 2004, Beaven, 2006) and is expected to increase in the next 15 years (Evandrou, 2000). These elderly groups have particularly been disadvantaged by the cumulative effect of age, race and inaccessibility to services (Norman, 1985). However, newly arrived migrants are likely to share similar concerns and experience in hospital care (Patel, 2001). The 2001 and earlier censuses show that health disparities exist in the UK and that levels of long term illness are higher in older BME groups than in the general population (From A Szczepura 2005).Older people from BME are report more chronic illnesses such as cardio-vascular disease, diabetes, hypertension and stroke when compared to the majority (Tilke, 1998; Ebrahim, 1999; Evandrou, 2000b). An appreciation of the health care needs of this group is vital in understanding the difficulties they face in accessing health care services (Toofany, 2007). One occurring theme connected with old age and ethnicity that has been repeatedly identified from the1980s until today is the lack of urgency over government action for the group (Norman, 1985, Patel, 1990, Lindesay, 1997, Patel, 2001). The Policy Research Institution on Aging and Ethnicity (PRIAE) highlights that these groups are not normally considered in old age research (Patel, 2003). Hoong Sin, (2003) points out that BME older people in the UK are disadvantaged by the lack of a reliable sampling frame. Although there are few national studies, most research projects are small and involve localised samples (Hoong Sin 2003). Therefore the infrastructure for doing research with such population groups is inadequately set up (Hoon Sin, 2003). In PRIAEs view we have had too much discussion, action is overdue (Patel, 2001). This information suggests that BME elderly groups have never been a priority on the agenda for research or policy makers in the health care services. Saleh (2009) su ggests that the introduction of the Race Relations (Amendment) Act 2000 increased pressure on health care organisations to adapt services to ensure equitable access for local all BME groups. On the other hand, Department of Health (DoH) ensures that reducing health disadvantage and social exclusion for BME elders is central to UK health and social policy (DoH, 2001b). The DoH made specific commitments, in the National Standards, Local Action, to improve quality of service for BME where they are disadvantaged in terms of health (refs). This approach according to Papadopoulos et al. (2006) is a sign that the NHS is undergoing modernization. Unfortunately, the last two National Patient Survey Programme reports (2008 2009) show the experiences of all BME groups (with the exception of those from the Irish community) are significantly less likely to be positive than those of the indigenous populations. From a nursing aspect this outcome questions the nurses competence in delivering culturally appropriate care. The literature available identifies cultural competency as one of the main factor that can help cease the inequalities in health care system (refs). According to Papadopoulos et al. (1999) although mention of the term cultural competence in DoH and National Health Services (NHS) documents has increased, there is no attention to what this actually means for patients or nurses and how it could be measured. Having and implementing clear, strong policies on race and equality is essential for health and social care organisations but this has to be supported with training and education (PRIAE, 2005). Consequently, Dreher and MacNaughton (2002) doubted whether cultural knowledge translated into culturally specific care would necessarily result in improved clinical outcomes or the reduction of health disparities. 2. The review Aim and Research Strategies 2.1 Aim Nurses are at the front line of care for BME older people in hospital therefore it is important that the care delivered is in line with what is viewed as appropriate by the patients to their needs. The Department of Health openly acknowledges that much remains to be done in terms of measuring older patients experiences of the process of care, respect, dignity, information and education (Shaw and Wilson, 2008). This review, therefore, intends to bring together the literature concerning nurses views of what is essential in delivering culturally appropriate care to BME older patients as well as this groups expectations and experiences of nursing care. The aim is to explore the cultural competency of nurses in caring for BME elderly patients in Hospital setting. 2.2 Search Strategy (Include: inclusion/exclusion criteria, databases searched, keywords, languages and inclusive dates of the literature searched.) Search Term Search was carried out using combination of keywords such as Nurses, Cultural Competence/Awareness/Sensitivity, Geriatric, Elderly/Older, Black and Minority Ethnic and Experiences/Views. Furthermore, concepts relevant to hospital care such as Dignity, Respect and Appropriate Care were searched in combination with the above key terms. Databases The electronic databases British Nursing Index, PsycINFO, MEDLINE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Assia and Cochrane Library were searched to identify peer-reviewed literature published in the English language between 1990 and 2010 that are UK based. The databases yielded XXX potential studies relevant to the topic under review. Further search was conducted in the World Wide Web using the same key words and it produced xxx studies. The websites of the Department of Health, Transcultural Nursing Society, Royal Collage of Nursing and relevant Third Sector Organisations such as Age Concern, and PRIAE were also accessed which yielded XXX literature. Further literature was gained from the reference and the bibliography of the gathered data as well as the library of the University. The titles and abstracts of the obtained literature were examined and studies focusing on care provided by nurses to BME elderly patients as well as studies examining the views/experiences of hospital care by this particular geriatric group were selected. For the purpose of the literature review an older person is defined as person older than 50 years. NSF considers an older person as a person who is over the age of 50 years. Yet, a limited numbers of studies (how many) about BME elders in hospital setting were identified. For this reason studies focusing on the topic that had a wide range of age sample group i.e. 30-80 were included as it would assist in identifying additional pertinent literature. In total, XX studies were identified to meet the inclusion criteria for the literature review. The literature selected were mainly primary empirical studies using qualitative approach. A qualitative research aims to understand the feelings, values, and perceptions that under lie and influence behavior (xxxx). Therefore the use of a qualitative methodology is seen to be appropriate as all the studies examine the experiences of the BME patients through their own eyes and those of the nurses (from internet). 2.3 Critical Appraisal of Three Qualitative Studies on the Experiences of Nurses in Caring for BME Patients and BME patients Experiences of Nursing Care Cortis (2004) Meeting the Needs of Minority Ethnic Patients Clegg (2003) Older South Asian patients and Care Perceptions of Culturally Sensitive Care In a Community Hospital Setting Hamilton and Essat (2008) Minority Ethnic Users Experiences and Expectations of Nursing Using Caldwells frameworks for critiquing health research, the three above stated studies will be analyzed systematically and supporting/contradicting evidence from other studies will be offered. WHY USE THIS FRAME WORK? Following the discussion of the review themes will be identified. Title Although the title of the study of Cortis is brief and conveys the nature of the study (Polit and Beck, 2010), it could be viewed as misleading as it gave the impression that the sample group was representative of different communities of BME groups. However, the study specifically focuses on the Pakistani ethnic community. Conversely, the titles of the researches by Clegg (2003) and Hamilton and Essat (2008) are short, accurate and clearly specifies what and who is being studied while reflecting the study content (Burns, 2000). The Researchers Academic and Professional Qualification The authors of the three researches have particular interest about the topic in question, which gives the assumption that they are familiar or have professional insights. The qualification (PhD, MsC) of the researchers is relevant as it indicates that they are competent and have creditability to carry out researches. Further evidence to support researchers knowledge and interest of the topic was demonstrated as they are all nurses with extensive experience; Cortis is a senior lecturer at the University of Leeds with Qualitative Research interest in ethnicity and BME issues. Clegg is a consultant in older peoples services and intermediate care at Leeds Teaching Hospital NHS Trust. Hamilton was a principal lecturer at De Montfort University with research interests in multi-ethnic care and Essat was research assistant at the same university working on a project exploring the educational preparation of student nurses to work in a culturally diverse way. Abstract and Rationale A qualitative study must offer an abstract containing summary of study aim/objectives, research approach, methods adapted and the result of the study including the clinical applications (Cormack, 1996). Bellow the abstract there should be key words related to the study offering the reader an overview of the research question. All studies have offered a comprehensive abstract with key words relevant to their topics. Clear rationale for undertaking the study was given by all researchers; Cortis rationale was the fact that there is little exploration of nurses experiences of caring for specific BME community while Cleggs rationale was that there is a lack of research defining the concept of cultural sensitive care from patient/care perspective. Lastly, the rationale provided by Hamilton and Asset is that, nationally, there is an evidence to suggest that care provided doesnt always meet the needs of BME patients. LR All three researchers did review pertinent literature (classics up to date), which was evident in the studies as well as the reference list. According to Doordan (1999) the literature offered should have discussed and critically reviewed related literature to find out what questions remains to be answered. Nevertheless, only Clegg (2003) provided a separate section for LR, which she must be praised for (Morse, 1994). In grounded theory studies, researchers start with data collection first and as the data is analysed and as the theory takes shape researchers then begin to search the literature in order to link it to the emerging theory (Polit and Beck, 2010), which was evident in Cleggs study. Aim The three studies clearly identify and justify their aims. Cortiss (2004) argues that in a number of studies BME are seen as homogeneous therefore the aim of his study is to investigate a specific communitys uniqueness: the experiences of nurses caring for Pakistani patients in north England. However, this aim is inconsistence with the title of study, which clearly treats BME as a homogeneously. WHAT DOES THIS MEAN? While the aim of the Clegg (2003), was to identify older south Asian patients and carers perception of culturally sensitive care. Lastly, the aim of the research by Hamilton and Asset (2008) was to give the minority ethnic groups the opportunity to voice their opinions on nursing care and to inform future nursing education. Ethical Issues Both Cortis and Clegg clearly highlight that permission to do the study was sought from the Local Research Ethics Committee (LREC), which is an imperative step before conducting any research. However, Hamilton and Essat (2008) omit to mention whether appropriate approval was gained from LRECs; who exist to examine proposed research projects in order to guard peoples rights and interests (Cormack, 2000). All the researchers have to be praised for specifying the process and purpose of the study was explained to the participants before the study in order to obtain informed consent. Cortis (2004) clearly specifies that assurance was given to maintain confidentiality and anonymity of the sample group, which is something Hamilton and Essat (2008) fail to address in their study. Both Cortis and Hamilton Asset dont comment on the associated ethical issues of autonomy, non-maleficience and beneficence, (Cormack, 20000). Nevertheless, Clegg considered the vulnerability of the participants (Gerrish and Lacey 2006, Speziale and Carpenter 2007) and therefore committed to the ethical principles of autonomy, non-maleficience and beneficence (RCN, 2004), but fails to mention how confidentiality and anonymity was maintained. Clegg showed sensitivity towards the participants by informing them the voluntary nature of the research with the option of being able to withdraw at any time. This implies a non-coerciveness approach which was important in this study as this was vulnerable group. Conversely, The three studies inform that permission was sought from the participant to audio-tape the interviews but omit to identify where data was stored and the disposal procedure used (Polit and Beck, 2008). This supports the premise that data used for a particular project should not be used for another without consent (Gerrish and Lacey, 2006). Methodological Both Cortis and Hamilton Essat (2008) fail to specify that the method used was phenomenological-exploratory, which is useful when studying individuals lived experiences (Crookes and Davies, 1998). The main methodological strength of using phenomenological in these studies is that it is an inductive and holistic approach that looks at what occurs within (Crookes and Davies, 1998). Both of the studies focus was on the unique experiences of providing care by nurses to BME patients and perception of BME older patient views/expectations of nursing care. The biggest methodological limitation for using phenomenological in these studies is that it is labour intensive and time consuming for the researchers in terms of data collection and analysis (Crookes and Davies, 1998). Clegg, on the other hand, identifies the methodology utilized as grounded theory, which is useful when studying individuals XXXX (GG). Methodological strength associated with the use of this approach in this study is xxxx x. Methodological weakness associated with the use of this approach in this study is The three studies clearly identify the major concepts of the design used and their concepts, which are what? Sampling Technique and method According to Polit and Beck, (2010) in qualitative research there is no rule for sample size as long as data saturation achieved. The sample number (n=30) used by Cortis was considered to be suitable for qualitative research (Cormack 1999) why? However, the sample number by Clegg was four patients and three relatives. Clegg states in her study that she is not sure if data saturation has been achieved. Morse (2000 in polit and beck book) suggests that number of participants required to reach saturation is a firmed by number of factors, such as the wider the research question the more participants necessary. This gives the impression that the sample size could have been too small for the scope of the research question hence why saturation was not reached (Morse 2000) possibly due to time or budget constraints (ref). Sampling number for Hamilton and Essat: six focus groups, member of which range from 8 to 15 (? large sample number for qualitative). All three researches state how many participants were recruited and from where; areas with high population of BME. Cortis participants were recruited from a large acute hospital in north England and Clegg recruited this sample from a two community Hospital inner city and Hamilton and Essat recruited their sample of 6 diverse BME communities groups. The researchers must be praised for providing a clear indication of inclusive/exclusive criteria, in the process of recruiting participants. In contrast the three studies fail to identify the sampling methods and techniques used but inferred from the research studies is that non-probability method of purposive sampling was employed (Cormack, 1996). The method of purposive/judgmental sampling relies on the belief that researcher have enough knowledge about the population to be able to pick sample members (Polit and Bechk, 2010). The main strength associated with the use of purposive sampling in these studies is that the researchers purposively choose the participants knowing they would give relevant information about the topic in question (Polit and Beck, 2008). However, one main limitation is that this technique relies upon the researchers knowledge of cultural competence of nurses (Polit and Beck, 2008). Method of Data Collection All researchers collected data by audio taping interview and transcription. Cortis, Clegg and Hamilton Assset adapted different types qualitative self-reporting technique, which is flexible in gathering self-reported information as it allows the participants to express their views in a naturalistic way (Polit and Beck, 2008). Data collection is described by Cortis as semi-structured interviews and supplementary questions to follow-up for clarification. Cortis informs that most interviews were done in the clinical area; implying that participant had choice of venue, which he must be commend for. However, he omits to state where the rest of the interviews were done. WHY IS VITAL TO GIVE PARTICIPANTS CHOICE OF VENUE? Nevertheless, Cleggs choice of data collection was unstructured interview that were done in the first language of the interviewee. Cross validation of the taped interviews was under taken by a second linguist. Both Cortis and Clegg fail to point out who/how many people performed the interview. Interview performed by one person provides uniformity and consistency (Denscombe, 2003). On the contrary, method of data collection used by Hamilton and Essat was focus group, which was sub-divided into 6 groups where each group had facilitator. The advantage with use of this method in this study is it can generate a lot of dialogue but the disadvantage is that not everyone is comfortable experiences their experiences/view in front of others (Polit and Beck, 2010). Overall, an advantage associated with the use of all interview technique utilized is that the interviewer can observe the participants non-verbal responses, which can provide valuable information (Burns 2000). Some of the main methodological limitation with the use of this method in these studies is that it was done in face to face, which could jeopardize the participants anonymity since they were identifiable for the interviewer (Cormack, 1996). Method of Data Analysis All the researches used thematic content analysis, which is creditable method of data collection (xxxx). Only Hamilton and Asset clearly stated the method used and who analysed the data: two members of the team. What does this mean for the research? Cortis transcribed the interviews himself to became personally immersed in the information. What does this mean for the research? Clegg points out that Micro-analysis of the data were used to identify categories but fail to say who analysed data. Having different people conducting the interview and the analysis of the texts can have an impact on the richness of the analysis performed (Strauss and Corbin, 1998). Nonetheless, steps were taken by all researchers to uphold the rigour of the interpretation by checking the transcript with the participants to ensure correctness, which gave the data conformability and credibility (Forchuk and Roberts, 1993). They also must be praised for indicating that the data was analysed systematically in several steps. However, they all fail to state the type of qualitative software used to categorise the information i.e. Ethnograph and if it was positive or negative to the analysis (Barnard, 1991). (Clegg: Triangulation was introduced into the process of data analysis, which was carried out by a colleague from India). The methodological strength linked to the utilisation of this thematic content analysis in these studies is that it is commonly used in qualitative research and is suitable the three study aims. Limitation would be this analysis includes gathering statements on the bases of similarity and frequency with the aim of making them to themes (Barnard, 1991). It could be argued that by doing so the researchers are using a quantities method of analysis for qualitative data as each data is not being treated uniquely (Barnard, 1991). Study Results The three studies identified themes based on the participants experience which implies themes were not based on presumption authors (Cormack, 1996). Each studies result relate to its aim, which they must be praised for. The finding of each study uses the participants precise statement from the interview, which demonstrates analytical points and allows the reader to hear the voices of the participants. This demonstrates conformability and credibility (Burns, 2000) and lets the reader to get in-depth understanding of topics in discussion (Morse1196). Hamilton and Essats results highlight the view held by BME groups regarding nursing communitys lack of knowledge of cultural and religious beliefs. Cortiss findings agree with this as majority of the nurse participants did not deem that the provision of care was affected by culture and spirituality/religion was viewed narrowly by identifying the need for patients to perform prayers with no lack of recognition of other religious requirements. Participants in Cleggs study described the fundamental importance of religion and its effect on health and hospitalization. Other references re culture and religion to be added. All three studies highlighted communicational problem between patients and nurses, which as an issue hinders the development of relationship. However, problems in this area have been covered in many other studies such as (add referennces)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. And proposals and provisions to address them have been made by the DoH in order to reduce health inequalities (reference). Study Discussion All researchers offer a comprehensive discussion of their topics while comparing and contrasting their results relating to themes with other similar literature, which puts their finding in context making it more objective (Meltzoff, 1998). However, only Clegg specifies the study limitation which was the sample size- a larger sample size would have enhanced the probability of reaching saturation and increase the importance of the finding. Conclusion The three studies offer comprehensive conclusions which summarises the main results while suggesting area of further research or implementation. Cortis suggests that holism needs further conceptualization as his study highlighted nurses understanding of culture as part of holistic care was superficial, which presents a challenge for educators, nursing management, researchers and nursing practice in general. Clegg suggested further research needs to be carried out in order to define the nature of culturally sensitive services. She also points out that nurses understanding of culture and cultural sensitivity needs clarification. Hamilton and Asset suggests that nursing education must ensure that nurses initial training and post training education prepares them to become culturally understanding and sensitive. It could be argued that these three studies make useful recommendation for practice for nurses working with BME patients, which are based on education and research on cultural sensitivity. The three studies suggests that nurses are not culturally competent as required by professional bodies and the Government (English National Board for Nursing and Midwifery and Health Visiting 1997, DoH, 1997, United Kingdom Central Council for Nursing, Midwifery and Health Visiting 1999, Quality Assurence Agency 2001). Cortis (2004) conducted a phenomenological study investigating the experiences of 30 registered nurses who had nursed Pakistani patients in a large acute hospital in north England within the last three months. Semi-structure interviews and supplementary questions to follow up were the main method of da

An American Tail Movie project :: essays research papers

An American Tail (1986) Director: Don Bluth Performers:   Ã‚  Ã‚  Ã‚  Ã‚  Fievel Mousekewitz (Voice of Philip Glasser)   Ã‚  Ã‚  Ã‚  Ã‚  Papa Mousekewitz (Voice of Nehemia Persoff)   Ã‚  Ã‚  Ã‚  Ã‚  Mama Mouskewitz (Voice of Erica Yohn)   Ã‚  Ã‚  Ã‚  Ã‚  Tanya Mousekewitz (Voice of Amy Green)   Ã‚  Ã‚  Ã‚  Ã‚  Bridget (Voice of Cathianne Blore)   Ã‚  Ã‚  Ã‚  Ã‚  Digit (Voice of Will Ryan) Gussie Mouseheimer (Voice of Madeline Kahn) Henri the Pigeon (Voice of Christopher Plummer) Honest John (Voice of Neil Ross) Irish mouse on boat (Voice of Warren Hayes) Italian mouse on boat (Voice of John Guarnieri) Moe (Voice of Hal Smith) Tiger (Voice of Dom DeLuise) Tony Toponi (Voice of Pat Musick) Warren T. Rat (Voice of John Finnegan) Summary   Ã‚  Ã‚  Ã‚  Ã‚  Fievel Mousekewitz and his family (who are mice), who are from Russia run away from their homeland in the late 1800s, and board a boat headed for America to escape the Czarist rule of the Russian cats. Fievel, however, is separated from his family upon his arrival in New York Harbor. While he’s searching for his family throughout NYC, he discovers that there are cats in America too (his father said there weren't). Fievel meets a variety of friendly and hostile mice, and learns the ins and outs of NYC and how to survive as an immigrant. Eventually he makes friends with a cat named Tiger and together, along with others, Fievel finds his family and lives happily ever after.   Ã‚  Ã‚  Ã‚  Ã‚  This is an immigration movie geared towards kids to show and teach them about immigration to America. It shows them the reasons they (the Mousekewitz) left their homeland Russia to come to America. In their case it was to escape the Czarist rule of the cats, parallel to most immigrants who escaped their land due to religious and political persecution. Once aboard the ship to America, it showed the long and unpleasant trip to New York Harbor, where in this movie, Fievel gets separated from his family to inclimate weather. Once they arrive in New York Harbor, it shows children the happiness immigrants got when they saw the statue of liberty and the process through Ellis Island to become a citizen of America. The rest of the movie takes place in America where it shows â€Å"political machines†, such as Warren T. Rat, who really is a cat but takes advantage of new immigrants by dressing as a mouse and receiving the mice’s trust. With trust came their mon ey and broken promises, just as â€Å"political machines† really did back then. The movie shows the immigrants hardships and poor living conditions in America with tenement housing and unsanitary conditions.

How you define the term ‘profit’ in terms of the changes that Hussain adopted to move one business to another Essay

Question 8: How you define the term ‘profit’ in terms of the changes that Hussain adopted to move one business to another? The term ‘profit’ that Hussain earned when he changed from one to another business is the result of success as he willing to take chances and risks. He started from zero and his creative business minds be the ladder of sucess to him. A lot of challenge that he had faced make he became a great entrepreneur nowaday. He had struggled very much to expand his business in other word to change and overcome his miserable circumstances. We can see the ‘profit’ that Hussain gained from his small business as chocolate’s hawker to became an entreprenuer is started with his first petty step. He started the business with selling chocolate at the market for the beginning of his business is because he want help his family. As the bread earner replaced his illness father, he must search income to support basic needs of the family. He is lucky because although oman’s economy grow at thelower level those day, his small business still growing faster. But, due to t he rising price index, he had difficulty to make ends meet. This difficulty had bring him to another business which gave him more profit than the profit of chocolate sale. He found a new avenues in business by started selling book. When he made a comparative analysis between the two product, chocolate and book, he realized that the percentage profit he gained by selling a book is very high than selling a chocolate. He use this good opportunity to change his business from a chocolate hawker to become a bookseller. So, he gained more profit. From this changes, we can see the ‘profit’ that he had gained by changing the product. Then, Hussain not longer selling chocolate. He focused to the book sale. He had found a new way of a profitable business by selling book. But, he faced difficulty to bring many book everyday and return with them the next day. This situation leads him to find the alternaltive to solve this problem. Finally, he got a brilliant idea. He make a decision to convert his late father’s steel workshop where are had rented to become a bookshop. He try to convince his uncle that idea and because his sophisticated way of looking at thing differently made his uncle proud and agree with him. So, husin managed to open his own bookshop and it became the first bookshop in the village. he was the sole book seller at his village and this situation had bring him to became a sucess book seller at the village. So, we can see the improvement that he had done by change the way  of his business from a book hawker to became an owner of bookshop. Hussain’s teacher had make he thought a new great idea. It started when his teacher gave him a mission to buy some gifts at the market. hussain brought the required gifts as his teacher order but with a cheaper price. Another teacher heard about that and asked him to do the same ones. This condition made he think that he should selling the same product as the teacher want. This idea bring him to provide products that were used as gifts such as pens, pencils, notebooks and other school’s needs. Since that, he became popular not only at his school but also in other schools. He able to explore more opportunity in businees by convinced the school to buy from his bookshop. So, from this we can see that he was success in converting the bookshop concept to became more wide concept. Hussain again change his business. He sold his bookshop with high price then he opened a new company. He established a new company for office supplies not far away from the bookshop. This is a good techniques for him as a alternative to reduce the cost at once increase the profit and income. Because the buyer of bookshop can not go through the business challenge, he failed and closed the bookshop permanently. Hussain closed the new office and reopened the bookshop. He relocated the office that he had closed in the bookshop for serving wholesale. But the bookshop still served individual customers. So, customer can buy from the bookshop and at the same time, the wholesale buyers can see the product and test them before placing order. He can reduce the cost facilitate his work. Finally, hussain succeeded to convert his bookshop into a big company for office supplies. With the new technology just entered the country made his work more easier. He started provide new office equipment suah as printers, photocopies and other related devices to the customers. Then, he became a major supplier of various stationery and office suplies. His company was developed with very advanced and he became an icon for leadership and entrepeneurial fields. We can see the high profit that hussain gained when he convert his bookshop into a big company. For the conclusion, from this case, Hussain who is the Sultanate of Oman have proved that hardship make people stronger. He proved that people can earned more profit if they are wise in taking opportunity and willingness to take risks in business.

Pop Music - Not Progressive as Once Thought(TM) essays

Pop Music - Not Progressive as Once Thought(TM) essays The 1980s brought a new generation of fads and trends that changed the whole world, and most trends were set by the music industry. People emulated the style their favorite stars put off and were basically following everything a music star would do. This kind of praise for a music star has been going on for many decades, even back in the 1960s with The Beatles Sgt. Peppers Lonely Hearts Club Band and the new mod style. Also, Jimi Hendrix, Janis Joplin and The Doors are credited with the hippie lifestyle back in the 1960s and early 1970s. Yet, as time passed from the 1970s to the 1980s, music seemed to become more about which advertisers could capitalize the most on popular stars instead of the true meaning behind the words and what the music stood for to the artist. Music grew less progressive and more commercial from the 1970s to the 1980s due to the onset of the MTV generation, media propaganda, and the money hungry music industry. Since the launch of MTV in August of 1981, music changed from the freedom of artistic expression to advertisement filled commercialism. An example of this would be that when in the 1980s, some felt that the average music video would lose the music and be more focused on the story, image and style that improved the look of the music star or stars (Torr 192). This shows that not only was music beginning to lose the true meaning behind the words, visual effects were more important then the sound itself. This also shows that videos had become more important than the song itself and was the more important element in making the song process. Another example of MTV commercialism is shown through some of the actions of Michael Jackson, such as his Motown 25 performance where he performed the moonwalk, his Pepsi TV commercial, and his selling of the song Revolution to Nike for another TV commercial (Entertainment Weekly 93, 96, 101). All of these events took place from 19...

10 Companies Where Part-Time Jobs Can Mean Full-Time Benefits

10 Companies Where Part-Time Jobs Can Mean Full-Time Benefits Need to work part time, but don’t want to have to work all the jobs in order to scrape together health insurance and other necessary benefits? It’s not a great time to be in your position, given that a lot of companies are making their benefits threshold 30+ hours per week- often 40+ for retirement benefits, but there are still a lot of great companies that offer competitive benefits to folks working fewer than 30 hours per week. Here are some of the best.1. Whole FoodsIf you log 20 hours per week, you’re eligible for their full medical, dental, and vision coverage, once you’ve hit 400 hours total. These aren’t fixed or guaranteed- and management has the right to rescind, but they are out there. You’ll also be eligible for a 20% purchase discount in-store, as well as subsidized life insurance, paid sick and vacation time, stock options, and a 401(k). They also give bonuses to rank-and-file employees out of the unused leftovers of their annual labor budget.2. StarbucksAt Starbucks, you’re not an employee, you’re a â€Å"partner.† And if you average 20 hours per week, you’re eligible for competitive base pay plus health care. You might even get equity in the form of â€Å"Bean Stock.† You’ll also get PTO, a 401(k), and a 30% store discount. And their health benefits are pretty sweet, covering 100% of preventative care and women’s preventative health, as well as 70% of premium costs.3. Allegis GroupThe company formerly known as Aerotek employs nearly 10 times as many contractors and temp workers as it does full-timers. At 20+ hours per week, you’re immediately eligible for medical, dental, and vision, plus a matching 401(k) program, possible profit-sharing bonuses, disability insurance, a 529 college savings plan, and PTO.4. Lands’ EndDepending on your job, and your department, you might be eligible for dental, vision, and life insurance, plus access to the on- site medical clinic, fitness center, and day care. And, if you’re a seasonal employee willing to commit to the following year, your benefits might be extended.5. CostcoWork more than 24 hours per week, for a total of at least 180, and you’ll be eligible for their Choice Plus health plan, plus low-cost dental, a cheap in-house prescription plan, a 401(k), and an FSA, stock purchase options, disability, life, and long-term care insurance. There’s also the Care Network, providing free mental health counseling, and referrals to debt counselors and lawyers.6. LowesLowes offers part-time employees a limited medical plan, plus basic dental and vision- with no minimum hourly threshold. You pay full blast the first year, then Lowes subsidizes your coverage the next. There are also stock purchase options, a 401(k), and PTO available after 180 days.7. Trader JoesWork 30+ hours a week and get health coverage. Plus free basic dental and vision (at only 15+ hours per week!).8 . U-HaulPart time U-Haul employees don’t receive paid holidays or sick leave, or educational assistance, BUT part time workers do have access to limited medical, dental, 401(k), and stock ownership plans. Plus travel discounts through U-Haul and other companies.9. REIYou can’t do much better than REI. Average 20 hours per week, and the company will give you medical benefits, plus they pay the full cost of disability and life coverage. And there’s a sweet employee incentive plan available to all employees.10. UPSYou might need to wait a year for your full benefits to kick in, but you can get medical, dental, tuition assistance, adoption assistance, and smoking cessation support. The tuition assistance is immediately available to all new hires.

History Research Paper - Lincoln and Zinn's Point of View about Essay

History Research Paper - Lincoln and Zinn's Point of View about Slavery - Essay Example Lincoln lived at central Illinois until he became the United States president in the year 1861. At the time of his birth, more than one fifth of the population of Kentucky consisted of slaves. Most of these slaves worked on the Ohio River or on small farms. At this time, Kentucky was a significant crossroads of the slave trade. Lincolns’ farm was located along the road connecting Nashville and Louisville, along which peddlers, slaves and settlers regularly passed. Therefore, he grew up in an environment where slavery existed and where racism and all forms of antislavery sentiments thrived. It is since this time that Lincoln developed a negative attitude towards slaves. He pointed out that he is naturally anti-slavery. He argued that if slavery is not wrong as proclaimed by other people, then there was nothing wrong in the entire world. When he grew up and became a famous politician in Illinois, the collective experiences of his life contributed to his occasional critic of slav ery. Lincoln’s real encounter with slavery was in the year 1828 and 1831 when he assisted in transporting farm products for sale in the area of New Orleans. Their trip clearly showed the division that existed between slaves and those societies which are free. There were various economic activities taking place in the entire region. The slave system of trade was on the rise since people needed them to work in plantations. The clash between the societies due to slave and free labor dominated the American life and this extremely shaped Abraham Lincoln’s political career. Lincoln was not happy when the Congress passed the Kansas Nebraska Act in the year 1854. By passing this legislation, there was a possibility of increasing slavery in the lands where it had been discouraged. Lincoln considered the legislation immoral. He held the view that America’s founders through their efforts to stop slavery had prevented its spread to other regions. Stephen Douglas who was a D emocratic Senator had sponsored this act which did not go on well with Lincoln (Holzer 57). In his speech in acceptance of the senatorial nomination on 16th June 1858, he pointed out that Douglas, Franklin Pierce (a former president), and Chief Justice Taney Roger among others had agreed to nationalize slavery. In his speech, he also pointed out that their country would become all slaves if they are not careful with the decisions of a few individuals. He urged his listeners to fight it since if they are divided then they could not win the war against slavery. In 1830s, Joshua Speed and Lincoln met in Springfield, Illinois. Even though, they separated when Speed returned to Kentucky which was his native land, they remained close friends throughout life. Lincoln differed with Speed concerning slavery even though Speed had been brought up on a plantation with slaves. They communicated on several occasions and in his letter to Speed in the year 1855, Lincoln pointed out several reasons to why he disliked slavery. He was responding to Speed’s letter of 22nd May 1855. He reminds Speed of their trip from Louisville to Ohio in the year 1841, when there were a dozen of slaves on board. He points out that that sight was a torment to him, and he always sees something of the same kind when he goes to Ohio and any other slave border. Slavery makes Lincoln miserable, and he can not afford to avoid rebuking it in the strongest

How can Virtual Learning Environments promote parental engagement in Literature review

How can Virtual Learning Environments promote parental engagement in children's learning - Literature review Example The literature review also identifies and defines virtual learning environments, their benefits and how virtual learning environments contribute to the promotion of parental engagement in their children’s learning. The literature review will ultimately confirm the hypothesis that virtual learning environments contribute to the promotion of parental engagement in their children’s learning. Introduction By 1997, it had become increasingly clear that parental involvement was essential for child’s educational success as parents and caregivers are decidedly not only the child’s first, but most pervasive educators (Whalley, 2004). Even so, administrators, policy-makers and educators acknowledge that parental involvement in their children’s learning continue to be a problem (Fitzgerald 2004). The challenge is therefore to get parents engaged in the child’s learning. A review of the literature highlights the significance of parental engagement in the child’s learning process and the prospects of improving parental involvement via virtual learning environments (VLE). ... I. Importance of Parental Involvement/Home-school Links Parental engagement is comprised of participating in conferences with teachers, attending student programmes; taking on voluntary activities; helping the child with their homework assignment, engaging the child in conversation about school work and school experiences and establishing constructs for activities in the home (BECTA 2009). The Department of Education and Skills (DfES) released a report in 2002 which drew on a comprehensive review of the literature. The report noted that parental involvement was key to a child’s learning proficiency from early on and until age 16. Parental involvement during the early years had a positive influence on the child’s cognitive growth as well as literacy and numeracy progress. The DfES also noted that a parent’s involvement in the child’s learning was more influential than other familial factors such as family structure, size, background and the parent’s own educational background (DfES 2002). Researchers have formulated an exhaustive list of the potential benefits of parental involvement in the child’s learning process. The list includes better school attendance, better academic performance, better study habits and higher educational expectations on the part of parents (Hornby 2005). In other words, parental involvement is believed to have a positive influence on the nature of the education the child receives. There is a prevailing view that children with parental support for learning at home and children with parents that foster a learning atmosphere at home typically perform better academically than children who do not have that kind of parental support and encouragement at home (Pugh and Duffy 2010). Essentially, the positive benefits