Lesson Planning For Inclusive Classroom

Lesson Planning For Inclusive Classroom I found three lesson plans for elementary school kindergarten, middle school grade 7-8, and high school grade 9-10. The first lesson plan is â€Å"The Four Seasons on Earth† by Kimberlee McElroy on teachnology.com. I found this lesson plan to be useful in accommodating children with learning disabilities (LD). The objective of this lesson plan is â€Å"for students to be able to name all the four seasons and to be able to describe how the weather of the seasons and to also be able to determine what should be wore and what activities are fitting for the different seasons† (McElroy, 2012). This lesson plan was designed for students who have a language impairment and to help them be able to increase their knowledge of vocabulary and their usage related to the four seasons. â€Å"Vocabulary is critical to reading success for three reasons: comprehension improves when you know what the words mean, words are the currency of communication and a robust vocabulary improves all areas of communication such as listening, speaking, reading and writing, and when children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too† (Alexander, n.d. ). This lesson plan is made especially for students with LD. It will help to increase a child’s vocabulary and can also be adjusted to meet the needs of each child who has an IEP. It accommodates all types of learners and not just one type of learner. Some adaptations that could be made to the lesson plan include visual aides for the students such as real pictures of the different seasons. Different clothing items can be brought in to show what appropriate clothing is for that time of year. Also, different foods can be brought in for each of the seasons such as vegetable soup or vegetable beef soup for winter. The students can create a book of their own on each of the seasons and draw pictures or bring in pictures or items for the different seasons. Students can also write a few words that relate to the particular season such as cold, snow, and white. Those can be vocabulary words as well. Graphic organizers can be used to help a students to be able to organize the words for each season. â€Å"Graphic organizers may greatly assist students with learning disabilities in connecting new material to prior knowledge, identifying main ideas and supporting details, drawing inferences, and creating effective problem-solving strategiesâ⠂¬  (Wayne, 2011, para. 10). The lesson plan that I am using already has accommodations for special needs students such as visual sentence starters and verbal prompts. I believe I could pair students who have a learning disability with a non disabled child and have them work to help each other with their books by giving suggestions and helping to say the vocabulary words. For a child with LD, they may not be able to write a word such as snow very well so I would create a worksheet for them to be able to trace the letters. The second lesson plan is â€Å"The Pearl† by John Blackwell on teachnology.com. This is a lesson plan for grades 7-8. The objective for this lesson plan is to â€Å"Facilitate understanding of the importance of rules in society, relate decision-making skills to each students own personal experiences, foster an appreciation for reading, and help students develop an understanding for what the authors point of view and what they are trying to convey† (Blackwell, 2012). This lesson plan is tailored to meet the needs of special education students. This lesson plan was designed to help students in middle school grades to be able to enhance their reading comprehension, read novels, and to learn appropriate decision making skills (Blackwell, 2012). Reading comprehension is important for students to learn in order to be able to understand what is it that they are reading and the words that they are reading. â€Å"Without comprehension, reading is simply following words on a pa ge from left to right while sounding them out and the words on the page have no meaning and while people read for many different reasons, the chief goal is to derive some understanding of what the writer is trying to convey and make use of that information – whether for fact gathering, learning a new skill, or for pleasure† (Marshall, 2014, para. 2). Some adaptations that could be used are allowing the students to read aloud to the class if they are comfortable enough to do so. Also, the students could get in groups and act out parts of the book that way students can visually see what the story is about. A research-based strategy that can be used is a concept map and it works just like graphic organizers. They can help a child to brainstorm and map out ideas. A concept map can be used before reading begins and students can share what they already know about a concept. Then, when the reading begins, students can add to the map as a group as the story progresses. Students can also draw pictures to help them remember or understand or even use pictures form the internet or cut out to help them (Reading Rockets, 2015). This lesson plan has accommodations already but some accommodations I could recommend is allowing a students to use a text to speech program to have the book read to them if they have difficulty with reading or communication disorder. For the particular book in the lesson plan, there is an audible version of the book for students to be able to listen to the story and follow along. For a final report, accommodations such as being able to use speak to text software can help a students to be able to write their report if they have a hard time typing or writing. That way the can see what is being typed out instead of having errors throughout their paper. They also can be paired up with a partner that can help them to write their paper and get in it on time. For the last lesson plan, I chose â€Å"My Country† by Donna Lewis on teachnology.com. This lesson plan is for grades 9-10 and the objective of this lesson plan is for students to be able to apply the theories of the government, economics, and also sociology and they will be able to create their own country and do research to gather information. They will design their own government, pick a location, and create their own flag (Lewis, 2014). This lesson plan is designed to accommodate special needs students and they will be working in teams to create their own country and government. It also teaches the students about the government and also how to do research. It helps students to be able to create their own country and to see what it takes to run it. It teaches them to be able to apply concepts to real world situations they will face. Civic education means explicit and continuing study of the basic concepts and values underlying our democratic political community and constitu tional order and civic education also involves development of skills in making decisions about public issues and participating in public affairs† (Hoge, 1988, para. 2). Even students with special needs has to be able to understand how government works and how to handle public issues and to make decisions. I see this lesson plan helping a students with LD or CD to be able to use critical thinking, learn concepts to use in the real world, and to also learn how to use public speaking to their advantage. It can help to build up their confidence. Some adaptations that could be made is possibly taking a field trip to a government building such as the state capital to learn and see how the government functions on a daily basis. They can take notes and they can have a classmate help them take notes and help to translate anything a special needs students may not understand. Also, it could be arranged for the students to act out certain types of the government to help them understand how it works and hat they would like to use to develop their country. They could act out the signing of the declaration of independence and develop ideas on how to create their own. If the students is not comfortable n acting out in front of the class, then the students and team members can do it in front of the teacher only. If they are not comfortable speaking then they can use a text to speech program to speak for them and also if they have trouble with communication. A research-based strategy I really feel that works with this lesson plan is a gra phic organizer. â€Å"Graphic organizers help students to visually display, interpret, and understand complex topics† (Ketcham, 2010). I feel a graphic organizer can help students with LD and CD and even non disabled students to be able to organize their thoughts and the information they find for their design of their own country. This lesson plan has some accommodations already for it such as talking software and spelling and writing software to help students who have reading issues and difficulty writing and spelling. A speech to text software such as Dragon can be used to help students write their paper for their final project. Assigning someone from another class to help a student who may be struggling to understand the work or the assignments and reading material. Allowing the students to be assessed verbally daily can help them to be able to say what they have learned rather than type it or write it. Questions can be asked and they can answer verbally. Some ways I feel that a teacher could leverage learning strategies is by cooperative learning groups which can help students to be able to help one another. Putting non disabled students who have a firm understanding of the lesson plan can help the students with LD and CD. This goes for all of the grade level lesson plans I chose. Also, setting objectives and providing feedback can help the students to set goals at the beginning of the lesson and to set a time frame to meet those goals. Daily goals can be set by the teacher and the student. â€Å"Setting objectives establishes directions for learning and student benefit when they personalize goals set by teachers†(Pennsylvania Department of Education [PDE], 2009). Allowing students to summarize and take notes can help them along in the lesson plan to write down important information needed for an assignment. Some social interaction for all the grade level lesson plans is having the students to introduce themselves at the begin ning of the year or the beginning of a new semester or quarter. The students can write down information about themselves or they can be paired up with another students and let them introduce each other to the class. Class discussions can be done in the beginning of class about the lesson plan and also after the lesson. It is a great way to get the students to give their input on the assignment and to interact with one another. Have the students do group presentations. It can help to divide up the workload on big assignments such as the lesson plan for high school and can help students with LD and CD to have less of a burden and to also help to keep their stress level down. Some behavior supports that would work within these lesson plans are making sure the classroom environment is accommodated for students with special needs. An example is a students with ADHD. They should not be seated where there is high traffic or loud areas and away from anything that may distract them from lear ning. Having a set class schedule or routine can help students to know what is going to happen during that class period. It can help to reduce the anxiety and keep frustrations down. â€Å"A classroom schedule that is well-designed and is implemented consistently may be the single most important factor in preventing challenging behaviors† (Ruef, Higgins, Glaeser, Patnode, n.d., p. 7). Allowing the students to be able to make choices in their lives and in class can help to reduce behavioral problems. With the students being able to have input in decision making, it will help to build their self confidence and to also have a say in what goes on in their daily lives and routines within reasonable limits. It helps with their productivity and independence. Lastly, reward positive behavior. If positive behavior is being rewarded, then chances are the student will do what it is they did again. Positive reinforcement does not need to be done all the time or for everything the studen t does because then the student will depend on that positive reinforcement all the time. A reward could be extra free time or stickers for the younger students. Also using encouraging words and showing appreciation can help the child to gain self confidence. References Alexander, F. (n.d.). Understanding Vocabulary. Retrieved from http://www.scholastic.com/teachers/article/understanding-vocabulary Blackwell, J. (2012). The Pearl. Retrieved from http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=19079 Hoge, J. (1988). Civic Education in Schools. Retrieved from http://www.ericdigests.org/pre-9210/civic.htm Ketcham, L. (2010). Online Graphic Organizers for Use with Special Education Students. Retrieved from http://www.mangomon.com/online-graphic-organizers-for-use-with-special-education-students/ Lewis, D. (2014). My Country. Retrieved from http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=27806 Marshall, P. (2014). The Importance of Reading Comprehension. Retrieved from http://www.k12reader.com/the-importance-of-reading-comprehension/ McElroy, K. (2012). Lesson Plan: The Four Seasons on Earth. Retrieved from http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=27155 Pennsylvania Department of Education. (2009). 9 High Leverage Strategies. Retrieved from http://stuff4educators.com/index.php?p=1_34_High-Impact-Strategies Reading Rockets. (2015). Concept Maps. Retrieved from http://www.readingrockets.org/strategies/concept_maps Ruef, M., Higgins, C., Glaeser, B., Patnode, M. (n.d.). Positive behavioral support: Strategies for teachers. Retrieved from http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1032context=gse_facsei-redir=1referer=http://www.bing.com%2Fsearch%3Fq%3Dfive%2Bways%2Bthat%2Ba%2Bteacher%2Bcould%2Bgive%2Bbehavior%2Bsupports%2B%26go%3DSubmit%2BQuery%26qs%3Dbs%26form%3DQBRE#search=%22five%20ways%20teacher%20could%20give%20behavior%20supports%22 Wayne, S. (2011). Visual, spatial displays aid students with learning disabilities. Retrieved from http://news.psu.edu/story/153017/2011/12/28/visual-spatial-displays-aid-students-learning-disabilities

Technology Then to Now :: History Machines Papers

Technology Then to Now Throughout time, machines, no matter how simple or complex, have played a vital role in the development of civilization into the future. In other words, machines have played a part into helping our culture develop into what it has become today. This dates back to the beginning of time when early man used a stick and a fulcrum (rock) to make a simple lever. Technology: The application of scientific knowledge to serve man in industry, commerce, medicine and other fields. Humans have always searched for a way to make things faster, stronger, smarter, better....for mankind. This, it was widely thought, would make life easier. With the advancements made in technology throughout the millennium, the way of living did get easier. In the thousands of years that had passed, man had gone from living in caves to living in houses, from speaking in grunts to having a formal written and spoken language, from hunting and teaching, to hunt for mere survival, to going to school and working in a place of some sort to provide for your family, from barter and trade to a formal monetary system, from clans to cities and states; yes mankind was on the up and up, and blazing trails at record speed. In the U.S., the period between 1820 and 1840 marked the introduction of the Industrial Revolution. The Industrial Revolution marked a significant technological change for Western Europe and the United States. It meant the big switch from an agricultural society to a modernizing society based on factory production. This switch obviously meant the introduction of machines into the workplace, and the transformation of labor to fit the operation of these machines. Although the machines would increase productivity significantly, they were not viewed as a Godsend by all. Groups such as the Luddites in England in the early 19th century feared these machines because they understood that this new technology would destroy their way of life. They were not entirely wrong. The technologies introduced into the early factory system profoundly disrupted the ways in which people worked and the rewards they received for their work. For example, new machinery introduced as labor-saving devices from the point of view of owners, eliminated certain artisanal skills and displaced other workers. Many of those fortunate enough to still be working in the factories with this ground-breaking technology viewed themselves as machine tenders (someone whose sole purpose was to make sure that the machine did not get off course.

The Anthropology of Terrorism

Since the attacks on the World Trade Center and the Pentagon on September 11, 2001, â€Å"terrorism† has been a word that every American has used daily. It has been eleven years since these attacks, and our country is still at war, and we use terms like â€Å"acts of terror† to justify our invasion of their civilian space. Personally, I do not care much for conspiracy theories, but I was interested to know a little bit more about the Islamic culture that these â€Å"terrorists† stem from. While the majority of the population of Iraq and Afghanistan are practicing Muslims, they can not all be defined as â€Å"terrorists. In all actuality, a lot of them may define Americans and other westernized countries with seemingly unlimited war powers as â€Å"terrorist† groups. There are many differences from the American view of acts of terror, the Iraqi view of acts of terror, and the view of how those who commit crimes of terror see their own actions. I think it v ery important that American civilians, especially those who are not well educated on our foreign policies and the current war situation, take time to see how Iraqi civilians and the Muslim population view the September 11 acts of terror, and the subsequent war compared to those who chose to commit these acts.I think that most would be surprised when they find that the Islamic religion does not actually promote those extensive â€Å"acts of terror† that they do not support the extremist groups like Al Quaeda, and that our presence in their civilian areas, like market places may not be necessary or productive for their day-to-day routines. In order for many people to understand these differing viewpoints on terrorism, I think it is important to focus on how different people may define an act of terror.In December of 1994, the Unite Nations General Assembly Resolution 49/60, â€Å"Measures to Eliminate International Terrorism,† describes terrorism as: â€Å"Criminal acts intended or calculated to provoke a state of terror in the general public, a group of persons or particular persons for political purposes are in any circumstance unjustifiable, whatever the considerations of a political, philosophical, ideological, racial, ethnic, religious or any other nature that may be invoked to justify them. Later, in 2004 at UN Security Council Resolution 1566 a definition is given, stating acts of terror are: Criminal acts, including against civilians, committed with the intent to cause death or serious bodily injury, or taking of hostages, with the purpose to provoke a state of terror in the general public or in a group of persons or particular persons, intimidate a population or compel a government or an international organization to do or to abstain from doing any act.The United Nations adds to the definition again in 2005 at a panel, stating the definition of terrorism as: Any act intended to cause death or serious bodily harm to civilians or non- comba tants with the purpose of intimidating a population or compelling a government or an international organization to do or abstain from doing any act. (â€Å"Various Definitions of Terrorism†) The United Nations has no official definition of terrorism, because some would argue that there is no real distinction between a â€Å"terrorist† and a â€Å"freedom fighter. Therefore, the United Nation’s descriptions of the term are vague and always include that terrorism is â€Å"intimidating† or that it â€Å"provokes terror† on a group of people. The first description listed comments on the justification of these acts, which most others do not. Now, I would like to point out the differences in he definitions that are released by the Arabic Community and the united States. In 1998, the Arab Convention for the Suppression of Terrorism was implemented by the Council of Arab Ministers of the Interior and the Council of Arab Ministers of Justice in Cairo, Egyp t.They defined terrorism at this convention as: Any act or threat of violence, whatever its motives or purposes, that occurs in the advancement of an individual or collective criminal agenda and seeking to sow panic among people, causing fear by harming them, or placing their lives liberty or security in danger, or seeking to cause damage to the environment or to public or private installations or property or to occupying or seizing them, or seeking to jeopardize national resources. â€Å"Various Definitions of Terrorism†) The United States has many different definitions of terrorism in almost every government organization’s code. In Federal Criminal Code Title 18 of the United States defines terrorism and lists the crimes associated with terrorism.In Section 2331 of Chapter 113(B), defines terrorism as: †¦activities that involve violent†¦ or life-threatening acts†¦ that are a violation of the criminal laws of the United States or of any State and†¦ appear to be intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination, or kidnapping; and†¦(C) occur primarily within the territorial jurisdiction of the United States†¦Ã¢â‚¬  FBI definition of terrorism:The unlawful use of force or violence against persons or property to intimidate or coerce a Government, the civilian population, or any segment thereof, in furtherance of political or social objectives. The definition of terrorism used in the United States Army Field Manual FM 3-0, form 2001 is: The calculated use of unlawful violence or threat of unlawful violence to inculcate fear. It is intended to coerce or intimidate governments or societies †¦ [to attain] political, religious, or ideological goals.The Dictionary of Military Terms used by the Department of Defense defines terrorism as: The calculated use of unlawful violence or threat of unlawful violence to inculcate fear; intended to coerce or to intimidate governments or societies in the pursuit of goals that are generally political, religious, or ideological. (â€Å"Various Definitions of Terrorism†) I think the difference in the way our governments define a term that the United Nations finds so debatable shows a huge cultural difference in where the priorities for our countries lie.Obviously, since the September 11 attacks, the United States has spent an extensive amount of time coming up with more and more to add to the definition of terrorism and have worked to almost make ourselves seem like more of the victim. Our Federal Code includes mass destruction and assassination, but states that it primarily occurs within the United Stated jurisdiction. This is open to interpretation, as is all code, but it basically means that we are always the victim of acts of terror and can hardly ever be accused of committing the crime.H owever, in the FBI definition, it says that terrorism is using violence and force to coerce a government and its civilians of political and social objectives. Are we not using force and asserting ourselves on the Iraqi government, and every other government that we have been at war with? Has it not all been for a political gain? Then the military definitions add that actions can only be defined in that way if they are being committed for political, religious, or ideological reasons. However, I think that most Americans, if asked would only include religion in the definition.We have been trained to think that way, to only see terrorism as acts of Jihad, extremist Muslims. Americans, since I can remember have always been extremely proud. We are all truly blessed to come from a country that has a strong military backbone, free, accessible education, a comparably thriving economy, and the opportunity for social mobility. That being said, the majority of Americans are very ignorant and o ne-sided on a lot of political issues. Most are content with obtaining the easily accessible information from the news or internet and word of mouth.Most do not take the time to educate themselves on social issues that they comment on daily. This is why people are so opposed to those who practice Islam using their first amendment right to freedom of religion, especially in the south where most are extremely prejudiced. The news and the coverage of the September 11 attacks and the war are to blame for this phenomenon of fearing those who are different. In Packaging Terrorism: Co-opting the News for Politics and Profit, Susan Miller criticizes the way the media chooses which stories to run. â€Å"Threats, danger, fear.These words grab the attention of the readers and that’s what the media want. Your attention. Be afraid. Be very afraid. † She shows that there are many more options of global stories that our local news stations could run, but those that involve Americans or anything involving conflict in the Middle East, or even stories of al-Qaeda action in other countries, will get higher ratings as â€Å"Big Stories† over stories like the huge crisis of bombings in Mumbai in 2006, which is a place and event that Americans, in general, have no solid connection to.However, our society is also very vain, and there are even international events that are very important to us and the action in the Middle East that constantly get trumped by â€Å"larger† domestic stories. A 2006 suicide bombing of the Golden Mosque, which was close to triggering an Iraqi civil war was overshadowed by the Winter Olympics that year. A 2005 bombing was completely overshadowed by the kidnapping of Natalee Holloway in Aruba. The American people are more likely to be interested in our domestic actions than the stories of foreign events, especially when these events seem to run together and are so similar every time they are covered.One thing that is extremely co ntroversial in covering those true acts of terror is the fact that most terrorists really want the attention on them. If someone is taken hostage and taped, or there is a huge event, like the 9/11 attacks, those who commit these actions are doing so for the attention, and for the media to show these events to the public, some can argue that those who share the news are just giving them what they most desire: to have all eyes on them.There is also an opinion, however, that if this footage is shown, it will show Americans the true brutality of the people who our military is fighting against, and that it will show that there truly is a threat, encouraging Americans to further support our military and create a unifying experience that promotes patriotism. This was shown in the case of the kidnapping of reporter, Daniel Pearl in Pakistan in 2002 by al-Qaeda operative Khalid Shiekh Mohammad. The video of his execution was made available to news networks, and a portion of Pearl speaking wa s shown on CBS.The full video shows his throat being slit and his severed head held up with a voiceover speaking out against the â€Å"enemies of Islam. † After much debate of whether or not the video should be seen by the public, whether it would violate the rights of Pearl’s grieving family, and whether the American people should be allowed to be exposed to witnessing a person’s murder, Peter Kadizis and Stephen Mindich of the Boston Phoenix posted a link to the video with a note above stating, â€Å"This is the single most gruesome, horrible, despicable, and horrifying thing I’ve ever seen. . That our government and others throughout the world, who have had this tape for some time have remained silent is nothing less than an act of shame†( Moeller). While our media is the largest source of information for Americans and is the largest reason that Americans have an instilled fear of anyone of the Islamic religion, the USA Patriot Act passed in 200 1 as a response to the terrorist attacks is one of the triggers that set off this fear, and is a constant reminder of the attack.This Act was instated based on the theory that if there is a threat to national security, the public is more willing to allow for harsher policies and increased restrictions of civil liberties. The Act includes reduced restrictions in law enforcement agencies' gathering of intelligence within the United States; expanded the Secretary of the Treasury’s authority to regulate financial transactions, particularly those involving foreign individuals and entities; and broadened the discretion of law enforcement and immigration authorities in detaining and deporting immigrants suspected of terrorism-related acts.Even though support for the Patriot Act has decreased, though not dramatically (from 60% classifying it as â€Å"necessary† in 2001, to a 39% in 2006), President Barack Obama signed a four-year extension of the act to include, searches of bu siness records that would assist in an investigation undertaken to protect against international terrorism, and surveillance of â€Å"lone wolves,† individuals suspected of terrorist-related activities not linked to terrorist groups. (Borgeson, Valeri). This, eleven years later is an act that is still perfectly in tact, and is still restricting our rights.It isn’t the most invasive law, but it does hang over the heads of those who do business internationally and those who immigrated form other countries, because they are constantly under the threat of being watched and studied by the government. Since Americans have media coverage and restrictions that help to shape the idea of terrorism and the way we perceive terrorism and acts of violence, it is only logical to realize that the Iraqi people, have their own way of defining Terrorism in their country.It is important to realize, when analyzing their views, that the United States have been seen as a threatening force to them for the past eleven years by imposing on their land and declaring warfare on their former leader and having our military staying within their civilian quarters. Though Iraq has been liberated for the past five years, American troops were just recently sent home, and they are suffering from terrorist attacks against them from other outside forces as well.Most of those who practice the Islamic religion believe that warfare should only be used to suppress rebellion or to defend against imposing armies. They do not believe in starting wars, because the punishment is not in their hands, violence should only be used for protection. Yousuf Baadarani, a popular writer defending the Islamic culture, states in an interview with Asia Times states, â€Å"Since Islam forbids terrorism, than no terrorist could be labeled Islamic. He would have had to abandon the Islamic path to become a terrorist† (Abedin).Jihad is only supposed to be used to protect the Islamic religion against thos e who attack it, not to create terror in those who do not practice Islam. This counters a popular theory Americans have that all Muslims are destined to commit acts of terror and that they are instilling values that promote suicide bombings and murder of those who do not practice Islam. Al-Qaeda was born out of Osama Bin Laden’s leftover defense force he gathered together for the Saudi Kingdom, but it was rejected after they allowed US troops to use Saudi Arabia after Saddam Hussein invaded Kuwait.Al-Qaeda means â€Å"the basis† or â€Å"the base. † It is extremely difficult to find out the members of this organization and to figure out who is behind certain attacks. The chain of command is extremely difficult to follow. It has one goal: â€Å"to hit the West wherever and whenever it can, in order to further polarize the Muslim and Western worlds and effect an eventual victory of the Islamists, who claim leadership over the Muslim world†(Reuter).This terr orist group- and there is no debate from anyone as to whether or not they are a terrorist group- has committed too many suicide bombings and killings of innocent westerners to name. They are the group behind the infamous September 11 attacks, and are the ones who created all of the fear of terrorism in the United States. This group of people is founded on a basic principle: hate for all Westerners, and the desire to completely sever ties between those who practice Islam and Westerners.This is not a group based on jihad; the exception to the Islamic law against violence, which should only be allowed when defending the Islamic religion. It is simply a hate group against Westerners that wears a mask of religion. In conclusion, there is a lot that is not perceived correctly when it comes to the idea of terrorism. Every citizen of Iraq is not a terrorist, and neither is every member of the Muslim community. A select few extremists have ruined the reputation of a religion in the United St ates, with the help of the media and politics.I hope that every American citizen at some point realizes the difference between the terrorist attacks of September 11, and the Iraqi family that walks down the street. It is important to me and our country that people see that most Muslims do not support al-Qaeda and that the group of extremists is not practicing their religion properly. I hope that people will start to realize the importance of getting information from other sources than the popular media and that some will start to look up more information on important domestic and international events.Most of all, I hope that I have been able to properly compare viewpoints on terrorism in different parts of the world accurately. Bibliography Abedin, Mahan. â€Å"Asia Times Online :: Middle East News, Iraq, Iran current affairs. † Asia Times Online :: Asian news hub providing the latest news and analysis from Asia. N. p. , 29 Dec. 2009. Web. 5 Dec. 2012. Arena, Michael P. , and Bruce A. Arrigo. The terrorist identity: explaining the terrorist threat. New York: New York University Press, 2006. Print. Baudrillard, Jean. The spirit of terrorism and requiem for the Twin Towers.London: Verso, 2002. Print. Borgeson, Kevin , and Robin Valeri. Terrorism In America. Boston: Jones and Bartlett Publishers, 2009. Print. Moeller, Susan D.. Packaging terrorism: co-opting the news for politics and profit. Chichester, U. K. : Wiley-Blackwell, 2009. Print. Reuter, Christoph. My life is a weapon: a modern history of suicide bombing. Princeton, NJ: Princeton University Press, 2004. Print. Various Definitions of Terrorism. † Department of Emergency & Military Affairs (DEMA). DEMA, n. d. Web. 5 Dec. 2012.

The Current Corporate Strategy Of The Business - 3322 Words

The current corporate strategy of the business had some positive changes to the organization and hence, restructured the entire organization accordingly. The corporate strategy is based on ONE Plan that had the following four priorities: †¢ Restructuring enough to operate the business profitability in context to changing model mix and customer demands. †¢ Offering customer the best developedcustomer demanded products in terms of efficiency, high quality, safety that could create value for the company. †¢ Improve Ford’s finances. †¢ Work together as one team that has one goal. Hence, in order to make this current strategy work, Ford made some functional changes, to the organization that helped Ford to create value. The†¦show more content†¦3. In order to make the infrastructure efficient, Ford implemented the strategy to promote one goal throughout the entire organization and hence, this helped to restore the company commitment to efficiency. Plus, the strategy helped co-operation among functions as they lacked transperancy as one function would not disclose all the data to the other function. 4. In order to make the information system efficient, Ford heavily invested on premium technology to better serve its customers and hence, created Ford Work Solutions that provided and served all affordable solutions making processes more efficient with high speed internet and wireless accessories. 5. In order to gain efficiency in supply chain management, Ford discussed its strategies with suppliers, letting them know what they require in detail, that helped create long term relationships and later, which was sealed with long- term contracts. Ford maintained a positive relationship with suppliers, giving them the idea that the suppliers works with them rather creating the idea that the suppliers work for them. 6. In order to gain efficiency in the