Launching Indian Fast Food in Bulgaria

The country I would choose to launch the Indian Fast Food would be Bulgaria. In order to evaluate the marketing strategy we have to make research and to discover the differences between the Bulgarian and the UK market 1. Fast food in Bulgaria There is a little amount of information regarding the fast food market free on internet. A survey, done by Synovate (Synovate, 2009), shows that the Bulgarians love fast food more than that Americans and the Brits. According to the survey more than 68% of the people in Bulgaria confirm that they like so much the taste of the fast food that they can’t give it up.The survey also shows that there is a real passion for fast food in Bulgaria. Compared to the matured market like US and the UK the Bulgarians still find the quick service restaurants quite trendy and creative. Moreover there is no sign of the consumption to go down. The main players on the market are McDonald’s (since 1994), KFC (since 1994), SubWay (since 2008). In Bulgari a there is difference between the burger and sandwich fast food and the typical Bulgarian fast food, which offers pre-cooked or fast prepared dishes.Typical Bulgarian fast food chains are Happy, Ugo, Divaka. They all are quick service restaurants. And all of the fast food chains international and domestic are experiencing substantial growth during the years. 2. Indian restaurant in Bulgaria The next step is to check the market and the appearance of Indian food in the country. Actually after a short research in the internet I have found just four Indian restaurants Gurkha, Saffron, Kohinoor and Taj Mahal (Inyourpocket, 2012), all of them are in Sofia.Checking the online published menus confirm that the Indian food is expensive and therefore is accepted as exclusive high standard cuisine. 3. Demographic research The third issue is demographic research. Are there any Indian groups living in Bulgaria? In the research done online there are no traces of substantial number Indians living i n Bulgaria. 4. Identifying the differences in the marketing strategy Armed with the research information I would point the first difference from the original projects. The two segments of consumers identified in UK are not applicable in Bulgaria.There is no Indian society and the people are not familiar with the Indian food. A new primary research should be conducted in order to identify and segment the clients. Next- the marketing strategy should be changed to meet those needs. In the UK in terms of consumer value created we are going to meet stated needs by the interviewed potential clients. In Bulgaria we will have to create value by offering completely new cuisine. We need to create hunger for Indian food in the potential clients. We will do it with the mystic of the Indian food offering it at a very good price.So in terms of positioning strategy we will compete mainly with the fast food restaurants offering cooked food and not much with the sandwich and burger fast food. Compet ing with the Indian restaurants will be in the part of food delivery and again targeting the fast food segment we won’t have big difficulties beating them with better prices. Because of the huge demographic differences in the country I do not believe that the service should be offered nationally. I would rather choose between three and four big cities for launching the restaurants.Another interesting spot to open a fast food restaurant is on the highway. The segment targeted will completely differ from the two identified in the UK Market. As potential clients I would point the people practicing Yoga. 5. Identifying differences in the marketing mix Because the product will be completely new for the local clients the menu variety must be easily recognizable. The primary research will give a better idea about the taste of the people and expectations they have. In terms of pricing there is huge difference between the UK and Bulgaria so the prices should be adjusted accordingly.An d again the prices should be in a close competition with the fast food restaurants offering cooked meals. The places for the restaurants are going to differ from those in the UK for example. The reason is that in Bulgaria the train stations are usually used by the people below or around the poverty line. So the locations should be chosen carefully. I would start with one in the city center in Sofia, another in some of the city malls and third in the biggest business park where more than 10Â  000 are working every day.Again changes in the promotions should be made not only to make the clients enter the restaurants but also to make them try the food. A promotion mix should be selected very carefully so to turn every new client into regular one. With having most of the main differences identified I still believe that launching Indian fast food restaurants will be successful. First because the people love it, second because they use it on daily basis, third because the dining out cultu re is highly accepted in the bigger cities.Another reason is that the people use for centuries the Indian species, moreover we love spicy hot dishes, and finally but not least Bulgarians are open to try new things especially when it comes to food. Inyourpocket, 2012. Inyourpocket. [Online] Available at: http://www. inyourpocket. com/Bulgaria/Sofia/Restaurants-and-Cafes/Indian [Accessed 22 11 2012]. Synovate, 2009. Softpedia. [Online] Available at: http://news. softpedia. com/news/Bulgaria-Is-the-Real-Fast-Food-Nation-Study-Reveals-113448. shtml [Accessed 22 11 2012].

Personal Constructs Theory Essay

Kelly offered a fresh and enlightening means of understanding human psychology. He presented personal construct theory as a complete, innovative and elaborated abstraction of how people make sense of their world and themselves. It is unique since it can be seen as metatheory, a theory about theories. It holds that people anticipate events by the meanings or interpretations that they place on those events. Kelly called these interpretations personal constructs. His philosophical position, called constructive alternativism, assumes that alternative interpretations are always available to people. Simply, it means that our interpretation of the future are subject to revision or are bound to change. In this manner, a person construe their world from different angles and whatever that angle is, it may not be the right angle in the future. Kelly believed that people construe events according to their personal constructs rather than reality. He also postulated that a person is, in some way, a scientist or vice versa. People generally attempt to solve everyday problems in much the same fashion as scientists; that is, they observe, ask questions, formulate hypotheses, infer conclusions, and predict future events and because scientists are people, their pronouncements should be regarded with the same skepticism as any other data. His assumption was human behavior is shaped by the way people anticipate the future and the constructions made earlier are replaced later in life. Accordingly, it is somehow true to myself. In the simplest experience, when I was in elementary, I wanted to become Pharmacy no matter what it takes or how long will it take. My perception was to go to college earning a pharmacy degree which in essence is the construction I made personally. Then, I went to high school, unexpectedly, I changed my mind. Even though I hold on to my dream of being a Pharmacy, I wasn’t able to reach that because I’ve changed, my wants change. As to the 11 Supporting corollaries postulated by Kelly such as (1) Construction Corollary, a search for repeated themes – replications (2) Individuality Corollary, individuals differ from each other in terms of how they interpret events (3) Organization Corollary, constructs are interrelated and subsuming (4) Dichotomy Corollary, constructs are bipolar and finite in number (5) Choice Corollary, movement in a direction which elaborates the construct system and leads to definition or extension (6) Range Corollary, a construct is applicable for a range of events (7) Experience Corollary, systems change through validation and invalidation (8) Modulation Corollary, permeability of constructs allows the assimilation of new events (9) Fragmentation Corollary, sub-systems of constructs may not be logically related (10) Commonality Corollary, similarity of others is based on similarity of construing. (11) Sociality Corollary, relating to others is successful when the person understands others construing. Among these corollaries, arising from individual’s experience, I consider Individuality Corollary as very true to myself. Kelly’s Individuality Corollary, which states that a person differ from each other in their own constructions of events, stresses how unique the individual is or how individual differences can be visualize.

The Effects of Smoking Essay Example | Topics and Well Written Essays - 500 words

The Effects of Smoking - Essay Example However, what they do not know is the fact that this nicotine has various harmful effects on the body. There are many anatomical diseases related to the increased level of emotions. Smoking results in stunted and weak bones. It also leads to myocardial infarction among the smokers. This problem is not only common in old aged people, but this problem is also becoming more common in young people. It leads to heart attacks by lowering down the level of good cholesterol in human blood. It also makes blood arteries more rigid and hence leads to major heart diseases. In women also, smoking result in over and under production of certain hormones which results in severe chest pains and cardiovascular diseases. A recent survey showed that smoking causes cancer in 85% of the total population of smokers. Most common amongst the types of cancers caused by smoking is lung cancer, but other types of cancers are also prevalent in the smokers. It damages the DNA in lungs and other parts of the body making it increasingly difficult to cure this perilous disease. It is also found that smokers suffer from leukemia, stomach cancers, bladders and fatal damage to kidneys and pancreas. A doctor report recently stated that almost 30% of the cervical cancers are associated with smoking. Smoking also increases the acid secretion resulting in various other problems such as ulcers.

Nonveral Observation Essay Example | Topics and Well Written Essays - 500 words

Nonveral Observation - Essay Example The two people observed, both female, one estimated at 45 years of age and the other at 20 years of age, are having lunch in a small cafe within a large shopping mall. They were already seated at the table when I came into the cafe and were engrossed in conversation, while having already ordered their lunch, they are busy eating. The first thing I notice is that the two women are not sitting directly opposite each other as is usual at a table for two; instead they are sitting across from each other making them closer. Even though they are close in proximity they are still leaning forward towards each other while conversing, even while eating, and their legs under the table are turned towards each other rather than directly in front of them; the younger of the two has her knees crossed but still leaning towards the older woman. They maintain a lot of eye contact and seem to recognize when the other is about to speak before they speak. They seem to know from the other’s gesture or eye contact that they have something to say. Their facial expressions connote a closeness and feeling of warmth and understanding and there is an apparent intimacy illustrated by their constant touching either by a hand on the shoulder or a touch on the arm.

The Flight from Conversation by Sherry Turkle Essay

The Flight from Conversation by Sherry Turkle - Essay Example The researcher states that Sherry Turkle says that people assume the constant connection to digital devices is similar to having a real conversation but this is not the case. In her analyses, she feels that people have forgotten the value of face-to-face communication to grow as individuals. This creates a sense of loneliness even if one is connected to many people through technology; hence, it remains a lonely situation because there is no deep connection and trust built through online contacts. I partially agree with Turkle’s opinion because the constant use of technology has reduced the need for face-to-face conversations. Turkles argues that technology today has engulfed every part of people’s lives and face-to-face relations are already forgotten. It is clear that at home, at work, among friends, and anywhere people are the habit of â€Å"alone together† is more appreciated. This means that people do not meet with each other but connect through mobile phones and other digital devices only a scenario where people are with each other and elsewhere at the same time connected through technology. Turkle asserts that the young people are especially engulfed with technology without taking time to relate through oral conversations. Nevertheless, they are not the only ones, as Turkle claims that even business people, mothers at home, and even children we are all consumed with technology â€Å"each of us is in our own bubble†. Turkle believes that this behavior is rampant because people like to be in control, just pay attention to only what they want, and manage the communication. She argues that face to face communication develops slowly, requires patient, and one is not in control, even in instances when it becomes boring, therefore, many try to avoid it. People assume that in the real world nobody listens, while technology like social media connects a person to many others. In this way, people feel they will be heard, focus on what the y want, and do have to be lonely. Turkle posits that this technology separates people instead of uniting them and therefore, it is important to start listening to one another. Critical Evaluation I largely agree with Turkle that technology has engulfed the society and has changed how people communicate since it is common to see people with cell phones all the time while eating, reading, and in social events. It is true that technology separates people because by being engaged with the technological devices such as phones or computers all the time implies that one has less time connecting with people in the real world. The mode of communication a decade ago is extremely different from modern times considering that chatting and emailing especially on social media is a common norm for many people whether in workplaces, in school, or even at home. Young people are especially vulnerable to technology since they have grown in an era where technology is everywhere, and to make it worse sti ll many of these kids search for homework material or assignments from the internet and not in books. Group discussions are less common today in school than it was years ago because many would rather be on their iPads. Personally, being one of the users of technology in many aspects of my life, I always carry my cell phone everywhere I go to ensure that I do not miss a call, tweet or a text from friends. Having a cell phone is a usual habit for many people since it is easy to use, convenient, and above all, it is always available when needed.

Systems anlysis Essay Example | Topics and Well Written Essays - 1750 words - 1

Systems anlysis - Essay Example Normally, a point of sale system is based on a personal computer, which encompasses I/O devices and application-specific programs for the specific surroundings in which it will work. Additionally, there are a wide variety of POS systems which are used in different environments. The functionality and processed included with a POS system depends on the nature and functionality of the business. For instance, a point of sale system for a restaurant should contain a list of all menu items which are stored in a database. In addition, this database will be used by the POS system operator to query for information in many ways. In fact, a large number of business organizations and industries use POS terminals that have a point of sale for instance a help desk, comprising lodging, restaurants, museums, and entertainment. In the past few years there have been huge developments in the field of information technology. As the Internet is increasingly used in every walk of life in the same way, poi nt of sale terminals is now supported through the Internet, which provide an excellent support for remote training and operations management, and keeps track of inventory all through geographically-dispersed locations (Rouse, 2011; POSmatic, Inc., 2013). In addition, POS terminals can be applied to physical POS software and hardware comprising however not limited to touchscreen display, electronic cash register systems, barcode scanners, scales, receipt printers and pole displays. As discussed above, POS systems offer a large number of advantages for all the businesses and industries. The uses and applications of POS systems vary from business to business. Different organizations use different POS systems. In fact, at the present POS systems are used in a large number of different organizations and industries varying from hotels, restaurants and hospitality businesses,

Book Review on Economic Sophisms, by Frdric Bastiat Essay

Book Review on Economic Sophisms, by Frdric Bastiat - Essay Example This argument is extended to high tariffs, because these tariffs do not benefit the consumer, only the manufacturer. Discussion Bastiat begins the argument by examining the theory of scarcity verses the theory of abundance. One of the arguments that protectionists put forth is that free trade causes a surplus of goods, and that this will drive down the price of goods sold. Bastiat refutes this argument by noting that, while the theory of scarcity does benefit the producers, the consumers are benefited when goods are abundant, and that, if man did not operate by the exchange of goods, abundance would be more beneficial to him in the long run (Bastiat, 1964, p. 10). Bastiat takes issue with the analysis of protectionists because it so heavily favors the side of the producers, while not looking at the perspective of the consumers. Protectionism produces scarcity and lessens the obstacles to production for the producers, but the consumer, who will have to pay higher prices because goods are scarcer, is not considered in the equation (Bastiat, 1964, p. 29). Further, Bastiat takes issue that the success of the foreign competitor will mean the failure of the domestic firm, even if the foreign competitor has better conditions to produce the commodity. ... However, Bastiat rejects this argument. Rather, Bastiat argues that each competitor can produce according to how strong he is, but it does not mean that one succeeds and one fails (Bastiat, 1964, p. 30). Furthermore, such an arrangement, where country A produces a commodity cheaper than country B, and is allowed to freely export the commodity into country B, benefits the consumers, and Bastiat sees this as an appropriate ends to the means (Bastiat, 1964, p. 42). A further error refuted by Bastiat, which is related to the previous error that countries do not have equal conditions of production, therefore protectionism is valid to protect the domestic firms from cheap imports, is that high taxes are needed on foreign imports to equalize the costs of goods. This is especially true when the targeted country has high domestic taxes. If the domestic taxes are high, then foreign tariffs must also be high. If this were not true, the domestic products would be substantially more expensive, du e to the high taxes, and would therefore be less desirable to consumers to buy then the foreign competitors. Bastiat refutes this by pointing out that the people get a return on their investment in these domestic taxes, through the building of roads, bridges and the like. However, the protectionist tariffs, argues Bastiat, are not for the good of the people, but for the producers. Yet the people pay to subsidize the firms. Further, free trade benefits the people, because exporting French goods means that other countries are paying the taxes that the French would be paying (Bastiat, 1964, pp. 48-49). Bastiat also makes the argument that protectionists are, essentially, making the

To what extent does achieving customer satisfaction help to retain Essay

To what extent does achieving customer satisfaction help to retain customers in the hospitality industry - Essay Example 451). The fact that the hospitality industry is seasonal serves to ensure that constant marketing is the only way to keep the customers interested in the services and other products that are offered (Gallicano & Van Rheede 2010, p. 26). There is need to ensure that connections with customers run throughout the year. This paper will be aimed at analyzing the extent to which customer satisfaction affects the retaining of customers in the hospitality industry. Additionally, the paper will attempt to analyze to what extent relationships between the customers and organizations are valued in order to satisfy them. The marketing communication methods will also be central in the determination of the way that relationships with customers and other stakeholders are maintained in a bid to creating the platform for the satisfaction of said customers. There is need for the generation of competitive advantage so as to ensure that customers are loyal to the hospitality outlet in question. This is in a bid to conquering the perennial problem of market saturation. Many hospitality outlets nearly offer the same products and services. This means that customers are more focused on the outlets that offer a unique range of products and services. The major focus of the hospitality industry today is the segmentation of the market so that a few ranges of products are offered that reflect the needs of a few people in the population (Boksberger & Laesser 2010, p. 311) (Montinaro & Sciascia 2011, p. 661). The fastest growing sector of the hospitality industry is that which deals with pets. It is amazing to learn that in the Americas alone, the only industry that competes with the pet hospitality industry is consumer electronics. Large chain hotels, kennels, airlines and other hospitality outlets have realized the potential of these types of bus iness and are now working tirelessly to ensure that their customers are satisfied (ONeill &

There could be a trouble ahead Article Example | Topics and Well Written Essays - 250 words

There could be a trouble ahead - Article Example From the article, it is clear that different economists have diverse opinion on the way to manage economic crisis. Whereas some argue that expansionary measures are the best to undertake, others view contraction measures feasible in correcting economic anomalies. Whichever the policy adopted, the end result should be recovery of the slow pace of growth (Chinn & Frieden, 2011). The article further compares the mitigation strategies pursued by different economies and the way they messed in the process. From the article, the author tries to justify his version that the lessons learnt in the 1930s depression helped in salvaging the 2008 economic depression. The author elucidates this by giving figures of the rate of unemployment, interest rates, currency rates, and contagion caused in the financial markets in both the depression and the recession (1936, 1938). From the analysis, it is evident that the expansionary policies that were employed in 2008 recession had better impacts than the contractionary policies in the 1930s recession (Krugman, 2009). In all instances, monetary policy was important in controlling the supply of money, exchange rates fluctuations and bringing smooth operations of the financial market. Fiscal policies were also crucial in stimulating growth hence increasing rate of employment and investment (2009). Debt management and control must also be checked in managing the depression. The fact that the author has extensively and concisely dissected the comparison makes me agree that the article is right. The facts have been well substantiated with figures and correct economic theories and knowledge. In my opinion, the periods of recession and depressions demands policies that stimulates growth and controls the level of debt while keeping the financial sector sound. In conclusion, Obama’s administration learned from the failure of the Roosevelt regime thus

Penitentiary Ideal Essay Example for Free

Penitentiary Ideal Essay To the Roman Catholic Church the penitentiary was a tribunal of mercy, responsible for issues relating to the forgiveness of sins. (dictionary, Webster)To the average person it was a place to house prisoners who committed horrible crimes. Although it’s main purposes were both secular and spiritual, it was suppose to be a place of humane punishment rather than that of physical. (Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) The penitentiary was suppose to be a healthy and clean place unlike most jails and prisons. Prisoners were to be kept from each other preferably in isolation as to not contaminate one another with their bodily fluids as with their unholy spirits and thoughts. It was suppose to teach inmates their social purpose, to work doing productive labor and practice corrective discipline as oppose to sitting around not doing anything. (Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) As a secular institution the penitentiary was meeting the religious need for the sinners to express their sins. It allowed for the sinner or prisoner to admit his crimes or wrong doings as a kind of confession and promise to do better. The principal goal was for the prisoners or sinners to find or achieve their spiritual transformation.( Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) There were two principal models of the penitentiary, the Eastern State and the Auburn. John Havilland designed the prison we know as the Eastern State penitentiary. This prison featured seven long corridors that resembled what looked like spokes on a bicycle. It was flat and had thirty-foot walls that surrounded it. The cells were ten feet long and eight feet in width and the ceilings were about fifteen foot in height. Each cell had a toilet, a table and a bed along with a private patio the same size of the cell. The prisoners were aloud to go outside onto their patios at any time because they were enclosed and attached only to their cells.( Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) Prisoners in the Eastern State penitentiary were kept in isolation. They were aloud outside twice per day for only thirty minutes and led outside with hoods over their heads, as they were not aloud to see one another. Eastern State in its time was considered the ideal prison or penitentiary. The prisoners were kept on close watch by the guards so close that they wore socks on their shoes so the prisoners could not hear them approaching their cells. (Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) Just thirty miles of New York City in 1817, Auburn penitentiary opened its doors. This penitentiary was made of small cells about seven feet in length and about three and a half feet in width with a height of only about seven feet, stacked on top of one another. There was no courtyard so the prisoners never went outside. The prisoners were divided into three groups only for the guards to have better control of them. This penitentiary used solitary confinement as punishment. They soon learned after using this method that some prisoners took their own lives, died, or were crazy and delusional upon leaving solitary confinement. (Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) In my opinion Eastern State penitentiary was the model prison. Although the prisoners were held under solitary confinement all of the time they were let outside and had their own patios which they could go out on anytime they chose. It was better controlled and quieter I would imagine. Auburn penitentiary was led more as a congregate prison, which means that the prisoners were allowed to interact with one another.( Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.) I believe that when punished and put in solitatry confinement that is why most of them died or killed themselves because they were use to being with others and were never aloud outside. If I had to choose which prison to go to it would definitely be Eastern State only because things seemed more organized, you did not have to deal with other prisoners and the troubles that came with them and you got to go outside and have your own patio. I believe that if prisons today used the example of the Eastern State penitentiary there would not be as many fights and riots that broke out in the prisons and people would have time to think about what they did and not be influenced by the criminal minds of others. References -Corrections: The Fundamentals, by Burk Foster. Published by Prentice-Hall. Copyright  © 2006 by Pearson Education, Inc.

Mistreatment of Older People in the UK

Mistreatment of Older People in the UK Care giving and Elderly Mistreatment. The National Centre for Social Research (NatCen) and Kings College London (KCL) carried out a Study on mistreatment of Older People in UK, Over Two thousand people in England, Scotland, Wales and the Northern Ireland took part in that research study which took seven months between March and September 2006. This study included people who were aged 66 and over but were living in private households it focused on the group of elderly people aged 66 years and above, the service-providers and the stakeholders, qualitative interviews were carried out on the older people who had experienced mistreatment. (Mowlam., Tennant., Dixon McCreadie, 2007) Mistreatment in this context was used to describe both elderly abuse and neglect. There are four major types of elderly abuse: psychological, physical and sexual abuse (interpersonal abuse) and the financial abuse. Mistreatment is defined to mean the pain, injury or damage, which is either intentionally or recklessly. Particularly, this includes striking, kicking, pushing, burning, and maybe strangling, the inappropriate use of the drugs and the physical restraints, the intentional exposure to the cold, and the denial of food all form part of physical abuse to the elderly people. (Pritchard, 2002) The Psychological/emotional abuse is the most common form of abuse. Due to the human nature, it is often hidden and also very difficult to prove. It involves the use of words, acts or any other means to instill fear, cause humiliation, the emotional stress, or anguish. In most cases the victims may be threatened with punishment or eviction in the case of the residential settings. The Psychological abuse is the worst and it makes use of brutal acts such as infantilizing, ridiculing, humiliation, cursing and very harsh commands, the physical or emotional isolation, ignoring the elderly, and the restriction on the movement. The Financial abuse involves various financial issues that range from the simple acts of theft to the complex financial manipulations, the improper or unauthorized use of the financial resources or properties of the elderly, the misappropriation of elderly peoples income, and the unfavorable transfer of property which may include the apartments. In some severe cases the elderly people who are the residents in the long-term care units may find their personal property stolen by the staff, family members, or visitors. In terms of Neglect it includes the inadequate health care, poor hygiene, malnutrition and dehydration. In the residential setting, it may result from either an individual employees failure or the system failure, such as the insufficient staff control and the motivation. The issue of the violation of the basic human rights is a broader way of mistreatment, it is taken to imply that the family members or the institutional employees have no respect for the right to privacy and intimacy or free choice; in case they be involved in the prevention of the Elders from meeting the people they want to see and from making their simple decisions. The current state of knowledge on the Elderly mistreatment. The phenomena of Population aging is currently one of the most significant demographic trends and is becoming a worldwide problem. At present, the old age is burdened with high levels of sickness and comorbidity, worsening of the physical fitness and loss of independence. Despite the longer life expectancy, overall results lead to worsened health and disability in the elderly population. The resulting frailty of the elderly people who depend on the help of others can be a potential risk factor for the various forms of elder abuse from close relatives or the caregivers. (Morgan and Suzanne, 2001) In the 1980s the experts became more systematically concerned with this issue of aging and elderly mistreatment, especially in the USA, Canada and UK. Modern Researchers have focused especially on the domestic violence. A few studies have dealt with the elderly abuse in the institutional care. However in most cases there is the lack of an authoritative study especially at the national level, although elder abuse worldwide is estimated to be at least 3-6% of elderly people, In countries such as Finland, the USA and Canada, it is estimated to that about 4% of the elderly population are exposed to abuse. Currently 3 to 4 in every group of 10 Professionals now draw more o attention to Such abuse institutional abuse to the elderly. Data from the research in the USA showed that 10% of the nursing staff committed physical abuse and 40% confessed to having psychological abused the Elderly people under their care. Action on Elder Abuse-In this article, safeguarding the Adults is arguably the most important issue, as it reflects the experience of those who are charged with the implementation and the guidance, this article does away with the language of vulnerability and protection. The idea of Safeguarding replaces protection in line with the efforts for the welfare of the Elderly people ,Vulnerability in this article has ceased to be the criterion for the eligibility for services under the long term care and was replaced by the criterion of the level of risk to the independence. In another article The Risk factors The risks have been categorized into two levels, A critical level (prioritized as 1) which implies that a serious abuse or neglect has occurred or will occur; while a substantial level (prioritized as 2), this implies that an abuse or neglect has occurred or will occur. Most elderly people who are the beneficiaries of the social care services falls under the substantial level This article does not provide the best means of which the Elderly will be receiving the services. Safeguarding Adults-In this article, the term Adults means all persons who is may be eligible for the community care services in order to retain the independence, wellbeing and the choice and to access their human right to live a life that is free from abuse and neglect. According to the article, this definition specifically includes those people who are assessed as being able to purchase all or part of their community care services, as well as those who are eligible for the community care services but specifically the Elderly people whose needs in relation to safeguarding is for gaining access to the mainstream services such as the police. In this article the most vulnerable people may be easily and mistakenly put in the category of those who are abused, this label of vulnerability can be easily misunderstood, because it seems to associate the cause of abuse with the victims, it is supposed to place the responsibility with either the actions or the omissions of others. There should be the extension of the services to enable working in partnerships against the problem of Elderly mistreatment and the firm linkage to Safeguarding the Adults. Mistreatment in Elderly people-In this article, adults are perceived be at the highest risk because they are susceptible to be affected by disability, mental disorders, illness, ageing, the elderly are unable to provide themselves with protection from abuse and are vulnerable to abused than young persons. Abuse therefore should be defined to mean any conduct which can harm or exploit an individual be it physically, psychologically or through actions such as theft, embezzlement, fraud and extortion. Self-abuse in Elderly people- Self-abuse is also a serious issue that should be addressed together with any other conduct which may cause fear, an alarm or a lot of distress. Elderly neglect should be grouped into three main categories which include; The day to day activities such as shopping for food or clothing, preparation of meals, carrying out routine housework, traveling or transportation The Personal care and hygiene such as washing, bathing, dressing, undressing, and eating Help when it comes to correct dosage and the timing of medication. For those elderly people who live alone, or in receipt of elderly services, those with a worsened health status, the elderly men, and divorced women, separated, or lonely. The risk of financial abuse is very high. Depression in older people The research under this article on United Kingdoms GPs indicated that one of the strongest factors that can predict the diagnosis of elderly abuse was the acquisition of knowledge on the risk situations, according to the research above the GPs who frequently read articles with topics on abuse elderly people had the highest preference in diagnosing elderly abuse as compared to those who did not do the same. In the cases of long-term care, the residents are always in need for assistance in their day to day living activities, therefore in such cases the caregivers are overloaded, the elderly people are then exposed to very abusive situations. Hughes(2006) Knowledge with respect to the heterogeneity of the population (race/ ethnicity/ gender) Elder abuse and neglect (elder mistreatment) are increasingly being acknowledged as a social problem especially in the UK and the world all over. The Knowledge of the extent of mistreatment has improved globally over the past 25 years with very high prevalence surveys in the USA and Canada. In 2005, the National Centre for Social Research (NatCen) and the Institute of Gerontology at Kings College London (KCL) were mandated by the Comic Relief and the UK Department of Health to carry out the Research Study of Abuse and Neglect of the elder People. This was the first dedicated type of study in the UK, and its aim is to provide data at a national representative prevalence level on the elderly mistreatment in the UK. (OKeeffe Et al 2007). It is important for the long-term care facilities to cultivate an organizational culture that respects and applies ethical principles in the elderly care units. Initiating the preventive programs that would focus on these principles could contribute to the minimization of elderly mistreatment in the residential settings. This requires very active participation of the individual institutions, their founders and the public authorities. It is also necessary in the monitoring of the relationships between the employees and the clients. There is enough evidence that good relationships between the residents and employees can reduce the risk of violence, in which case, the employees respect the residents choices more willingly and frequently. The gender issues in this context have been a major issue, since it is very difficult for the Researchers to sub-categorize the aging population into groups based on gender. Women are more likely to say that they had experienced mistreatment than men. Men aged 85 and over were more likely to have experienced financial abuse than men in the younger age groups, whereas women aged 85 and over were more likely to have been neglected. The links between theoretical assumptions and empirical research on the topics Theoretically, the Incidents that may be defined as neglect or psychological abuse may occur more often than those that are associated with other forms of mistreatment and could be assumed to occur in the context of a non abusive relationship. This assumption can be seen to have three components; these are the behavior, relationship and impact. Impact has been the central point of investigation in all the surveys. However, for the purposes of estimating the prevalence rates, the empirical research normally focuses on the clear definitions of the behaviors and relationship components. As the first UK attempt to develop definitions that could be easily operationalized, in a field where there are only a handful of existing studies, the different versions used in the empirical research are unlikely to be the final the most correct. The behavioral components that followed the contemporary research and the policy guidance in covering five different types of mistreatment which includes; financial, physical, psychological and sexual abuse, and neglect. The relationship component on the other hand attempted to use the notion of an expectation of trust, in distinguishing the behavior which takes place in the context of the relationships from harmful behavior by the perpetrators, self-neglect or harm and all other kinds of abuse which elderly people may perceive as those which arise at the societal level, such as the long waits for the healthcare treatment or ineligibility for the social care provisions. The key people identified for estimating prevalence were the family members, close friends and the caregivers. However, through the empirical research information is also given about mistreatment which is perpetrated by the neighbors and acquaintances. This research does not have an explicit insight into all the questions and therefore the following questions were left unanswered. What are employees and residents lived experiences of elder abuse perpetrated by nursing staff and family members in residential homes? Are family members, employees and residents experiences of elder abuse in institutional care as detailed in complaints filed

Chronic Hair Pulling Essay -- Trichotillomania

It has been two months since Makahla Rivers has pulled out her hair. In fact, that’s the longest she’s gone without pulling out her hair since she was 12 years old, she said. Rivers, a 19-year-old from Harrisville, Rhode Island who works in a local restaurant, has struggled with the impulse control disorder known as trichotillomania, the urge to pull out one’s own hair. Trichotillomania, often referred to as trich or TTM, was first documented by the French dermatologist, Francois Henri Hallopeau over 100 years ago and derives from the Greek words, â€Å"trich† (hair), â€Å"tillo† (to pull) and â€Å"mania† (impulse). While extensive medical research on this disorder has only been conducted within the past twenty years, it is estimated that around 1.5% of males and 3.5% of females in the U.S. struggle with chronic hair pulling, according to the Trichotillomania Learning Center Web site. It is believed that the majority of hair pulling starts during childhood or around adolescence. Hair is most commonly pulled from the scalp, eyebrows, eyelashes, pubic area and other areas such as the arms, legs or face. It is also common to start pulling in one area and then move onto other areas. Rivers said she started pulling around the age of 12 but it did not become an issue until she pulled out all of the hair from the top of her head at 15. â€Å"I was at an exercise convention with my mom,† she said.â€Å"We were staying at a hotel and we had done four exercise classes and I was tired but my mom was still rearing to go. So, I was like, ‘Oh, I’m just going to sit in the room and relax and take a nap.’ I was in the room, I was watching T.V., I was really tired and it’s almost like I was in a state of hypnosis. I didn’t notice I was [pulling out my... ... have the whole world know about this disorder so they can do research about it,† she said. â€Å"There are a lot of other people out there that have this disorder that are going through the same thing that I went trough that probably don’t even know they have this disorder.† Rivers is currently taking time off from college to enjoy life and take everything into perspective. While she said she can return to college at any time and handle the stress that comes with it, she is content where she is right now and doesn’t â€Å"want to mess this up.† â€Å"I’ve pretty much come to terms with it. I wouldn’t change it. I really would not change it,† she said. â€Å"All the years of suffering—it has made me a stronger person. It has made me who I am and I can’t regret that.† Sources Cited Trichotillomania Learning Center. 2015 http://www.trich.org/treatment/resources-articles.html

Differentiated Instruction is Necessary to Meet the Needs of All Learne

Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn. Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006). Effective teachers in a differentiated classroom have always considered their students’ uniqueness (i.e, academic needs, talents, interests, learning styles) in planning, teaching, and evaluating lessons. Tomlinson (1999) describes other features of this approach, among them the engagement of students through different learning modalities; each student’s competition with self; flexibility in various aspects of the school day; teacher as diagnostician; multiple ... ... substantial support (ERIC Document Reproduction Service No. ED 404-613). Sparks, D. (2005 Fall). Differentiation within team-based teacher learning. Journal of staff development, 26(4), 4. Stone, J. G. (2001). Building classroom community: the early childhood teacher's role. Scholastic Early Childhood Today, 16(3), 17-18. Tilton, L (2001). Inclusion: a fresh look; practical strategies to help all students succeed. Shorewood, MI Covington Cove Publications. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: ASCD. Wong, H. K., & Wong, R.T. (1991). The first days of school. Sunnyvale, CA: Harry Wong Productions. Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher. Mountain View, CA: Harry K. Wong Publications.

Ideas About Trust in William Maxwell’s What He Was Like :: Maxwell What He Was Like Essays Trusting

In William Maxwell’s â€Å"What He Was Like†, the characters’ trust in each other changes throughout the story. For example, the father trusts that his diaries will remain unread, but this does not happen. However, the mother understands and obeys this trust. Unfortunately, the daughter does not understand her father’s trust. A person’s ideas about trust change after reading this story. â€Å"He was aware that his remarks were sometimes far from kind, but the person they were about was never going to read them, so what difference did it make† (p. 43). The father hides his diaries because he does not want his diaries to be read. The father does not request that his diaries be destroyed after his death because he trusts that they will not be read. If the father were still alive to know that his diaries are read, he would be disappointed and upset. The mother understands her husbands trust and she will not read his diaries. â€Å"... She saw where he had hidden the current volume, was tempted to open it and see what it was he didn’t want her to know, and then thought better of it and replaced the papers, exactly as they were before† (p. 44). The mother does not need to read the diaries to know what her husband is like. She knows that what her husband thinks is secret and unkind because she also has unkind thoughts. The couple’s daughter does not understand her father’s trust because she is young and does not have the wisdom that is acquired through age. Although her mother warns her not to read the diaries, the daughter does so anyway. â€Å"’It makes me feel I can never trust anybody ever again† (p. 46). The daughter learns that every person thinks dark things that are disturbing for other people to know.

Investment Property Essay

The objective of this Standard is to prescribe the accounting treatment for investment property and related disclosure requirements. Investment property is property (land or a building—or part of a building—or both) held (by the owner or by the lessee under a finance lease) to earn rentals or for capital appreciation or both, rather than for: (a) use in the production or supply of goods or services or for administrative purposes; or (b) sale in the ordinary course of business. A property interest that is held by a lessee under an operating lease may be classified and accounted for as investment property provided that: (a) the rest of the definition of investment property is met; (b) the operating lease is accounted for as if it were a finance lease in accordance with IAS 17 Leases; and (c) the lessee uses the fair value model set out in this Standard for the asset recognised. Investment property shall be recognised as an asset when, and only when: (a) it is probable that the future economic benefits that are associated with the investment property will flow to the entity; and (b) the cost of the investment property can be measured reliably. An investment property shall be measured initially at its cost. Transaction costs shall be included in the initial measurement. The initial cost of a property interest held under a lease and classified as an investment property shall be as prescribed for a finance lease by paragraph 20 of IAS 17, ie the asset shall be recognised at the lower of the fair value of the property and the present value of the minimum lease payments. An equivalent amount shall be recognised as a liability in accordance with that same paragraph. The Standard permits entities to choose either: (a) a fair value model, under which an investment property is measured, after initial measurement, at fair value with changes in fair value recognised in profit or loss; or (b) a cost model. The cost model is specified in IAS 16 and requires an investment property to be measured after initial measurement at depreciated cost (less any accumulated impairment losses). An entity that chooses the cost model discloses the fair value of its investment property. Fair value is the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants at the measurement date. An investment property shall be derecognised (eliminated from the statement of financial position) on disposal or when the investment property is permanently withdrawn from use and no future economic benefits are expected from its disposal. Gains or losses arising from the retirement or disposal of investment property shall be determined as the difference between the net disposal proceeds and the carrying amount of the asset and shall be recognised in profit or loss (unless IAS 17 requires otherwise on a sale and leaseback) in the period of the retirement or disposal.

Block Scheduling

UNION UNIVERSITY THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF LITERATURE SUBITTED TO DR. BENNY TUCKER IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators have researched ways to use time more productively, major changes have been occurring in high school schedules. Within the context of education reform, one of the attributes of the traditional educational system that has been a focus for systemic change has been the use of time (Trenta & Newman, 2002).In Nichols’ (2005) research, it’s noted that one of the most important concerns expressed in A Nation at Risk report was related to how effectively classroom instruction time was being utilized in America’s schools. Evans, Tokarczyk, Rice & McCray (2002) indicated that this report offered many recommendations for school reform initiatives, includin g restructuring for more effective use of school time and increased concentration on core academic subjects.According to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school time since the 1980’s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) found that approximately 66. 7% of high school graduates from the class of 2004 enrolled in colleges or universities, the importance of high school as a means to prepare students for a successful college experience is essential (p. 1).According to Zepeda and Mayers (2006), â€Å"as the accountability bar rises, schools continue to explore avenues for increasing student achievement, and school leaders have examined new teaching methods, emerging technologies, and alternate scheduling patterns to improve the teaching and learning processes† (p. 137). Nichols (2005) states that in response to A Nation at Risk report, many concerned educators and community leade rs at all levels argued that schools should increase the length of the school day and the school year and simultaneously restructure the traditional daily schedule.Trenta & Newman (2002) wrote that while some efforts have focused on seeking ways to add time to the academic year and the academic day, other efforts have focused on maximizing the time already in the calendar (p. 54). As schools seek to determine the most effective teaching strategies to increase student achievement, Zepeda and Mayers (2001) says one especially attractive option has been block scheduling. This scheduling is in effect in approximately 30 percent of the nation’s secondary schools. What is block-scheduling? â€Å"Block-scheduling is a method of scheduling the six-hour school day into â€Å"blocks† of class time.Sometimes referred to as Extended-Period Schedules, block scheduling is supported by advocates because it keeps students in class for longer periods of time, reduces the amount st udents spend transitioning between classes, and gives students and teachers more opportunities to get to know each other (www. education. com). † Rettig (2005) indicated that the most common type of class schedule used in America’s secondary schools is the traditional schedule, whereby classes usually meet daily and students attend six, seven, or eight classes per day (Two Leading†¦, para. 1).According to Queen (2000), there are necessary steps and they remain imperative for schools examining the possibility of moving to a block scheduling (p. 221). Gruber and Onwuegbuzie (2001) reported that an increase in block scheduling in the past decade has been attributed to factors such as the input from the business community calling for â€Å"fundamental change† in education (p. 33). Although block-scheduling has been discussed for a few decades, it has become a subject of considerable debate. There is a plethora of factors to impact student’s achievement bu t this research will focus on classroom scheduling.The purpose of this study is to provide an assessment of the relationship with school scheduling and student’s achievement. For the purposes of this paper, I define student achievement as any positive result(s) occurring to the student because of the schooling process. Chapter 2 Literature Review According to Kienholz, Segal and Yellin (2003) changes in approaches to teaching and learning are common in schools as we strive to improve the education that we are providing our students, as well as help them to achieve higher levels of success.In the past decade or so, block scheduling has become one of the most popular scheduling alternatives to the traditional schedule previously held by many districts. Block scheduling is not new on the block. It can be traced back to the early 1960s when J. Lloyd Trump of the Oregon department of Education urged that the school schedule be reexamined to consider longer class periods as a way o f improving instruction (Kienholz et al. , 2003, p. 62). When following the block schedule, Rikard & Bannville (2005) stated that schools devote larger periods of time, often 90 minutes instead of 50 to 55 minutes, to each class period.Block scheduling has been configured in different formats, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on alternate days, while on the 4 x 4 format students attend the same four blocked classes each day for 90 consecutive days once per year (p. 26). As a result, students have fewer classes per day or term, and teachers and students should be able to focus more deeply on the material.While still relatively new in the world of education, block scheduling has been the cause for much debate over whether it increases student achievement or not. While the aim is to provide teachers and students with larger, uninterrupted periods of time with which to delve deeper into class content and pr actice. The block has the potential to increase student learning but only with effective usage of time. This will help answer the questions about the impact lock scheduling has on success (Rikard & Banville, 2005, p. 33). The main findings of the esearch for this paper present information on both sides of this argument, and discuss the block schedule with relation to students, parents and teachers perceptions, advantages and disadvantages and finally, student achievement (Rikard & Banville, 2005). Students, Parents and Teachers Perceptions As Rikard and Banville (2005) findings were â€Å"consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format.Sixty six percent of teacher perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion (p. 26)†. Jones (2000) research from a high school in Southern Georgia had a one-week trial period in which students and teachers participated in block schedule. In the week subsequent to the trial period, a survey was issued to students by administration to determine the social validity of the program. Students were not required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the high school at the time of the study. Jones’ study included various questions on the survey, with the last addressing whether or not block scheduling was an acceptable alternative to traditional scheduling. The scale by which students answered ranged from 1-5 with 1 being most agreeable and 5 strongly disagreeing.The mean score was 2. 85, which leaned mo re toward students in agreement of the change. However, it was close enough to the median that it could not be considered a significant enough difference to determine the social validity of the trial period (Jones, 2000). Veal and Flinders (2001) executed a study that was conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule (p. 21). Chi-square and ANOVA analyses comparing block, hybrid, and traditional teachers found significant differences in four areas: 1) changes in teaching methods, 2) opportunities for reflection, 3) relationship with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational data, ins tructional methods for most of the teachers with block classes changed (Veal & Flinders, p. 6). A study by Adams and Salvaterra (1998) included 67 teachers in four block scheduled high schools in Pennsylvania to see how the teachers perceived the block schedule, and whether or not they changed their instructional practices to accommodate that schedule. Some teachers felt unprepared for the schedule change, and were worried about being able to cover all of the content that they were accustomed to covering. For some, they still felt that â€Å"the textbook drives the curriculum; a sense of urgency to cover the book persists† (Method section, para. 2).The teachers that felt they had not received enough training for the block schedule showed some resistance to shifting from traditional schedule of content or continued to use activities that did not fit well under the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that while some teachers fe lt that the block schedule was a great fit and looked for ways to use it to its fullest, one main finding was that â€Å"Teachers in all four schools identified a need for staff development, particularly in pedagogical techniques such as cooperative and integrated learning† (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 first-year teachers in the Midwest, all teaching on the 4 x 4 block schedule. Each of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within three months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, middle, and end of year to get their perceptions of the block schedule. Only the teachers were interviewed, so administrative and student feedback was not included.These new teachers found that they were â€Å"having difficulties in adjusting their instruction to the extended block periods, various instructions throug hout the period, and running out of materials and/or activities before the end of the period (Analysis of the Data section, para. 2). These teachers did not think that they possessed the repertoire of activities needed to successfully carry out a class on the block schedule, and they also expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting Instruction section, para. 5). Later in this study, teachers also expressed feelings of being unprepared to assess students effectively on the block schedule (Zepeda & Mayers, 2001). Veldman (2002) looks at the information from Coopersville High School (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of block schedule (A/B Block). On one day, students would attend 4 classes, while on the following day, 3 classes with study hall imbedded therein.After four years of being on the A/B Block schedule, the school system found that there were several scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the best aspects of both traditional and block schedules per Veldman (2002). The new schedule, known as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In preparation for the implementation of the new schedule, Coopersville High School (CHS) provided professional development to faculty that enriched instructional techniques and teaching strategies and focused on learning styles. CHS attributed much of the success of the program to an outpouring of communication among all stakeholders. Although test scores were not available at the time of the study, Veldman states that the new schedule was proving to be a success with teachers and students alike.According to Jenkins, Queen and Algozzine (2002), it can be argued that because of the additional instructional time received on a block schedule, teachers have more of an opportunity to utilize an assortment of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings also revealed that there were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey responses, teachers from both sides of the spectrum maintain the same types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted by Payne (1996) involved a questionnaire for faculty and students whose school was on an â€Å"alternating day† block schedule.This schedule allowed for students to attend a scheduled set of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in smaller increments in the day. Payne concluded that both faculty and students were satisfied with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 high school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behav ior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positively in all categories on the questionnaire, while nearly the opposite was true for the lower-achieving students, â€Å"In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school functioning and the highest support for block scheduling† (Discussion section, para. ), while, in contrast, â€Å"Students who were the lowest achievers had the lowest support for block scheduling, worst teacher relations, and worst perceptions of student behavior† (Discussion section, para. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardized test scores. Shortt and Thayer stated that the data they collected indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen physical education teachers at their school sites from eight high schools located in a southeastern school district in the United States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusi on per Rikard and Banville (pg. 6). In Persin’s (2002) research, he researched student attitudes toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. â€Å"The participant’s overall attitude toward internet-assisted instruction was 1. 93, which is slightly higher than an â€Å"agree† response since â€Å"strongly agree† is rated at 1. 00. Also, attitudes based on gender were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65)†. Jenkins, Queen and Algozzine’s (2002) research, â€Å"To block or not to block: That’s not the Question, was to compare teachers’ opinions about the ir preparation for using various instructional practices as well as their use of those practices and the appropriateness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) North Carolina high school teachers participated in this research; 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were made between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed very similar answers, except that for peer coaching/peer tutoring, â€Å"teachers on the block schedule reported a higher use of this strategy than id their peers teaching with a traditional s chedule† (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, â€Å"teachers on the block schedule reported a higher appropriateness of† (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, there were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southern Georgia high school students and asked them what they thought of the block schedule after a one week trial period.Although this was a brief introduction to the schedule, this study provided data for those considering moving a school to the block schedule from students who had actually had a taste of the schedule, instead of simply having it explained to them. Participation was on a voluntary basis, and data could only be taken f rom those who chose to participate, making the sample less representative. One disadvantage noted by the students was that they had â€Å"difficulty paying attention through the longer class periods† (Overall Results section, para. 1).The study had a positive outcome, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while â€Å"Students reported that the block schedule had important advantages, especially increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly acceptable alternative to traditional scheduling. Some expressed a slight preference for traditional scheduling (Slate & Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers’ perceptions of block scheduling which included the A/B block and the 4/4 semester plan. They interviewed 18 special education teach ers operating as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nine in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about Special education†¦section, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All nine 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan preferred this variation of block scheduling over the single-period schedules (Santos & Rettig, 1999, Special Educators Speak Out section, para. 1) . Advantages and Disadvantages Despite its advantages, as Bryant & Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teach ers to use various strategies in a single period (p. 9) Weller & McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team teaching aids greatly in including students with high incidence disabilities in general education classrooms, and assists in meeting the educational needs of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student scores, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that neither was proven to be noticeably more successful than the other in terms of the students’ level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the decisions of some schools to abandon the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as saying that the block schedule is â€Å"a grassroots movement. It seems to build its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do better† (para. 7). This statement relates both to the reasons for schools keeping and leaving the block schedule in this article. Schools continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 credits over the course of a four-year high school career. This allows four more than is possible with the seven-period day† (para. 9). These schools also felt that students were less stressed on the block schedule â€Å"†what the block does is create a climate in which the kids feel a lot less stress†¦not worrying about seven differ ent classes, seven different sets of rules, and the possibility of several different tests a day† (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While extra time can be very beneficial in class, some administrators feel that â€Å"many teachers used the additional minutes as busy time† (Quick Abandonment section, para. 3). Additionally, there can be staffing issues in smaller schools, â€Å"when you go to the block, you have to hire more teachers, that’s what it boils down to† (A Money Decision section, para. 3), and then there is the fact that at this point, there is no conclusive proof that the block schedule is the more successful of the two schedules, â€Å"I’ve never really seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a general feeling it was better but no one could p rove it† (Kenney, 2003, A Money Decision, para. 5). Santos and Rettig (1999) says â€Å"The rapid spread of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, little research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1)†. One particular study focused on this exact issue: Is any one schedule better for students with disabilities?The study focused on a total of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools involved had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small sc hools). At the end of the study, a total of 12 schools participated in the study. All schools involved were 9-12 grade high schools with similar attendance and graduation rates.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos & Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test scores in reading, language, math, science, and social studies, GPA’s, ACT test scores were reviewed from all schools to assist in determining a difference in achievement of students on block and traditional schedules.After reviewing test scores and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teache rs on both schedule types were highly satisfied with the schedule on which their school was established. It was also discovered that teaching strategies were very similar and there was very little, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a specific disadvantage for the block schedule, the fact that it does not always reach the low achieving student population is something to be considered when looking at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the implementation of block scheduling was not initiated to affect student achievement directly. However, in many studies conducted nationally, the focus has bee n on how block scheduling influenced the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78).Effects on academics have been investigated primarily by studying the following: grade point average, honor roll achievement, numbers of failures and dropout rates and student’s performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student scores on the Georgia High School Graduation Test (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were taken from before the schedule change in 1996-1997. The scores were then compared to after the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was â€Å"no significant difference in GPA between the two groups†. Significantly higher scores were noted for students on the traditional schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and Language arts. Over the course of this study, Nichols noted that the block schedule did not have a noticeable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable GPA differences between them, and in â€Å"the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained† (p. 301). Similarly, GPA in the individual schools themselves did not differ greatly from year to year, and after the schedule transition. â€Å"Student GPAs for River High School and South High School were initially lower than for other high schools in the district and after block conversions, the students g enerally maintained the lower achievement† (p. 02). Unfortunately, the same was true for higher scoring students, â€Å"Oak High School and North High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or language arts courses† (p. 303). The one noticeable area of change that Nichols does notice is that the number of students taking English and language arts increased substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. Data were taken on the traditional schedule from 1992 – 1994 and on the block schedule from 1994 – 1996. While evidence was expected to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, â€Å"the mean score for the traditional schedule was consistently higher than the mean scores for the block schedule† (hypothesis 4, para. 2), however, there was significant support for the block schedule when â€Å"using the students’ final classroom grades for comparison (results, para. 4). The outcome could be based on many factors, such as tests being more closely tied to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board Office of Research and Development did a study in 1998 that compared advanced placement test scores of students on both the block and the traditional schedule, and found that students on the traditional schedule score d better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the fall semester, as they were more removed from the course at the time of the test, or had not yet completed the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and analyzed in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administered to both 10th grade students and staff at the participating schools, this data was collected and analyzed to make comparisons between student and staff perceptions, as well as noting any correlation between positive views and feelings of success on the block schedule. â€Å"The analysis of this study was completed in three phases: (1) an extensive search of the research concerning block scheduling, (2) construction of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142)†. The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particularly beneficial or effective wi th regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School located in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been implemented because the school decided that their â€Å"philosophical position was that neither all block nor all traditional schedules best serve all students, teachers, and subjects†¦we review student performance, teacher opinion, and available research annually to determine how to best offer the particular course under review† (p. 49). Through this schedule, the school is showing that their i ntent is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note that some of its advantages are â€Å"less homework each night because of a lighter course load† (p. 48), that it can help â€Å"at-risk students because they usually have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses† (p. 48), also that â€Å"block courses are taught in a more hands-on-way† (p. 48). In a detail evaluation of the Copernican plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on physical education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high schoo l and one middle school located on the West Coast United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this study spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend adequate time on fitness development to actually experience improved physical fitness per researchers (p. 178). † Hynes-Hunter and Avery (2007) referenced the research from Claxton and Bryant (1996) clarified that it is a possibility that the ideal place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a c onvenient time to eliminate it. But if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), â€Å"There was a dramatic increase in Physics Honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly lecture notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. Class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was enhanced with Web-Assisted Instruction (p. 1)†. In yet another study, two types of block schedules (4Ãâ€"4 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along with the ACT, which was administered during the students’ junior year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 4Ãâ€"4 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 4Ãâ€"4 block schedule exceed those on the A/B block and traditional schedules. Gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block sch eduling (Lewis, 2005).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on the success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The rudiments of using technology effectively to increase teaching methods must be masters and implemented by all (p. 68). â€Å"Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the future that he believes are important to maximize the positive impact of block scheduling are: â€Å"1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to engage students directly in the learning process and should aim to master seven or eight. 3. Teachers should pace each lesson by changing grouping patterns, varying presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of three instructional strategies during any class period. . Teachers should incorporate alternative and authentic assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be creative and flexible in assigning activities and should incorporate outside assignments in to regular classroom activities. 7. Teachers should monitor individual student’s participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development personnel must provide initial and continuing staff development for all teachers throughou t the year on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and various instructional strategies effectively (Queen, 2000, p. 221). † In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North Reading High School converted to block scheduling.A study was conducted to determine if ach ievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high school. The years in which data were collected are as follows: 1998-1999 mathematics and language arts scores (one year prior to the conversion to block scheduling); 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investment of professional development for teachers prior to the instatement of block schedule may have contributed to the improvement of test scores.Implementation of the block scheduling system can be a costly change for any school, this school found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newman’s (2002) study was to determine the impact block schedules had on students’ grade point averages (GPA’s) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each school’s population varied in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be impacted or affected by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was fo und that the majority of schools’ scores increased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the request of a mid-western school board, an evaluation was conducted on the district’s high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the evaluation based on â€Å"hard data†, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and: * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test (OPT) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of 500 students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school f rom their freshman year through graduation. Data were collected from each student’s transcript for this study. Results of the study showed that there was a positive relationship between students’ grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be directly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores; however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or lack thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had â€Å"an influence† on students’ academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effec t on improving student achievement.Several schools reported that percentages of earned â€Å"A† grades increased tremendously after block implementation (p. 300). In 1994, a high school located in the Western portion of the United States, converted from a traditional 7-period/day schedule to a 4Ãâ€"4 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced atmosphere for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-effective for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling: collection of qualitative and quantitati ve data; collection of information on the perception of block scheduling by teachers and parents (in the form of surveys); and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling: * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement varied little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block scheduling, teachers are allotted a planning time which is almost double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administration could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002). Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certainly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed showed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying theme throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I concur with Wronkovich , â€Å"the decision whether or not to adopt block scheduling should be based on the examination of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. )†. â€Å"Block schedules can potentially ease the transition from the homelike atmosphere of the elementary school to the departmentalized environment of the high school by reducing the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganized students a fighting chance to keep abreast of assignments and projects (Mowen & Mowen, 2004, p. 50). † I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is de finitely needed. As Veldman (2002) emphasizes, when considering a change in scheduling, a school must take into account the opinions and concerns of all stakeholders and research its options. References www. education. com Adams, D. C. & Salvaterra, M. E. (1998). Structural and Teacher Changes: necessities for successful block scheduling. High School Journal, 81, p. 98-106. Bryant, C. & Bryant R. (2000). Social studies in the block schedule: A model for effective lesson design.The Social Studies, 9-16. Canady, R. L. & Rettig, M. D. (2001). Block scheduling: The key to quality learning time. Principal, 80(3), 30-34. Carroll, J. M. (1994). The Copernican plan evaluated: The evolution of a revolution. Phi Delta Kappan, 76(2), 104-113. Childers, G. L. & Ireland R. W. (2005). Mixing block and traditional scheduling. The Education Digest, 6, 43-49. Dexter, K. M. , Tai, R. H. & Sadler, P. M. (2006). Traditional and block scheduling for college science preparation: A com parison of college science success of students who report different high school scheduling plans.The High School Journal, 89(4), 22-34. Evans, W. , Tokarczyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling: An evaluation of outcomes and impact. The Clearing House, 75(6), 319-323. Gruber, C. D. & Onwuegbuzie, A. J. (2001). Effects of block scheduling on academic achievement among high school students. The High School Journal, 84(4), 32-42. Hackmann, D. G. (2004). Constructivism and block scheduling: Making the connection. Phi Delta Kappan, 85(9), 697-702. Hynes-Hunter, J. M. & Avery, S. (2007). Block scheduling in secondary physical education: East compared to West Coast Unite States of America.The Physical Educator, 64(4), 170-179. Jenkins, E. , Queen, A. , & Algozzine, B. (2002). To block or not to block: That’s not the question. The Journal of Educational Research, 95(4), 196-202. Kenney, L. C. (2003). Back from the block—or not? School Adminis trator, 60(9). Kienholz, K. , Segall, N. & Yellin, D. (2003). The block: Implications for secondary teachers. Kappa Delta Pi, 39(2), 62-65. Lawrence, W. W. & McPherson, D. D. (2000). A comparative study of block scheduling and traditional scheduling on academic achievement.Journal of Instructional Psychology, 27(3), 178-182. Lewis, C. W. , Dugan, J. J. , Winokur, M. A. , & Cobb, R. B. (2005). The effects of block scheduling on high school academic achievement. NASSP Bulletin, 89(645), 72-87. Maltese, V. A. , Dexter, K. M. , Tai, R. H. , & Sadler, P. M. (2007). Breaking from tradition: Unfulfilled promises of block scheduling in science. Science Educator, 16(1), 1-7. Marchant, G. J. & Paulson, S. B. (2001). Differential school functioning in a block schedule: A comparison of academic profiles. High School Journal, 84(4), 12-20.Mowen, G. G. & Mowen, C. (2004). To block-schedule or not? Education Digest, 69(8), 50-53. Nichols, J. D. (2005). Block-scheduled high schools: Impact on achievement in English and language arts. The Journal of Education Research, 98(5), 299-309. Payne, D. A. & Jordan M. M. (1996). The evaluation of a high school block schedule. Convergence of teacher and student data. American Secondary Education, 25(2), 16-19. Persin, R. (2002). Web-assisted instruction in physics: An enhancement to block scheduling. American Secondary Education 30(3), 61-69.Queen, J. A. (2000). Block scheduling revisited. Phi Delta Kappan, 82(3), 214-222. Rettig, M. D. (1999). The effects of block scheduling. American Association of School Administrator. Rikard, G. L. & Banville, D. (2005). High school physical education teacher perceptions of block scheduling. The High School Journal, 26-34. Santos, K. E. & Rettig, M. D. (1999). Going on the block meeting the needs of students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31(3), 54-59. Shortt, T. L. & Thayer, Y. V. (1999).Block schedulin g can enhance school climate. Educational Leadership, 56(4), 76-81. Slate, J. R. & Jones, C. H. (2000). Students' perspectives on block scheduling: Reactions following a brief trial period. The High School Journal, 83(3), 55-65. Trenta, L. ;amp; Newman, I. (2002). Effects of a high school block scheduling program on students: A four-year longitudinal study of the effects of block scheduling on student outcome variables. American Secondary Education,31(1), 54-64. Veal, W. R. ;amp; Flinders, D. J. (2001). How block scheduling reform effects classroom practice.High School Journal, 84(4), 21-31. Veldman, R. (2002). The best of both schedules. Principal Leadership (High School Ed. ), 3(3), 36-38. Weller, D. R. ;amp; McLeskey, J. (2000). Block scheduling and inclusion in a high school. Remedial and Special Education, 21(4), 209-218. Zepeda, S. J. ;amp; Mayers, and R. S. (2001). New kids on the block schedule: Beginning teachers face challenges. The High School Journal, 84(4), 1-11. Ze peda, S. J. ;amp; Mayers, R. S. (2006). An analysis of research on block scheduling. Review of Educational Research, 76(1), 137-170.