Managing small business Essay Example | Topics and Well Written Essays - 3000 words - 2

Managing small business - Essay Example Mama Mancini’s is a small, family run business. It was started way back in 1913 when Arturo Mancini set up an Italian restaurant in downtown Chicago, serving genuine home made sauces. Over the years, the popularity of the restaurant’s Italian sauces encouraged Bruno, the third generation Mancini, to start up a separate business in the manufacture of sauces. Although this is a small family owned business, in the past five years the popularity of their sauces has spread and they have expanded their operations in the greater Chicago area, with their sales doubling over a five year period. Whereas the business was running at a loss five years ago, the break even point was reached during the third year. The company’s financial statement may be summarized as follows: The success of this small family owned business is largely due to good planning, the quality of their product and the identification of the niche market. To a great extent, the vision and planning of the owner Bruno Mancini has contributed to its success. This Paper focuses on the dynamics of owner-owned enterprises and the case of Mama Mancini’s was chosen because it is a typical example of a successful, family owned small business, which are cropping up in increasing numbers all over the world. What classifies Mama Mancini’s as a family owned business? A family owned business is classified as such when family members own and operate the operations of the business. While researchers have put forth many definitions of family owned small businesses, there is general agreement that family involvement in ownership and management classifies the enterprise as a family owned business (Handler, 1989). Small business form an important part of the American economy and studies have identified 75% of all businesses in the United States as being are family owned enterprises (Greenwald, 1993). Other relevant studies have shown that family

Kinship, ritual , gender FINAL ANTHROPHOLOGY ESSAY

Kinship, ritual , gender FINAL ANTHROPHOLOGY - Essay Example seen the extent of shrinking (if any) of the specific, and why not crucial, role that they have played in forming and supporting the stability of those communities, and societies in question, in the context of the global social change. The paper argues that due to the more and more accelerating process of global culture change, driven by the steadily increasing contact between cultures and societies worldwide (whose first timid steps could be sought at some point in the distant Middle Ages), more or less, all existing societies have been heavily influenced in the sense of altering social dynamics and promoting new cultural models. This paper argues as well, that the phenomenon of cultural diffusion, first conceptualized by the influential American anthropologist Alfred L. Kroeber and fueled by the patterns of change for the world in the last several decades, is drifting the contemporary civilization toward creation of a global multicultural society with its own universal cultural form and content, including a new set of appropriate rituals, but also containing the traditional cultural patterns of its constituent communities. Given the aforesaid, the paper advocates the idea that the traditional tribal or religion- born rituals, in particular those with initiation meaning and function, though inevitably affected by the social shifts, will keep on playing an important role not just as an indicator of affiliation to a particular community, but also as a structurally bracing part of any community’s organism. Since the very dawn of the simplest human societies, even before the earliest civilizations to emerge, the rituals had taken up an immense room within the core and foundation of each of those societies. This is especially true for a particular class of rituals, which pervasively attend throughout the whole life cycle of an individual - male or female; named, analyzed and characterized for the first time by Arnold van Gennep as ‘rites of passage’- in his

Online education vs traditional education Essay Example for Free

Online education vs traditional education Essay For hundreds of years we have been teaching traditionally to children with varying results, in the last two decades with the growing technology a new form of education has formed, online education. With high school being a pivotal time in teenagers life parents and educators have questioned is online education better for students over traditional methods. In the search to figure out which is better people have gathered evidence involving studies, polls, and research on the effect online education has on students. My first source used is written by Dan Lips, an article called â€Å"How Online Learning Is Revolutionizing K-12 Education and Benefiting Students† for the Heritage Foundation. The author’s tone is formal and persuasive. In the article he uses evidence such as facts, studies, and polls to persuade the readers to see the greatness of virtual education. Dan Lips uses high profile people who wrote books on virtual learning to increase credibility to his claim. The second source, â€Å"Students frustrations with a Web-based distance education course† by Noriko Hara and Rob Kling published in the online journal First Monday. This is an article based on the study the authors did on how students felt enrolled in an online class in college. While this is an article based on the feelings of college students this applies to the high school online education as they base high school online education on college online education so they are going to run into the same problems. The authors of this article were neutral to the study and were just reporting what was wrong with distance learning so as not to bias the results, and to get how the teacher and students feel about online learning. The authors use this article to caution students, teachers, and schools on some of the things wrong with online education and to not ignore the bad sides of online education because of mostly praise towards it. My last source is â€Å"Online High Schools Test Students Social Skills† by Paul Glader investigates the impact of online education on teens socially. Glader found that students enrolled in online high school often drop out due to the fact of them feeling lonely. The online high schools are trying to find ways to make teens spend time together in the virtual classrooms. High school is a pivotal time in everyone’s life that can shape your future.

An Adolescent Smoking Prevention Health And Social Care Essay

An Adolescent Smoking Prevention Health And Social Care Essay The rate of smoking is increasing in the United States among adolescents and the cause of leading preventable death in the United State (Husten, 2009). Smoking cause many health problems such as cancer of the lung, esophagus, larynx, bladder and oral cavity (Stephenson Allen, 2007). The goal of the Healthy People 2020 Objectives focus is to reduce tobacco use by adolescent, establish laws on smoke-free indoor air that prohibit smoking in public places, worksites and increased adolescents disapproval of smoking( Healthy People, 2020). This will be discussing the factors that predispose adolescent to smoking, the national, state and local prevalence of smoking. The paper will also be discussing the principals of health promotion and disease prevention in primary, secondary and tertiary prevention. This paper will have examples of national, state and local initiatives leading to achieving the Healthy People 2020 objectives. This paper will discuss the roles of the professional registere d nurse in providing care for adolescents who smoke. Many health problems results in smoking and the earlier individuals start smoking the higher risk they have in developing these health problems in later life. To understand the etiology of smoking, one must understand the factors predisposing the adolescent to behave in this manner. These factors are peer pressure, parents who smoke the mass media and movies all influence smoking behavior in adolescent. Other factors that may also contribute this behavior include having a low self-esteem, and having a problem controlling weight (Tingen, Andrews Stevenson, 2009). Adolescents who are starting smoking at the start of early age would most likely to become heavy smoker when they get older (Lewis, 2008). With the proper preventive measures and educating adolescents about the importance of not smoking can aid in reducing smoking rate among adolescents in the United States. Counseling, community programs and state laws prohibited smoking, promote a tobacco free environment. There are five stages of smoking initiatives occurring in adolescents. Precontemplation is the first stage, this is when the adolescent has not even thought about smoking. The second stage is contemplation, in this stage, the adolescent start to learn about smoking and is thinking about smoking. The next stage, preparation is when the adolescent is experiment smoking with other people smokers. The action stage last for about a month and is when the adolescent starting smoking on every day basis. The last stage is maintenance, which last more than more six month. In this stage, the adolescent is already smoking regularly and smoking make smoking as a habit. Nicotine is the chemical in tobacco that cause nicotine dependence, which cause smoking addiction. A study has shown that adolescents who smoke less frequently than adults would both exhibit the same nicotine dependence withdraw symptoms. Study also has shown that the nicotine play a big role in smoking cessation in adolescents. Adolescents who are willing to quit smoking are less likely to succeed as a result of nicotine dependence. Adolescents who smoke at early age would also have less successful smoking cessation ( Heikkinen, Pitkaniemi, Koskenvuo Merman, 2009) Research suggests that nicotine is as addictive as heroin, cocaine or alcohol ( CDC, 2010). Smokers who are experiencing nicotine withdrawal symptoms often have anxiety, increased appetite and difficulty concentrating ( CDC, 2010). Adolescents who smoke are not aware with associated health problems caused by smoking. Some adolescents believed that they would not be addicted to smoking and that they would be able to quit whenever they want. They do not think about how the nicotine in cigarette, which causes addiction, could affect them and make it harder for them to quit. Many adolescents reporting smoke as a way to solve their personal problems. They feel better when they smoking during emotional times, when they are feeling depress and as stress reliever (Fritz, Wider, Hardin Horrocks). It is important to understand what factors predispose adolescents into trying smoking cigarettes. Intrapersonal and interpersonal are some environmental factors that influence smoking behaviors in adolescents. An example of intrapersonal behavior is a smoking behavior that is influence by self-esteem, knowledge and intentions (Tingen at el., 2009). These behaviors are influence by the interactions in the environment, which leads to smoking initiations. Interpersonal behavior is the behavior influence by act of family members and friends. Children portray the behavior of the adults as being normal and act in the same manner. If a member in the family smoke, the adolescent would observe that behavior and start smoking themselves. Childrens exposures to socialization factors in the home that promote risk-taking behaviors are associated with early experimentation with tobacco (Tigen at el., 2009). The behavior in the household has a huge effects on how children behavior outside of the home. Watching the other people in the household smoking would influence the adolescent to experiment smoking. Children also observed the behavior of their friends and model that behavior. Friends also pressure each other to behaving like them. Peer pressure may play strong role in smoking behavior, but Benchmark studies have shown that parent and home influences are stronger than peer influences in the earliest phases of smoking ( Tigen et al,. 2009). National, State and Local Data Every day, about 4,400 youths in the United States smoke their first cigarette. One- third of youths will die prematurely of smoking associated diseases, if this trend continues (krainuwat, 2005). The goal of New York State is to reduce the youths smoking prevalence to 10% by 2010. Smoking prevalence has been reducing dramatically in adolescents. The NY prevalence for smoking in 2000 was 27.1% compared to the smoking prevalence in 2005, which was 23%. The national smoking prevalence in 2000 was 28.4, slightly higher than the NY. In 2005, the national smoking prevalence was 16.2% compared to 2000 (New York State Tobacco Control Program, 2008-2010). In 2009, the smoking prevalence for national increased to 19.5% and 14.8% for NYS (Center for Disease Control and Prevention, 2010). After researching for many hours, could not find the local statistic data on smoking for adolescents. More than 3 million youths are current smoker in the United States. Male smokers have higher smoking rates than female smokers. Smoking accounts for 30% of all cancers deaths and 87% of lung cancer deaths ( Krainuwat, 2005). For the past month, the national average for youths that smoke was 10.1%, 8.2% and range 6.5% to 15.9% across the states. The average exercise tax for national was $ 1.34 per pack and $2.7, but $ 0.07 to $3.46 per pack was the range for states in 2009 (CDC, 2010). According to Center for Disease Control and Prevention, the median funding for smoking in the state was 17.2% and 34.8% in 2007 was more than recommended CDC amount. As a result, the recommended state spending amount ranged from 1.1% to 8.5% for cigarettes. In 2006 through 2007, the United States percentage for homes with no rules in was 77.6% and 75.3% in New York. A health promotion activity is an important part of preventing smoking in adolescents because many health problems are raised from smoking. Health promotion would focus on educating adolescents about smoking cessation. The earlier the adolescent quit smoking, the better the chance they have in reducing the health problems they would encounter in later life. The professional nurse has an important role in preventing smoking in primary, secondary and tertiary prevention strategies. It is important to understand some of the reasons that predispose the adolescents into trying smoke. Intrapersonal and interpersonal are environmental factors that influence smoking behaviors in adolescents. An example of intrapersonal behavior is a smoking behavior that is influence by self-esteem, knowledge and intentions (Tingen at el,. 2009). These behaviors are influence by the interactions in the environment, which would lead to smoking. Primary, Secondary and Tertiary Prevention Primary, secondary and tertiary health promotion is an important part of preventive measures when it comes to educating adolescents about smoking prevention. Primary prevention focuses on the efforts to educate and prevent adolescents from smoking. By making smoke- free laws in every state, the selling of tobacco to minors and tobacco product production could be stopped schools have large number of youth populations and are an important place to educate youths about primary smoking prevention (Tigen at el., 2009). Guess speaker coming to schools to speak to students about the health risks associated with smoking and emphases the importance of not smoking is a preventive initiatives. Other primary preventive initiatives include programs at schools that discourage the initiation of smoking and support group to help students with personal problems. Encourage parents to have talked with their children about not smoking and health problems. Nonsmoking parents living in an area, where smoking is not allowed; will increase the changes of their children not smoking (Tigen at el., 2009). Secondary prevention focuses on screen anyone who may be at risks for certain disease or disorder, but in this case, it will focus on screening adolescents who may be at risk for smoking initiation. Some of the risk factors that may lead the adolescent to smoking initiation are adolescents who have at least one person in the household who smokes, peer pressure, Parent involvement is important is important. Parents having talk to their children about not smoking, especially if they hang with friends who are smokers. Encourage peers at school who may be thinking about smoking to get help (Tigen at el., 2009). Adolescent who live with parents who smoke should be encourage quitting. Adolescents that live with parents who smoke should be encourage to quitting smoking. Adolescents who parents smoke have weaker parenting role in preventing their children from smoking than nonsmoker parents (Tigen at el., 2009). School nurses have an important role in secondary smoking prevention. Tertiary prevention focuses on treating adolescent who already starting smoking and educating them about programs that can help them quit smoking. School and community counseling programs are other helpful preventive strategies to help adolescents in dealing with tobacco withdraw symptoms and providing social support system to help with smoking cessation. Nicotine patches can be useful in helping adolescents stop cigarette cravings. Chewing gum also has been effective with strategies in stopping cravings. A study has shown other effective smoking strategies, included exercising, deep breathing, sucking on a straw, drinking water, meditating, brushing teeth and listening to music( Fritz at el., 2008). The New York State Smokers Quitline has also been effective in smoking cessation (New York State Tobacco Control Program, 2008-2010). Smoking programs have been effective in promoting smoking cessation in adolescent. A study has shown educating adolescent on the effects cigarette have on the health and providing them with information has been effective in quitting smoking (Fritz at el., 2008). Health Behavior Change Models For adolescents to become motivating in participating in smoking cessation program, they must understand their perception of smoking and the reason to stop. They must also understand how serious they putting their health at risk. Barriers play an important role in behavior change models in promoting smoking cessation in adolescents. Many adolescents start smoking for many reasons, which makes quitting difficult for them. Other problems that could affect smoking prevention in adolescent is that they dont think about the health problems that are associated with smoking. Nicotine addiction poses difficulty when trying to quit, which is a barrier to smoking. Being addicting to the nicotine in cigarette can prevent the adolescent from trying to quick smoking. The strong nicotine addiction causes withdraw symptoms and craving, which makes it hard to quit (Lewis, 2008). Some adolescents had reporting using alcohol as barriers to stop smoking. (Fritz at el., 2009). Other barriers include being in denial of the health risks associated with smoking and thinking that it would never happen to them and can quit anytime when they want. The difficulty with preventing adolescents from using tobacco is that often they do not considered the long-term effects of tobacco use (Lewis, 2008). National, State and Local Health Promotion Initiatives As mention earlier, smoking cause many health problems later on in life. It is important to start health promotion initiatives as soon as possible to decrease these health risks by promoting smoking cessation. An example of national and New York State initiative aimed in preventing smoking in adolescent include community action to increase the price of tobacco. Raising the price of cigarette can help in many ways, including individuals stop buy cigarettes because they cannot afford it. The New York State Smokers Quitline was developed to help people who are willing to quit smoking. Anyone that wants to quit smoking can call the number and can be directing to place where they can be help. State and communities have come together to increase the use of the New York State Smokers Quitline (1-800-QUIT NOW). Other initiatives includes encourage Smoking prevalence would also be reduced if people living in homes where smoking is now allowed, which would decrease the smoking prevalence among adolescents (New York State tobacco control program, 2008-2010). Most movies they make today have many smoking scene in them and adolescent are likely to portray this as a normal behavior and might want to try smoking. One other initiative is to making PG movies that does not have smoking scene in them. Other strategies includes increasing the number of tobacco free areas, including parks, recreation areas, building entryways and health care, business and education campuses( New York State Tobacco Control Program, 2008-2010). Other initiative includes using the mass media to promote smoking cessation by focusing on the smoking health risks. Health care organizations are urging health care professionals to screen any patients that is using tobacco and offering them help in quitting. This would be effective in ways that if the nurse is caring for adolescents and they smoke, the nurse can teach them about quitting and providing interventions that would lead to smoking cessation (New York State Tobacco Control Program, 2008-2010). Westchester County have come up with efforts in preventing smoking initiatives in youths and adults and those who are at a higher risk for smoking relating diseases. The Westchester Countys mission is to create a cultural norm to be embraced by every community which clearly and strongly discourages all use of tobacco by all populations (Westchester County, 2010). To make this into effect in preventive smoking cessation, Westchester County provided smoking cessation programs that would be available to all the residents in Westchester County including schools, youth centers and minorities organization communities (Westchester, 2010). The Professional Nurses Role The role of the professional nurse in providing care for the adolescent in smoking cessation includes educating the adolescents about the importance of smoking cessation to reducing smoking relating health problems. It is also important that the professional. This would help the adolescent have trust in the nurse for advising and assistance for quitting (Lewis, 2008). The professional nurse should recognize all attempts as a positive during smoking cessation period. The professional nurse needs to set realistic achievable goals for the individual because this is important part of the quitting process. This gives the client the opportunity to evaluate their own goals and motivates them to work harder in achieving the next goals. Praising the adolescent and giving a positive feedback can motivate them to work harder towards achieving the next goal (Quinlivan, 2008). The professional nurse also need to referral the client to attend programs offered by the hospital or the clinic for helping patients quit smoking, such as a support group or counseling program. During discharge, the nurse should include teachings about smoking cessation and provide information to take home when the client is ready to quit if not now (Lewis, 2008). In conclusion, many health problems are the result of smoking in the United States. Adolescents starting smoking initiations at early age have greater chances acquiring these health problems. Nationals, states and local had come up many smoking initiations to prevent smoking in adolescents and to decrease the health risks. The professional nurse has an important role in smoking prevention. The professional nurse can educate the adolescent about smoking health problems and providing help to quit. Counseling programs and support groups also has been effective in preventing smoking.

Jane Goodall Speaking Critique :: essays research papers

On February 2, 2002, Dr. Jane Goodall appeared at Clemson University to speak to the students and public. I will attempt to evaluate her performance as a public speaker. Specifically, I will begin by describing the setting and audience for the event. I will then identify the ways in which Dr. Goodall would be described as an effective public speaker in the context of the textbook, Excellence in Public Speaking. I will then analyze the aspects of her performance that the textbook might have considered lacking. Finally, I will devote a few words to my personal opinion of the effectiveness of Dr. Goodall’s presentation. Naturally, a speaker of Dr. Goodall’s prominence was expected to draw quite a crowd. She was speaking at the Brooks center, which, although large, was not expected to have the necessary capacity for all the people who wanted to attend the event. Clemson students got first chance at the tickets, and when the box office opened at 6:30, the line already extended half a mile down the sidewalk. I was fortunate/foresighted enough to pay a Clemson freshman to start standing in line for me at 4:00, so my seat was perfectly centered in the auditorium, seven rows from the front. The hour-long presentation was ultimately concerned with rallying support for the Jane Goodall Institute and its â€Å"Roots and Shoots† program. Not surprisingly, the audience was comprised almost exclusively of admirers of Dr. Goodall’s work. Due to the shortage of seating in the Brooks center, the live audience consisted primarily of Clemson students and professors. Apparently there was overflow seating in other buildings; the people who couldn’t fit in the Brooks center were provided with a closed-circuit television broadcast of the presentation. Dr. Goodall’s â€Å"attention-getter† was easily the most unique I’ve seen. She walked onto the stage, silently organized her notes, then held her head back and began hooting like a chimpanzee (having worked with chimps for some forty years, she does an uncannily accurate impression). She then smiled beatifically and announced, â€Å"that’s chimpanzee for ‘Hello’.† Not a soul in the audience doubted her word. Essentially, in one action, she got the audience’s attention, introduced herself, and established credibility (though given her reputation, credibility did not really need to be established). Dr. Goodall quickly segued into a personal story about how she couldn’t have achieved anything without the unwavering support of her mother, establishing an emotional rapport with the audience – almost saying â€Å"It’s okay, I’m not better than you, you could just as easily be as remarkable a person as you seem to think I am.

The Sailor Who Fell from Grace with the Sea: True Order Exists in the E

The Sailor Who Fell from Grace with the Sea: True Order Exists in the Exposed Core The seas refuse to obey any of man's laws. Winds, storms and currents shift and distort the massive waters, shaping the land that lies within them. Unexplored in regions, the black depths mimic dormancy prior to rising up at unpredictable moments of torrential strength. The ocean's murder, rape and disregard of life is not punishable by any law or code of morality, and in Yukio Mishima's The Sailor Who Fell from Grace with the Sea, it exemplifies the perfect order of existence. Surviving according to nature's impulse, the ocean is the model of a raw, reactionary being. To the youths in the story, this emotionless lifestyle is the only means by which one can become aligned with the perfect core of existence. To betray oneself to feelings, morals and similar illusions created by adults is "falling from grace" with one's own distinct, perfect role. In The Sailor Who Fell from Grace with the Sea, the preceding theories are explored by a group of six young Japanese scholars, and a 13-year old "Chief" leads this band. The story is told from the point of view of the "middle genius," Noboru, who is delineated as "Number #3" of the six scholars. Thus, Noboru's number has a significant reflection on his perception of the Chief's teachings (the necessity of abolishing emotion). Though working to incorporate the Chief's theories, Noboru has yet to detach himself completely from his subjective nature. Once this has been accomplished, his stature will rise in the group, denoted by a higher number. The Chief, or "Number 1," is the giver of knowledge (comparable to the asp in the Garden of Eden). His morbid ideas entail that the perfect core of existence... ... further anchor their own hearts into the current of existence. About the Author: Yukio Mishima was born in Tokyo in 1925. Translations of his works have appeared in over 15 countries, and he has composed plays, novels, short stories and numerous articles. Many of his works, including the one explored in this paper, have been converted into motion pictures. At the peak of his career, Mishima committed seppuku (ritual suicide) on the afternoon of the completion of his masterwork, The Sea of Fertility. Oddly, this compilation of works is a literary drill of Mishima's own suicide; perhaps he had fallen from grace with his role as a writer. Works Cited Mishima, Yukio. The Sailor Who Fell from Grace with the Sea. New York: Perigee Books, 1965. The Sailor Who Fell from Grace with the Sea. Twentieth Century Fox. Starring Sarah Miles, Kris Kristofferson, 1976.

Learning Denied Essay

Controversy over the special education of apprentices with learning inability into usual classrooms provides substantial evidence in favor of special education. Although the heated debate which has risen over the pros and cons of special education remains intense, arguments supporting special education tend to outweigh those against special education. Protesters of special education think only of the children with a high chance of academic success. In my opinion, the apparent query is who has the right to judge that only mentally advantaged children should be afforded the opportunity of a normal classroom education? After all, more than just academics are learned in the classroom. Social interaction skills, for instance, also play a huge role in the education process. Simply because mentally disabled children do not have great academic potential does not mean they should be stripped from the experience of attending a regular classroom. In an investigation done by eight graduate students, ninety-three students from two inner-city public elementary schools were observed. The reason was to scrutinize the dissimilarities amongst apprentices with learning inability, students with little educational accomplishment, and learners with regular educational success. In each of the 22 classrooms involved in the study, two children labeled as learning disabled were mainstreamed. To some extent unexpected outcome of the trial was that the students with education disabilities showed a better school commitment than the learners with small attainment. In addition, the pupils with learning disabilities demonstrated a huge attention in the school lesson and, as a result, established more awareness from their teachers. The data received from the research investigation proves that disabled children, like other children have the desire and self-motivation to learn. This fact contradicts the statements made by opponents of special education, who claim that learning disabled children in the regular classroom will bring down the level of learning of the average students. Instead, it seems from the outcome of the investigation that the opponents of special education need to admit that it could be the children with low academic attainment, rather than the children with learning disabilities, that bring down the average students’ level of learning. Although children with learning disabilities may not fare as well on tests as low or average achievers, their presence in the regular classroom certainly will not hinder the success of the other students. It is a known fact that students will respond according to the expectations placed on them (Denny Taylor, 1990). Another concern of many protesters of special education is that learners with disabilities have social difficulties. They believe that learning-disabled students that are incorporated into the standard classroom will become outcasts. I agree with who claim that the special education of disabled students results in better socialization skills for the disabled children. In a study of the social relationships of students in special education classrooms, researchers found that learners with disabilities were well incorporated into the regular classroom social setting. The results clearly disprove the concern that students with learning disabilities would be outcasts in a regular classroom. Another advantage of special education pointed out by experts is that exceptional children in a mainstreamed classroom will learn to accept people despite their differences. Nondiscrimination is an important life lesson, and special education provides the opportunity for children to learn it. In addition to reducing discrimination among peers, special education promotes a system of cooperation. Students are forced to work together and create a cooperative, not competitive, environment. All of the previous listed advantages of special education are part of the goal of mainstreaming which is to â€Å"create a classroom/community where all children can work together, learn, and develop mutually supportive repertoires with peers and adults. † Realizing mainstream or special needs education depends on many factors outside and inside the school. Mainstreaming or special needs education should be part of an encompassing development in society, in which the concept of disability and the position of people with disabilities and/or special needs are changing. In this perspective, persons with special needs should be seen as citizens who have rights within the society as a whole, and no longer should they be seen primarily in terms of their need for special care and treatment; the last to be treated for reasons of efficiency and convenience in special settings. Regardless of special need (handicap or disability), everybody should be treated as an integral member of society. The particular services essential must be offered inside the structure of the communal, learning, physical condition, and other services accessible to all associates of society. Without a solid inclusion-oriented people, comprehensive schools are not possible. Inclusion in education should be measured as one of the numerous features of inclusion in society (Mary Konya Weishaar, 2000). Solution to the Issues: A main task for the administration is to generate sufficient circumstances for the completion of inclusive or special needs education. Without sufficient government involvement, and without the government playing a leading role in promoting legislation, giving financial support, and developing policies, inclusive education will only receive lip-service. An obvious, complete, and decisive strategy declaration might take steps as a means to all stakeholders in teaching: policymakers, majors, educators, parents, amalgamations, non-government associations, referring organizations, and other experts. Schools and, therefore, principals, teachers, and parents are the active agents in the process of developing and implementing plans for mainstream or special needs education. Special education depends heavily on how schools organize their education and what teachers do in their classrooms. If the uniqueness of every child is the central focus of the school system, then finding manageable ways to meet those specific, individual needs is the main responsibility of the regular classroom teacher. Special education is not just an issue of placement of a special needs student in the regular classroom setting; it means both innovation and changes in regular schools as well as in special education schools (Arlene Sacks, 2001). Conclusion: The focus of the inclusive, special needs approach therefore is to support the regular special education school system, that is, the management, the regular classroom teacher and others involved in the teaching process. It should be part of a total school-wide reform resulting in some fundamental changes of policy, philosophy, structure, organization, curriculum, the instructional process, and the management of resources of the regular school. The most important meaning in this attitude modification ought to be that a regular instructor senses an ethical and societal obligation, and is capable and prepared adequately to offer teaching to learners with special wants, making utmost utilization of the resources that are offered. In order to achieve this attitude change, pre-service and in-service training should be provided, not only for teachers working in the program but also for principals and other personnel involved. The true coordinators of the special education process are the teachers. Each pair of teachers that work together must have the desire to teach all children in the least restrictive environment. The extra time and planning involved in creating such an environment requires an enormous amount of devotion. Jamaicans owe everything to the caring teachers who go out of their way to help our country’s children. If only everyone could see the benefits reaped from special education instead of showing a stubborn resistance to change, more children would gain the opportunity to succeed in life. Children are our future, and each child, regardless of intellectual capability, deserves a fair chance. References: Taylor, Denny. 1990. Learning Denied. Published by Heinemann. Hofstra University Foreword by William L. Wansart Weishaar, Mary Konya. 2000. Inclusive Educational Administration: A Case Study Approach. Published by McGraw Hill Sacks, Arlene. 2001. Special Education: A Reference Handbook. Published by ABC-CLIO