Ict Can Be Taught To Pupils Secondary Schools Education Essay

The purpose of this assignment is to happen out on how best ICT can be taught to students in secondary schools. The chief focal point is on whether ICT should be taught as ‘the topic ‘ or ‘in topics ‘ . ‘ICT as the topic ‘ refers to the instruction of the National Curriculum for ICT as a distinct topic. ‘ICT – in the topics ‘ refers to ICT being used as a instruction and larning tool in other topics and that it being taught through those topics, Hawkins and Simons ( 2009 ) . Before traveling into the item of the focal point of the assignment, I will briefly explicate the background of instruction of ICT. The term Information and Communication Technology ( ICT ) was introduced in the National Curricula of England and Wales ( DfEE, 1999 ) to specify sets of tools used to treat and pass on information. Prior to the debut of ICT, Information Technology ( IT ) was used to depict the same tools. IT referred to the usage of information in order to run into human demand or aim, particularly in the concern universe, ( Kennewell, Parkinson and Tanner, 2007, p1 ) . Regardless of the footings used to depict the tools, the jobs that arise in secondary schools are linked to developing in instructors, students and establishments the ability and disposition to utilize tools suitably to command state of affairss in which information is processed and communicated. Processing and pass oning information prevarication at the bosom of instruction and acquisition in secondary schools, and suggests that ICT capableness should be cardinal to effectual secondary instruction, ( Tanner, 2007 ) . In the past five old ages at that place has been a slow but steady betterment in students ‘ accomplishments in ICT capableness, the quality and criterion of instruction, and the leading and direction of ICT. The complementary usage of ICT across topics, nevertheless, has been slow to develop and is uneven across schools and topics. The effectual balance between the instruction of ICT accomplishments, cognition and apprehension on the one manus and the application of these as portion of larning across topics on the other manus remains a hard and elusive end for the bulk of schools. ( DfES, 2004 ) . Harmonizing to Hawkins and Simmons, ( 2009 ) , the Qualifications and Curriculum Authority ( QCA ) made an extended audience and research prior to the printing the new secondary National Curriculum ( QCA, 2007 ) . When they compared it to the old National Curriculum Programme of Study for ICT ( DfEE, 1999 ) , they found that there are no major alterations to content and construct taught. The national course of study is structured around programmes of survey for the topics covered by the National course of study. ICT has a distinct programme of survey which clarifies what should be taught throughout the school old ages, including Key phases 3 and 4 for old ages 7 and 9 and old ages 10 and 11 severally. During the National Curriculum reappraisal, the QCA made audiences of different stakeholders which included students, parents, instructors and employers. Their findings concluded that immature people should go successful scholars who enjoy larning, do advancement and achieve. They shoul d go confident persons who are able to take safe, healthy and fulfilling lives. They should besides be citizens who make a positive part to society. ( Waters, 2007, 2008 ) . To summarize the above, schools should learn the National Curriculum programme of survey for ICT and give students chances to use and develop ICT capableness across the course of study. Pupils ‘ ICT capableness can merely be applied and developed in topics if it has been taught efficaciously in the first topographic point. The National Curriculum for ICT sets out the ICT capableness that needs to be taught. The Key Stage 3 National Strategy gives elaborate counsel, through the publication, the Framework for learning ICT capableness: Old ages 7, 8 and 9 ( DfES 0321/2002 ) , and sample learning units, on how this may be achieved. It recommends that ICT be taught as a distinct topic so that the subsequent ICT capableness can be applied and developed efficaciously in all topics. If the ICT strand of the Key Stage 3 National Strategy has been implemented successfully so students will convey a sound degree of ICT capableness to other capable lessons. Students will non necessitate to be taught the ICT but will be able to ‘apply and develop ‘ ICT to travel acquisition in the other topics frontward. This will supply capable instructors with extra outlooks and chances for learning and larning in their topic. Furthermore, there is a clear differentiation between the usage of ICT and instruction of ICT. Simply utilizing ICT in a lesson does non needfully supply larning chances for the underpinning constructs: it will non ever construct and develop capableness. However, there are some people who argue that because ICT is used in other topics and that it is being taught through those topics. Normally this usage helps to reenforce the acquisition which has already taken topographic point in an ICT lesson instead than presenting new ICT constructs. Teachers of other topics are, rather of course, focussed on their capable country, non on ICT learning. To clear up this more clearly, we can see the instruction of English as an illustration. English is spoken and listened to in every capable country, but the legitimacy of learning English as a distinct topic is ne'er called into inquiry by any 1. This therefore concludes that there are other constructs and procedures which require a capable specia lizer and dedicated course of study clip to be explored. The same applies to ICT, ( Hawkins and Simmons, 2009, p9 ) . In add-on to the above, ICT capableness involves proficient and cognitive proficiency to entree, usage, develop, create and communicate information suitably, utilizing ICT tools. Learners demonstrate this capableness by using engineering purposefully to work out jobs, analyse and exchange information, develop thoughts, create theoretical accounts and control devices. They are know aparting in their usage of information and ICT tools, and systematic in reexamining and measuring the part that ICT can do to their work as it progresses. ICT capableness is much broader than geting a set of proficient competences in package applications, although clearly these are of import. ICT capableness involves the appropriate choice, usage and rating of ICT. As a consequence, students need to cognize what ICT is available, when to utilize it and why it is appropriate for the undertaking. For case, when students are making a presentation, they use their ICT capableness to choose appropriate package, s ee fittingness for intent and lucifer content and manner to a given audience, pull stringsing informations to prove a hypothesis, or integrating sound and picture into a presentation to add significance and impact. It is of import to repeat that, whatever the degree of ICT capableness applied, it must add value to learning and larning in the topic. It is of import that lessons are non driven by package or engineering but are focused on clear aims in the topic, where ICT is used as a vehicle to back up accomplishment of those aims and to heighten instruction and acquisition in all topics. The deduction for this therefore is the fact that students will come to capable lessons with outlooks about how they might use ICT to travel their ain acquisition frontward. Capable instructors will non necessitate to learn ICT capableness but can work new chances for students to use and develop the capableness that they already have, to heighten their acquisition in topics. Consequently, the focal point of the lesson remains steadfastly rooted in the topic and instructors are non burdened with the demand to learn ICT, ( DfES, 2004 ) . In add-on to the above, there are deductions for capable instructors, in that they will necessitate a good apprehension of the comprehensiveness of ICT capableness that students have been taught and will be conveying to their lesson. Teachers will besides necessitate to cognize which parts of ICT capableness offer important chances for learning and larning in their ain topic and how they can be incorporated into bing strategies of work. Furthermore, the usage of ICT demands to be purposeful and to add value to the instruction and acquisition of the topic and should non be seen merely as a bolt-on. It needs to be carefully integrated into the capable lessons, with a clear principle for its usage, ( DfES, 2004 ) . This is supported by Kennewell et Al. ( 2000, pp8-9 ) , where he considers ICT as diverse in nature. He alleges that ICT may be viewed as Key accomplishments, which like literacy and numeracy, underpins larning in a scope of capable countries. He goes on to look at ICT as a Resource, which should be used by schools to back up and widen the nature of instruction and acquisition across the course of study. Kennewell besides regards ICT as a subject on its ain like English, Mathematics, or Geography with its ain characteristic signifiers of cognition, accomplishment and apprehension. To add on to the above, students ‘ ability to use their ICT capableness across the course of study is mostly dependent on the effectual instruction and acquisition of ICT in the first topographic point. Pupils ‘ usage of ICT in other topics may be uneffective if they do non already have an appropriate degree and apprehension of ICT capableness. This may ensue in a deficiency of advancement in both ICT and the capable country. For illustration, inquiring students to bring forth a presentation in a given topic will be unproductive if they have small experience of utilizing the package or apprehension of how to make significance and impact for a given audience. Students who try to larn new countries of ICT at the same clip as new capable content will frequently neglect in both enterprises. In a nut shell, this means that before using ICT in other topic, it is hence important that students are taught the appropriate ICT capableness, ( DfES, 2002 ) . Although the demand to learn ICT as a discrete topic has been over emphatic, there may be some chances for facets of ICT capableness to be taught in a different capable country and so besides applied in an appropriate context. For case, the control elements of the National Curriculum for ICT could be taught within Design and Technology. However, learning capable aims and ICT aims at the same clip can be debatable and instructors should be cognizant of the potency for the lesson to lose sight of the ICT aims. Advancement in the instruction and acquisition of a peculiar topic can besides be disrupted by the clip taken to learn the needed ICT constituent from abrasion. Furthermore, an effectual execution of ICT across the course of study is much more complex and involves strategic direction and coordination within whole school policies. For an effectual theoretical account of using and developing ICT across the course of study, there should be an effectual instruction of the National Curriculum programme of survey for ICT as a distinct topic. There should besides be appropriate chances for students to use and develop ICT capableness in a scope of topics and contexts, that is, movable cognition, accomplishments and apprehension. Another factor could be the deployment of resources so that capable countries can entree ICT when it is needed, including proviso of ICT within capable schoolrooms or countries. In this instance, there should be a policy for buying of resources that maximises their usage and allows for flexibleness of usage, for illustration, whole-class instruction, small-group work, single instructor usage ; this could include consideration of whole-school networking proviso, laptops and radio networking capableness. There could besides be appropriate subject-specific resources in all sections, which are se lected on the footing of carry throughing capable larning aims. This should include planned usage of ICT in strategies of work for all topics, so that resources can be suitably deployed and organised. The whole-school policies which clearly map and sequence chances for application and development of ICT, so that pupils conveying the appropriate ICT capableness to capable lessons should besides be drawn. This as a consequence will take to whole-staff consciousness of ICT capableness and what can moderately be expected of students in each twelvemonth, ( DfES, 2005a ) . Many schools continue to cleaving to a belief that cross-curricular proviso can present good patterned advance in ICT capableness, in malice of review grounds to the reverse over recent old ages. The weight of grounds suggests that what works best is a balance between distinct proviso and the application of ICT capableness across other topics, ( Ofsted, 2005 ) . So far the usage of ICT has been reviewed as a acquisition tool for students and has been acknowledged that students who are confident and proficient in ICT can convey with them chances for widening their acquisition as they use their ICT in other topics in the school course of study. Use of ICT by a instructor may affect small or no usage of ICT by students and, accordingly may make little to use and develop their ICT capableness. However, usage of ICT by the instructor can heighten and excite the acquisition experiences of students and contribute to the accomplishment of capable aims. It is of import to recognize the different parts that ICT can do to learning and larning and admit the importance of each. A policy for ICT across the course of study should see all these elements and the relationships between them, ( DfES, 2004 ) . Having mentioned all the above, I am now traveling to concentrate on discoursing on how the cognition of ICT capablenesss can assist ease instruction and acquisition in different secondary school topics. First, I am traveling to look at how the usage of ICT can raise criterions in History. There will be a demand for effectual communicating between the history and ICT sections in order to further a clear apprehension of the timescale during which students should hold developed the different ICT capableness in each twelvemonth. History instructors will necessitate to place chances to work students ‘ ICT capableness to travel acquisition in the capable forward. They will besides necessitate to see whether the usage of ICT is appropriate to the facet of history being taught. Information is the natural stuff of history. It will hence be of import that students are critical in its usage and understand the relevancy to an question of peculiar beginnings of information. Use of ICT allows students to entree and engage with an tremendous scope of information beginnings as a footing for independent historical questions. For case, students in Year 9 were look intoing the dropping of the atomic bomb on Hiroshima in 1945, seeking to reply the inquiry, ‘Should the atomic bomb have been dropped? ‘ They visited web sites incorporating images and text that suggested that it was incorrect to drop the bomb. They besides visited sites that showed that the American Government was wise to drop the bomb as it saved many lives and ended Nipponese engagement in the war. They had to utilize these sites to choose grounds to assist them reply the inquiry. Further more, in ICT, students are taught to measure their work critically, to develop and better their presentation of information, to polish it for intent and audience. For case, students may utilize digital picture to make an advertizement for abroad visitants to an historic edifice in their vicinity. They may polish their work farther by inventing standards drawn from an analysis of bing Television advertizements, during the procedure of which they identify the common signifiers and conventions. A practical illustration could be students in Year 7 used a word processing plan to outline an essay, some utilizing a authorship frame, to reply a inquiry about the slaying of Thomas Becket. When they finished, the instructor provided them with extra information that altered the statement they needed to do, necessitating them to redraft their original work to take history of this. In add-on to the above, lessons may be provided in a CD-ROM. These may include illustrations of history lessons in which ICT is used to heighten instruction and acquisition. These may be chosen to give a spirit of the type of activities in which students ‘ ICT capableness can be applied and developed within the context of history. In each of the illustrations, mention is made to the ICT key construct being applied or developed. In each instance, the relevant ICT aims have been taught before they are applied in the history lesson. Another topic that I am traveling to look at how it embeds ICT as acquisition and learning tool is Citizenship. In Citizenship, ICT can be used to ease students to utilize information beginnings like web sites to critically enable them to set up balanced, informed opinions in making decisions about communities and societies. The critical scrutiny of information is a cardinal constituent of the survey of citizenship. This includes an accent on placing biased point of views and related persuasive statements. The measure of information available on the Internet gives students chances to measure both the information they receive and the web sites themselves. The usage of informations and information beginnings through ICT can assist them to develop and better these accomplishments. For case, students in Year 8 used the Internet to research the positions of assorted groups runing to reform the young person justness system, as portion of the work they were making on offense. They were able to place a scope of different positions and to measure and discourse them. They were besides able to place information that they thought was misdirecting, which led to a treatment about the demand to be critical of the beginnings of information themselves. ( DfES, 2004, p17 ) . To add to the above, for the best and effectual use of ICT in citizenship, instructors should be after the usage of ICT by students in coaction with the ICT section. Effective communicating between the two sections will instil a clear apprehension of the timescale during which students should hold developed the different ICT capableness in each twelvemonth. This will guarantee that students are equipped with appropriate ICT accomplishments and will assist instructors analyze how to construct on anterior acquisition in citizenship and ICT. This consciousness will ease the planning of strategies of work and design of lessons. This could besides be helpful to guarantee that ICT resources are available for the several lessons. Mathematicss capable instructors can besides utilize students ‘ cognition of ICT. It is of import for mathematics instructors to intercede with the ICT section to guarantee that the degrees of outlook and challenge are appropriate to pupils ‘ experiences and degrees of ICT capableness. In order to vouch the effectual usage of ICT in mathematics, Mathematicss instructors should be certain that ICT resources are available for the lesson. They should besides be able to analyze how to construct on anterior acquisition in mathematics and ICT to inform planning of strategies of work and design of lessons. Furthermore, ICT can be used to give entree to big measures of informations and provides the tools to stand for it in a assortment of ways. The ICT cardinal construct of utilizing informations and information beginnings relates to the strand of handlings informations in mathematics in which pupils specify a job, program and roll up informations. Besides, the usage of ICT allows students to screen and stand for informations expeditiously and efficaciously. It enables them to work out mathematical jobs and utilize statistical probes utilizing their ain informations every bit good as that collected by others. In add-on, utilizing ICT allows students to utilize machine-controlled procedures to increase efficiency and to make simple package modus operandis to help the geographic expedition of a mathematical state of affairs. They can undertake deeper and more effectual analysis of the mathematics, utilizing ICT. For illustration, students in Year 9 may take to make macros in spreadsheets or may utilize other automatizing maps, including nesting processs in LOGO, to research a scope of mathematical state of affairss. Use of LOGO can be good to pupils in each twelvemonth of the cardinal phase, particularly as it is easy accessible and combines facets of geometrical concluding with utilizing and using mathematics to work out jobs. ( DfES, 2004, p20 ) . ICT can be used as a tool to raise criterions in the instruction and acquisition of English in secondary schools. It can be used to back up instructors to better lesson design and transform instruction and acquisition. English instructors can besides utilize ICT to prosecute and actuate students to larn more efficaciously. Effective communicating between English and ICT sections will be indispensable to convey about a clear apprehension of the timescale during which students will hold developed the different ICT capableness in each twelvemonth. Teachers of English capable demand to place chances to work and use students ‘ capableness in ICT to travel acquisition in the capable forward. They besides need to see whether the usage of ICT is appropriate to the facet of English being taught. English can affect seeking for and choice of information, which is made easier by the usage of ICT. Through set uping good affair with ICT sections, English sections may happen that English and ICT lessons and prep may be planned hand in glove so that students use and consolidate the appropriate hunt accomplishments and techniques. More clip in English lessons can so be spent on larning schemes for choice and analysis. As an illustration, in a Year 8 lesson, students focused on accessing a scope of web sites on a given subject, and so collaboratively inventing agencies of choosing those needed to reply peculiar different inquiries on that subject. The inquiries were divided into those necessitating information, persuasion, statement, different positions and different audiences. Students worked in little groups to choose cardinal sites for different intents. This was portion of a sequence of lessons that finally required students to utilize the web sites selectively to back up an drawn-out piece of composing on an facet of the subject. Still on the same note, Year 9 students searched the Internet for images based on Macbeth. The focal point was on choosing images that were cardinal to the subjects of the drama. Pupils worked in groups to choose, salvage and publish these images, footnote them in relation to the drama and supply cardinal quotation marks to attach to the subject and image. This involved one lesson and a prep. In the following lesson, the students shared their findings with the remainder of the category. This was portion of a sequence of lessons in which the students were subsequently required to compose about cardinal subjects in the drama and supply grounds from the text. Having mentioned all the above, it is rather apparent that ICT equips students with accomplishments to assist them to take part in a quickly altering universe in which work and other activities are progressively transformed by entree to varied and developing engineering. Students may necessitate to utilize ICT tools to happen, explore, analyse, exchange and present information responsibly, creatively and with favoritism. They should larn how to use ICT to enable rapid entree to thoughts and experiences from a broad scope of people, communities and civilizations. Increased capableness in the usage of ICT can advance inaugural and independent acquisition, with students being able to do informed opinions about when and where to utilize ICT to outdo consequence, and to see its deductions for place and work both now and in the hereafter. ( eduwight web site, accesses 01/12/10 ) Furthermore, ICT has enabled gifted and talented students and those of higher ability to widen their activities and survey in more deepness. It has besides enabled students with English as an extra linguistic communication and those with particular educational demands to readily entree larning where, for illustration, the act of physically composing had antecedently acted as a barrier. Besides, the usage of the show technologies enables students to visualize stuff that would be more hard to entree in traditional formats, and is perceived to hold ‘opened up the universe ‘ . For illustration, the usage of a picture clips depository has supported showing gases in scientific discipline and motion in design and engineering. Supported with teacher account, it is believed that the focal point on traveling images has truly enhanced acquisition. In add-on the picture clips depository offers cartridge holders of intelligence points in children-friendly formats. ( Lewin et Al: 2007, p20 ) . In decision, it is clear and apparent that there is a common and supportive nexus between the distinct instruction of ICT and the application of ICT in other topics. This means that, hence, students should be given chances across the course of study to use and develop the ICT capableness taught in ICT lessons. These chances should be consistent across all categories, non dependent on the peculiar member of staff. Besides, guaranting that students are constructing on the ICT capableness that has already been taught has deductions for scheduling strategies of work, both for the capable countries and for ICT. This is a complex exercising, affecting all sections, and needs a whole-school attack and leading to guarantee maximal effectivity. Some schools have set up ICT across the course of study working groups to guarantee that there is ongoing duologue between capable leaders, the ICT capable leader and the ICT coordinator in the school. Monitoring the effectivity of such a policy is a c ardinal function for the senior leader with duty for ICT and will include a reappraisal of instructors ‘ apprehension of what is meant by ICT capableness in the ICT National Curriculum ;

Behavioural and emotional disorders in childhood Essay

These are a group of psychological conditions that manifest people from childhood, causing impairment in selective parts of the body. The ICD-10 commonly refers to them as Specific Disorders of Psychological Development (Lord et.al, 2012 p.306). These disorders include language, learning, speech, motor, neurodevelopment, and autism. Others that can loosely be classified as developmental impairments include schizophrenia and antisocial behavior (Lord et.al, 2012 p.307). These conditions are present from childhood and depending on the stage of diagnosis, and they improve as the toddler develops. Most of them are diagnosed under the age of 9 when those surrounding a child notice defects or certain inabilities in comparison to children of the same age. these are a group of psychological conditions that manifest people from childhood causing impairment in selective parts of the body. the icd-10 commonly refers to them as specific disorders of psychological development lord et.al 2012 p.306 these disorders include language learning speech motor neurodevelopment and autism. others that can loosely be classified as developmental impairments include schizophrenia and antisocial behaviThese are a group of psychological conditions that manifest people from childhood, causing impairment in selective parts of the body. The ICD-10 commonly refers to them as Specific Disorders of Psychological Development (Lord et.al, 2012 p.306). These disorders include language, learning, speech, motor, neurodevelopment, and autism. Others that can loosely be classified as developmental impairments include schizophrenia and antisocial behavior (Lord et.al, 2012 p.307). These conditions are present from childhood and depending on the stage of diagnosis, and they improve as the toddler develops. Most of them are diagnosed under the age of 9 when those surrounding a child notice defects or certain inabilities in comparison to children of the same age. There is no specific cause of these disorders, apart from existing theories that are used to draw scientific hypotheses. The most significant characteristics in play involve genetic composition and environmental factors that disrupt the normal human development process and create abnormalities. According to research on of the theory states that stress or trauma during the early childhood period can cause developmental disorders.What causes the autism spectrum disorders. The disease was first described in the mid-20th century by a psychiatrist known as Leo Kanner (McPartland & Dawson, 2015 p.127). He stated that autism was an inborn defect without a definite causative factor, and detected in children from as early as a few weeks after birth to three years of age. Recent research attributes the disease to biology, naming hereditary factors and the pre and peri-natal environments as the greatest influencing factors. Autism spectrum refers to a variety of conditions that are classified as neurodevelopmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These diseases include Asperger Syndrome, childhood disintegrative disorder, autism, and pervasive development disorder not otherwise specified, abbreviated as PDD-NOS (Lord et.al, 2012 p.308). Classification of ASD Previous diagnosis manuals classified Asperger’s Syndrome and Autism as different sub-categories of disorders. However, the latest DSM-V manual includes both as a range of a larger disease depending on its severity (Lauritsen, 2013 p.37). People with both syndromes are categorized under the Autism Spectrum Disorder (ASD). Secondly, the DSM-5 handbook does not emphasize on the aspect of language delay or the exact age when the disease manifests itself (Lauritsen, 2013 p.37). Instead, it is classified as a neurodevelopmental condition whose symptoms occur in the early childhood stage with possible diagnosis at a later date. The DSM- 5 also changed the impairment areas from three to two namely social communication and behavior (Lauritsen, 2013 p.37). Finally, the clinical presentation of the disease currently uses clinical specifiers to describe ASD (Lord et.al, 2012 p.309). According to scientific study, there are three types of genetic associations of ASD. The first is the familial aggregation of autism common in the siblings of affected ones, and the second category is the genetic combination of other conditions present in the family members of the afflicted children (Lord et.al, 2013 p.4). The third kind of genetic association involves the connection with specific conditions of recognized genetic composition (Yuen et.al, 2015 p.187).or lord et.al 2012 p.307 these conditions are present from childhood and depending on the stage of diagnosis and they improve as the toddler develops. most of them are diagnosed under the age of 9 when those surrounding a child notice defects or certain inabilities in comparison to children of the same age. there is no specific cause of these disorders apart from existing theories that are used to draw scientific hypotheses. the most significant characteristics in play involve genetic composition and environmental factors that disrupt the normal human development process and create abnormalities. according to research on of the theory states that stress or trauma during the early childhood period can cause developmental disorders.what causes the autism spectrum disorders the disease was first described in the mid-20th century by a psychiatrist known as Leo Kanner McPartland Dawson 2015 p.127 he stated that autism was an inborn defect without a definite causative factor and detected in children from as early as a few weeks after birth to three years of age. recent research attributes the disease to biology naming hereditary factors and the pre and peri-natal environments as the greatest influencing factors. autism spectrum refers to a variety of conditions that are classified as neurodevelopmental disorders in the diagnostic and statistical manual of mental disorders DSM-5 these diseases include Asperger syndrome childhood disintegrative disorder autism and pervasive development disorder not otherwis e specified abbreviated as pdd-nos lord et.al 2012 p.308 classification of asd previous diagnosis manuals classified Aspergers syndrome and autism as different sub-categories of disorders. however the latest DSM-v manual includes both as a range of a larger disease depending on its severity Lauritsen 2013 p.37 people with both syndromes are categorized under the autism spectrum disorder and secondly the DSM-5 handbook does not emphasize on the aspect of language delay or the exact age when the disease manifests itself, Lauritsen, 2013 p.37 instead it is classified as a neurodevelopmental condition whose symptoms occur in the early childhood stage with possible diagnosis at a later date. the DSM- 5 also changed the impairment areas from three to two namely social communication and behavior Lauritsen 2013 p.37 finally the clinical presentation of the disease currently uses clinical specifiers to describe and lord et.al 2012 p.309 according to scientific study there are three types of genetic associations of asd. the first is the familial aggregation of autism common in the siblings of affected ones and the second category is the genetic combination of other conditions present in the family members of the afflicted children lord et.al 2013 p.4 the third kind of genetic association involves the connection with specific conditions of recognized genetic composition yuen et.al 2015 p.187 There is no specific cause of these disorders, apart from existing theories that are used to draw scientific hypotheses. The most significant characteristics in play involve genetic composition and environmental factors that disrupt the normal human development process and create abnormalities. According to research on of the theory states that stress or trauma during the early childhood period can cause developmental disorders.What causes the autism spectrum disorders. The disease was first described in the mid-20th century by a psychiatrist known as Leo Kanner (McPartland & Dawson, 2015 p.127). He stated that autism was an inborn defect without a definite causative factor, and detected in children from as early as a few weeks after birth to three years of age. Recent research attributes the disease to biology, naming hereditary factors and the pre and peri-natal environments as the greatest influencing factors. Autism spectrum refers to a variety of conditions that are classified as neurodevelopmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These diseases include Asperger Syndrome, childhood disintegrative disorder, autism, and pervasive development disorder not otherwise specified, abbreviated as PDD-NOS (Lord et.al, 2012 p.308). Classification of ASD Previous diagnosis manuals classified Asperger’s Syndrome and Autism as different sub-categories of disorders. However, the latest DSM-V manual includes both as a range of a larger disease depending on its severity (Lauritsen, 2013 p.37). People with both syndromes are categorized under the Autism Spectrum Disorder (ASD). Secondly, the DSM-5 handbook does not emphasize on the aspect of language delay or the exact age when the disease manifests itself (Lauritsen, 2013 p.37). Instead, it is classified as a neurodevelopmental condition whose symptoms occur in the early childhood stage with possible diagnosis at a later date. The DSM- 5 also changed the impairment areas from three to two namely social communication and behavior (Lauritsen, 2013 p.37). Finally, the clinical presentation of the disease currently uses clinical specifiers to describe ASD (Lord et.al, 2012 p.309). According to scientific study, there are three types of genetic associations of ASD. The first is the familial aggregation of autism common in the siblings of affected ones, and the second category is the genetic combination of other conditions present in the family members of the afflicted children (Lord et.al, 2013 p.4). The third kind of genetic association involves the connection with specific conditions of recognized genetic composition (Yuen et.al, 2015 p.187).

Bell 412 Specs

This document is intended for the use of BHTI employees, and BHTI independent representatives (international dealers), and for prospective customers as an aid in determining estimated weight and performance of the helicopter when configured with equipment for specific missions. Disclosure, reproduction, or use of any material in this document by persons other than BHTI employees, and BHTI independent representatives, and prospective customers are forbidden without written permission from Bell Helicopter Textron Inc. The listings of Optional Equipment (â€Å"Kits†) are subject to revision and change, and also may be different for specific serial number helicopters or special custom configurations. Please consult the â€Å"Notes† column found in the optional equipment list tables for equipment compatibility. The continuing product improvement process of BHTI may cause some components, equipment, and compatibility to be changed or replaced. The specifications, weights, dimensions, and performance data shown in this document are subject to change without notice. 2012 Bell Helicopter Textron Inc. Bell, 206, 407, 407GX, 429, 412, Huey II, LongRanger and JetRanger are registered trademarks of Textron Innovations Inc. All rights reserved Specifications subject to change without notice. Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 1 1  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:05 PM Page Intentionally Left Blank  © 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 2 2 Bell 412EP Production Specification May 2012 6/5/2012 8:37:05 PM Bell 412EP RELIABLE, RUGGED AND READY The Bell 412EP is the workhorse of the helicopter industry with a reputation of getting up and going to work every day in even the most extreme environments. †¢ Proven Pratt Whitney PT6T-3D Twin Pac engines with more than 25 million flight hours in more than 2,000 aircraft worldwide †¢ High retirement and overhaul intervals 5,000 hour drive system TBO 4,000 hour engine overhaul interval On-condition composite main rotor blades †¢ 25,000 hours between premature engine removals †¢ Excellent Category A / JAR OPS 3 capability †¢ Rugged fuselage with rollover bulkhead protection and rupture resistant fuel cells The data set forth in this document are general in nature and may vary with conditions. For performance data and operating limitations for any specific flight mission, reference must be made to the approved Flight Manual Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 3 3  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:05 PM Specification Summary (U. S. Units) Weight lb Weight lb Empty Weight (IFR Std. Config. ) 1 6,964 Maximum Gross Weight (Internal) 11,900 Useful Load (Internal, IFR Std. Config. ) 4,936 Maximum Gross Weight (External) 11,900 Maximum External Load 4,500 Performance Summary: Takeoff, Gross Weight lb IGE Hovering Ceiling 9,500 10,500 11,900 ISA OGE Hovering Ceiling ft 17,400 14,300 10,200 ISA + 20  °C ft 14,400 10,900 6,200 ISA 10,400 5,200 10,300 6,050 (11,890 lb @ SL) ISA ft 14,000 11,270 7,270 ft 12,120 9,000 4,990 ISA Service Ceiling (AEO) 13,800 ft ISA + 20  °C FAA Take Off and Landing Limit, WAT 2 ft ISA + 20  °C ft 19,840 18,760 16,290 (continuous OEI) ISA ft 11,450 8,850 5,400 (30 minute OEI) 3 ISA ft 12,850 10,500 7,600 4,000 ft, ISA kts 132 130 125 n mi 366 364 358 kts 126 125 122 n mi 414 410 401 kts 131 130 125 Maximum Continuous Cruise (true airspeed) Cruise at Long Range Cruise (LRC) Speed Range 4 LRC Speed (average true airspeed) Range SL, ISA 4 LRC Speed (average true airspeed) Catagory A Takeoff and Landing Ceiling 4,000 ft, ISA ft 6,000 3,400 (11,580 lb @ SL) ft 3,750 1,200 (10,800 lb @ SL) SL, ISA hr 4. 0 3. 9 3. 6 4,000 ft, ISA Endurance at Loiter Speed 4 ISA ISA + 20  °C Elevated Helipad hr 4. 3 4. 2 3. 9 Uninstalled Thermodynamic Power Engine Ratings: (100% RPM) Engine Rated Power 2 x 950 2 x 900 Standard: Pratt Whitney PT6T-3D Twin Pac Takeoff (5 minutes) SHP Max Continuous Power SHP 2 x 950 2 x 800 OEI (2-1/2 minutes) SHP 1 x 1,140 1 x 1,133 OEI (continuous) SHP 1 x 970 1 x 1,024 OEI (30 minutes) SHP 1 x 1,066 1 x 1,079 OEI (continuous) SHP 1 x 950 N/A Optional: Pratt Whitney PT6T-3DF Twin Pac Transmission Ratings (100% RPM, at mast) Takeoff (5-minute) 1,370 SHP Max Continuous Power 1,110 SHP Single Engine Limited by Power Available Fuel (usable) Type Aviation Turbine Capacity 330. 5 US Gallons Note 1 IFR Standard Configuration includes all items listed in the Standard Configuration table of this document as well as twenty-five pounds (eleven kilograms) of engine oil. Ballast is not included in the standard configuration (ballast is a function of installed equipment). Note 2 With BLR FastFin ® System. Does not apply for Catagory B, 9-passenger seat configuration. The data set forth in this document are general in nature and may vary with conditions. For performance data and operating limitations for any specific flight mission, reference must be made to the approved Flight Manual  © 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 4 4 Bell 412EP Production Specification May 2012 6/5/2012 8:37:06 PM Specification Summary (Metric Units) Weight kg Weight kg Empty Weight (IFR Std. Config. ) 1 3,159 Maximum Gross Weight (Internal) 5,398 Useful Load (Internal, IFR Std. Config. ) 2,239 Maximum Gross Weight (External) 5,398 Maximum External Load 2,041 Performance Summary: Takeoff, Gross Weight kg IGE Hovering Ceiling ISA 4,309 4,763 5,398 m 5,304 4,359 3,109 ISA + 20  °C m 4,389 3,322 1,890 ISA OGE Hovering Ceiling m 4,206 3,170 1,585 ISA + 20  °C m 3,139 1,844 (5,393 kg @ SL) ISA m 4,267 3,435 2,216 ISA + 20  °C FAA Take Off and Landing Limit, WAT 2 m 3,694 2,743 1,521 Service Ceiling (AEO) ISA m 6,047 5,718 4,919 (continuous OEI) ISA m 3,490 2,697 1,646 ISA m 3,917 3,200 2,316 1,219 m, ISA km/h 244 241 232 km 678 674 663 (30 minute OEI) 3 Maximum Continuous Cruise (true airspeed) Cruise at Long Range Cruise (LRC) Speed Range 4 LRC Speed (average true airspeed) Range 4 LRC Speed (average true airspeed) SL, ISA 1,219 m, ISA km/h 233 232 226 km 767 757 743 243 241 232 m 1,829 1,036 (5,253 kg @ SL) m 1,143 366 (4,899 kg @ SL) SL, ISA hr 4. 0 3. 9 3. 6 1,219 m, ISA Elevated Helipad Endurance at Loiter Speed 4 km/h ISA + 20  °C Catagory A Takeoff and Landing Ceiling hr 4. 3 4. 2 3. 9 ISA Uninstalled Thermodynamic Power Engine Ratings: (100% RPM) Engine Rated Power Standard: Pratt Whitney PT6T-3D Twin Pac Takeoff (5 minutes) kW 2 x 708 2 x 671 Max Continuous Power kW 2 x 708 2 x 597 OEI (2-1/2 minutes) kW 1 x 850 1 x 845 OEI (continuous) kW 1 x 723 1 x 764 OEI (30 minutes) kW 1 x 795 1 x 805 OEI (continuous) kW 1 x 708 N/A Optional: Pratt Whitney PT6T-3DF Twin Pac Transmission Ratings (100% RPM, at mast) Takeoff (5-minute) 1,022 kW Max Continuous Power 828 kW Single Engine Limited by Power Available Fuel (usable) Type Aviation Turbine Capacity 1,251 liters Note 3 Increased capability available with optional Pratt Whitney PT6T-3DF (30 minute OEI Power Kit). Note 4 Standard fuel, no reserve. The data set forth in this document are general in nature and may vary with conditions. For performance data and operating limitations for any specific flight mission, reference must be made to the approved Flight Manual Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 5 5  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:06 PM BLR Strake and FastFin ® Bell Helicopter has partnered with BLR Aerospace to provide its performance, safety and efficiency-enhancing FastFin ® system as a standard feature on new Bell 412EP aircraft orders. The system incorporates two parallel stall strips along the tail boom and a reshaped vertical fin. These modifications combine to optimize airflow around the tail boom, improving the handling, stability and lifting capacity of the Bell 412EP in all environments, especially high and hot conditions. The FastFin ® system is a combination of two separate modifications, one to the vertical fin and the other to the tailboom. For clarity, the term FastFin ® refers to the BLR modification that changes the shape and contour of the vertical fin. The term FastFin ® System refers to the combined FastFin ® and Dual Tail Boom Strake installation. The performance benefits of this system include increased tail rotor effectiveness and higher crosswind speed tolerance at hover in certain conditions. In conditions where the aircraft is currently tail rotor limited the FastFin ® System results in increased Weight-Altitude-Temperature (WAT) capability for takeoff, landing and in-ground-effect maneuvers, providing substantial improvement in useful load for hot/high operation (See performance chart below). 14,000 Be ll 41 M 2EP ax G wit Be ro h ss Fa ll 41 W stF 2E ei in gh TM P M tL S ax im ys G it tem ro ss W ei gh tL im it 12,000 Density Altitude (feet) 10000 8,000 6,000 4,000 2,000 0 8,000 9,000 10,000 Gross Weight (lb) 11,000 12,000 Bell 412EP WAT Improvement with FastFin ® System The data set forth in this document are general in nature and may vary with conditions. For performance data and operating limitations for any specific flight mission, reference must be made to the approved Flight Manual  © 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 6 6 Bell 412EP Production Specification May 2012 6/5/2012 8:37:06 PM Page Intentionally Left Blank Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 7 7  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:06 PM External Dimensions LOW SKID GEAR Bell 412EP Low Skid Gear OPTIONAL HIGH SKID GEAR WITH AAI FLITESTEP ® Bell 412EP High Skid Gear Specifications subject to change without notice.  © 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 8 8 Bell 412EP Production Specification May 2012 6/5/2012 8:37:08 PM OPTIONAL EMERGENCY FLOAT GEAR WITH AAI FLOATSTEPâ„ ¢ Bell 412EP Float Kit OPTIONAL BLADE FOLDING KIT DIMENSIONS Minimum Hanger Size* Rotor Not Folded 33. 0 ft x 49. 6 ft (10. 1 m x 15. 2 m) Minimum Hanger Size* Rotor Folded 9. 5 ft x 55. 8 ft (2. 9 m x 17. 1 m) *Allowance should be made for high skid gear, ground wheels, emply fuel condition and door lip when considering hangar door width and height Specifications subject to change without notice. Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 9 9  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:10 PM Bell 412EP Seating and Interior Trim Choices Crew Seats Two individual energy attenuating seats, fore/aft and up/down adjustable, each equipped with seat belt, double strap shoulder harness and inertia reel. Available with Grey, Blue, Red, or Tan upholstery which will match that selected for the cabin. Passenger Seats 13 seats offered in three options. (NOTE: Seating option 1 meets the criteria required by FAA regulations for installation in U. S. registered helicopters. Seating Options 2 3 require the addition of the STC Alpine 412 Passenger Shoulder Harness Kit for installation in U. S. registered helicopters. ) 1) Standard Seating Fabric covered high-backed folding seats with individual seat belts and single strap shoulder harness and inertia reel, arranged with one row of four (two 2-place benches) forward facing seats, and one row of five forward facing seats, and two outward facing two place benches (one on either side of the transmission). Available with Grey, Blue, Red, or Tan upholstery with Black seat belts. Seats are are also available in all vinyl at additional cost. (210. lb [95. 7 kg] included in the standard configuration weight. ) STANDARD SEATING (Shown with standard interior trim and floor covering) SEATING OPTIONS 2 AND 3 NOT ILLUSTRATED 2) Utility Seating Available for U. S. registered helicopters ONLY with addition of STC Alpine 412 Passenger Shoulder Harness Kit. Nylon covered bench type seating arranged with one row of four rearward facing seats (behind the crew seats), one row of five forward facing seats (in front of the transmission), and two outward facing two place benches (one on either side of the transmission). Each seat has an individual seat belt. Available in Tan or Black. The Utility Seating decreases the standard configuration weight (-93. 3 lb [-42. 3 kg], with Alpine Shoulder Harness -59. 5 lb [-27. 0 kg]). 3) Cushioned Utility Seating Available for U. S. registered helicopters ONLY with addition of STC Alpine 412 Passenger Shoulder Harness Kit. As in 2) above with the addition of fabric covered cushions, available in the same colors as the Standard Seating. The Cushioned Utility Seating decreases the standard configuration weight (-81. 1 lb [-36. 8 kg], with Alpine Shoulder Harness -47. 3 lb [-21. 5 kg]). Specifications subject to change without notice.  © 2012 Bell Helicopter Textron Inc. 12EP Product Spec 2012-02. indd 10 10 Bell 412EP Production Specification May 2012 6/5/2012 8:37:10 PM INTERIOR TRIM CHOICES 1) Standard Interior Trim The Standard Interior Trim is provided as a NO COST OPTION, but is not included in the Standard Configuration Empty Weight. Included are: Plastic closeouts on upper sidewalls, window reveals, and cabin headlin er; Padded vinyl covering the floor and lower door panels; Lower aft bulkhead covered with padded vinyl blankets. The hard plastic headliner and closeouts are off-white in color, and the padded bulkhead blankets and floor covering are color coordinated to match the seat color selection. The Standard Interior Trim increases the standard configuration empty weight (165. 7 lb [75. 2 kg]). 2) Utility Interior Trim The Utility Interior Trim consists of: Light beige vinyl covered headliner and bulkhead blankets; Doors painted light beige; Floor painted brown. The Utility Interior Trim is included in the standard configuration empty weight (33. 3 lb [15. 1 kg]). CUSTOMIZED SEATING [Example] Customized Seating Custom designed interiors are available from aircraft completion centers to meet the needs of Corporate or Emergency Medical Service customers. Specifications subject to change without notice. Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 11 11  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:10 PM Standard Configuration (Items Included In List Price) AIRFRAME TRANSMISSION/ DRIVE SYSTEM Aluminum alloy fuselage (over 240 ft3 [6. 8M3]) loading space Glass windshields Main rotor transmission with 4 chip detectors/2 debris collectors Tinted overhead windows Vibration isolation / suspension mounts (4) Dual windshield wipers Main Lift link (single point suspension) Fresh air ventilators with adjustable outlets (8 cockpit and 12 aft cabin) 42? gearbox (sight gage and magnetic drain plug/chip detector) Bleed air heater and defroster with air noise suppression 90? gearbox (sight gage and magnetic drain plug/chip detector) Cargo tie-down fittings (51 aft cabin floor) Hydraulic pumps for controls (2 independent systems) Map and data case Transmission oil cooler Cabin fire extinguisher (2) Swingout jettisonable doors (2 for forward cabin) POWER PLANT Sliding doors (2 for aft cabin access with 2 emergency exit panels on each door) Automatic governors (2) Pratt Whitney of Canada PT6T-3D â€Å"Twin Pac† (1800 SHP) Swingout panels for extended access to aft cabin (2) Magnetic chip detectors Fixed step on skids for entry to forward cabin (2) Torque limiter Fuel System (330. 5 US Gal [1251 liter] usable, rupture resistant cells and breakaway vent fitting) Retractable steps for aft cabin access (2) Baggage compartment in tail boom (over 28 ft [0. 8M ], 400 lb [181kg] capacity). 3 3 Pumps on engines and submerged in fuel tanks Skid-type landing gear with replaceable wear shoes Fuel filter assembly Mooring and jacking fittings (4) Oil coolers (2) External attachment fittings (16) Fire detection system (2) Semi-monocoque tailboom Fire extinguisher system (2) BLR Strake and FastFin RPM warning system  ® Elevator (airspeed / spring-cartridge controlled) Hinged cowling Tail skid Starter-generators (2) Cargo hook provisions Power turbine RPM control actuators AUDIO Combining gearbox with chip detector Two station aft intercom system w/crew interface Separate firewall protection for each engine ROTORS CONTROLS Overriding clutches (2) Soft-in-plane flex beam hub with four fiberglass blades Extended Engine Exhaust Deflectors Main rotor droop restraint COMMUNICATIONS NAVIGATION Pendulum vibration absorbers 720 Channel VHF rec/trans transceiver (KTR-908) Semi-rigid, two bladed all-metal tail rotor VHF antenna All controls hydraulically boosted (dual systems for main rotor) 2 Headsets (pilot copilot) Force trim system and artificial feel (electrically set) 2 Intercomunication Panels (ICS) (pilot copilot) Dual controls Emergency Transmit Switch Cyclic stick centering Horizontal Situation Indicator RPM governor selector control Attitude Director Indicator Manual engine torque matching and trim Attitude and Heading Reference Systems (2) Dual Digital Three axis AFCS (2 flight control computers) Cockpit voice recorder provisions Rotor brake Specifications subject to change without notice.  © 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 12 12 Bell 412EP Production Specification May 2012 6/5/2012 8:37:10 PM Standard Configuration (continued) FLIGHT ENGINE INSTRUMENTS FLIGHT ENGINE INSTRUMENTS (continued) Flight Director Nav Coupler (3-axis) Master warning lights on the instrument panel draw attention to: Free air temperature indicator RPM Pitot static system with electric pitot heat Eng 2 Out Eng 2 Fire Eng 1 Out AL-300 Data Display Eng 1 Fire Baggage Fire Cyclic Radar altimeter #1 Over torque centering Altimeter (barometric) (mast) IFR EQUIPMENT Clock, digital quartz chronometer Co-pilot clock Hourmeter Distance Measuring Equipment (DME) (KDM-706) Magnetic compass, pilot’s standby IFR FAA kit Airspeed indicator Automatic Direction Finder (ADF) (XDF-806) Rate of climb indicator Nav receiver #1 VOR/LOC with HB/HSI (KNR-634) Turn and slip indicator Nav receiver #2 VOR/LOC with HSI (KNR-634) Triple tachometer (rotor and engines) VHF-AM Comm #2 radio (KTR-908) Dual hydraulic press/temp indicator (2) Transponder (MST67) Gas producer tach indicator (2) Co-pilot instruments (FAA) Triple torque indicator (Eng 1, Eng 2, mast) Standby attitude indicator Engine oil-temp/press indicator (2) ELECTRICAL Turbine inlet temperature indicator (2) Generator (2) (30 volt, 200 ampere DC startergenerator derated to 150 amperes) Fuel pressure indicator Transmission oil-temp/press indicator Inverters (2), (450 volt ampere single phase, solid state) Dual DC and AC voltmeters Nickel cadmium battery (40 ampere hours) Dual DC loadmeter Battery over-temp warning Fire detection warning (3) Generator voltage regulators Combining gearbox oil-temp/press indicator Instrument (integral) lights (white) Flight data recorder provisions Navigation lights Caution Warning System Master caution light on panel draws attention to the pedestal mounted annunciator panel when worded segments illuminate: Landing light-retractable Anticollision light (2) Engine oil press (2) DC generator (2) Tritium lighted emergency exit signs Trans oil press Gen overheat (2) Cockpit lights (2) Trans oil temp AC inverter (2) Dome lights (3) Comb box oil press External power External power receptacle Comb box oil temp Battery switch Twin ignition and starting systems Chip detectors (5) Battery temp Seat belt sign Fuel boost (2) Hydraulic Passenger step lights Fuel filter (2) Door locks Baggage compartment light fire sensor Fuel valve (2) Heater Utility cabin lights (removable) Fuel low (2) Part sep off (2) Fuel X feed Rotor brake (2) PAINT Emerg gov manual (2) Caution panel Markings for high visibility M/R blades (white orange) Specifications subject to change without notice. Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 13 13  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:10 PM Standard Configuration (continued) MISCELLANEOUS Covers, tail pipe, turbine air inlet, and pitot tube Flight bag Ground handling wheels, hydraulically activated Manuals: Aircraft log, Engine log, Engine operations, Flight, Maintenance Overhaul Manual, Illustrated Parts Catalog Tie-down assemblies, main rotor tail rotor INTERIOR TRIM Choice of Standard or Utility Interior Trim. Standard; Rigid three-piece headliner in cabin, padded iberglass floor covering, bulkheads, trimmed with cream-colored plastic and color-coordinated vinyl coated fiberglass, cabin doors trimmed with plastic, special soundproofing, seat upholstered with foam and fabric. Selection of fabric colors. Not included in Standard Configuration Weight, increases empty weight 165. 6 pounds (75. 1 kilograms) when installed. Utility; Be ige soundproofing blankets on bulkheads and overhead; doors painted beige, floor painted brown. Included in Standard Configuration Weight (approximately 32. 6 pounds, 914. 8 kilograms). Specifications subject to change without notice. 2012 Bell Helicopter Textron Inc. 412EP Product Spec 2012-02. indd 14 14 Bell 412EP Production Specification May 2012 6/5/2012 8:37:10 PM Page Intentionally Left Blank Bell 412EP Product Specification May 2012 412EP Product Spec 2012-02. indd 15 15  © 2012 Bell Helicopter Textron Inc. 6/5/2012 8:37:10 PM Optional Accessories [Kits listed below are compatible with the FAA IFR 3-axis / non-EFIS configuration except as individually noted] Additional kits and STC items may be available for factory installation. Please consult sales or contract personnel regarding special needs prior to selection of final configuration. Wt (lb) Wt (kg) Notes 11. 7 5. 3 1, 2 FIXED STEP RIGHT HAND 11. 6 5. 3 1, 2 HEAVY DUTY HIGH SKID GEAR w/o STEPS 18. 5 8. 4 1, 3 HEAVY DUTY HIGH CROSS TUBES FOR EMER. FLOATS 3. 8 1. 7 EMERGENCY FLOATS (provisions) 51. 0 23. 2 EMERGENCY FLOATS /RESERVOIR NOSE 97. 5 44. 2 4 EMERGENCY FLOATS (L. G. w/ FLOATS PWR STEPS) 168. 8 76. 6 1, 4 HEATED WINDSHIELD 9. 8 4. 4 1 EXPANDABLE BOLTS MAIN ROTOR 3. 0 1. 4 FUEL KIT MANIFOLD DRAIN 0. 3 0. 1 Kit Description AIRFRAME FIXED STEP LEFT HAND 9 CELL FUEL SYS 4 -16. 1 -7. 3 SEAT BELT SIGN STD INTR 0. 3 0. 1 SEAT BELT SIGN DLX INTR 0. 3 0. 1 AUX FUEL PROVS 5. 4 . 5 5 AUX FUEL, 16. 3 GAL LH 20. 2 9. 1 5 AUX FUEL, 16. 3 GAL RH 20. 2 9. 1 5 AUX FUEL, 81. 7 GAL LH (REQUIRES REMOVAL OF 2 OUTBOARD-FACING PAX SEATS) 50. 3 22. 8 5 AUX FUEL, 81. 7 GAL RH (REQUIRES REMOVAL OF 2 OUTBOARD-FACING PAX SEATS) 50. 3 22. 8 5 5 INDICATOR, FUEL QTY, AUX FUEL -0. 1 0. 0 TOLERANT FUEL 98. 5 44. 7 EFIS (ELECTRONIC FLIGHT INSTRUMENT SYSTEM) 113. 4 51. 4 1, 6 4-AXIS D DAFCS W/ DUAL FLIGHT DIRECTOR 26. 4 12. 0 7 PRIMUS 700 WEATHER RADAR 49. 1 22. 3 7 PRIMUS 700 WEATHER RADAR W/ EFIS 54. 6 24. 8 7 ENCODING ALTIMETER 0. 1 0. 0 1, 7 RADAR ALTIMETER #2 12. 2 5. 6 7 CABIN PA SYSTEM (NON-EFIS)

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Lifestyle Changes of American Slaves between 1700s and 1800s - Research Paper Example Slavery in America is divided into two periods; 1650-1790 and 1790-1865. Slaves were from Africa where they were captured after being enticed with sweets especially in the case of children or through collaboration with local chiefs who gave out their subjects to slave traders. Historical lives and changes in 1700s Since slaves were drawn from different parts of the African continent into a strange environmental setting, several if not all, faced hardships in adapting to the new world of different social, cultural and political phenomena. Though some fought to maintain their earlier ancestral lifestyle from their native land, this wasn’t possible in the circumstances of their status of slavery as they had to accept the lifestyle of their masters (learnnc.org). Economic It is important to note that the slaves were shipped to work for their masters and therefore lacked enough time to develop or to engage in their own economic activities. Their lives were incredibly difficult and those who worked in plantations had to labor from sunrise to sunset without exception of the old or young, all worked for this long period of time. It was considered an act of kindness if a master gave his slaves a day off from work. Popular holidays like Christmas were equally infrequent in the lives of salves. In their rare free times, slaves engaged in activities of fishing or cultivating small piece of land in order to supplement what was given by the masters that was usually poor in quality. As earlier stated, it was the duty of the master to clothe these servants however, some gave inadequate clothing and this compelled the slaves to go an extra mile and sew their own clothes in the dark covers of the night. Political In their native land of Africa, slaves were organized into powerful kingdoms and other political units of governance, however, upon shipment to America their masters could not allow them to be in such organizations for the fear of being overpowered. They were not also allowed to engage in the political activities of their masters such as voting. Laws were made against them without their participation; slave trials were done in a separate court from those of their masters and were sentenced by such courts without trial. Social On their social aspect of life, they sheltered in small houses with cracks on the walls and dirty floors. Some who got injured in the plantation fields were not immediately taken to hospitals or given medication leading to many deaths. Their masters never allowed them to engage in social activities such as traditional dances, games and social groupings. The primary concern of the masters was productivity in the plantation but never cared about health or comfort of these servants. In some American states, slaves were not allowed to marry without their master’s consent and family members were dispersed to various parts of the country to avoid ever tracing trace one another. Historical lives and changes in 1800s As opposed to the events and relations witnessed between the salves and their masters at beginning of slave trade, during the later period of 1800s, remarkable changes occurred in the lives

Working with your own definition of culture, how important do you Dissertation

Working with your own definition of culture, how important do you think culture is when considering change and innovation - Dissertation Example Culture and innovation 3 2.1 Definition of culture 3 2.2 Cultural influence on innovation 4 3. Own teaching situation 6 3.1 Classroom culture in Japan: realities in the classroom 6 3.2 MEXT's Top-down drastic reforms 7 4. Importance of considering culture and the need for innovation 7 4.1 Importance of culture for ELT innovation in Japanese secondary English education 8 4.2 Why Japan needs such a drastic innovation in English education 8 5. Suggestions for successful implementation of ELT innovation in Japan 8 5.1 Milder implementation of CLT 9 5.2 Adaptation not adoption 9 5.3 Intercultural competency 10 5.4 Reformation of yakudoku 10 6. Conclusion 11 References 12 Appendix 14 List of Figures Figure 1: Resistance to culturally incompatible ELT innovations 4 List of Tables Table 1: High and low context cultures 5 Abbreviations used ALT Assistant Language Teacher CLT Communicative Language Teaching ELT English Language Training ESL English as a Second Language JET Japanese Exchange an d Teaching (Programme) JTE Japanese Teacher of English MEXT Ministry of Education, Culture, Sports, Science and Technology (of Japan) 1. Introduction Japan has been going through a period of major reforms in English language education over the past two decades with the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) attempting to promote the Communicative Language Teaching (CLT) methodology. ... In the 1989 guidelines, it was declared that the development of students' communicative abilities in English was to become the focus of English language education in Japan (MEXT, 1989). The latest reforms in 2008 introduced more drastic reforms favouring the adoption of CLT and instructing Japanese teachers to teach English by using only English in class. This innovation is set to be implemented in senior high schools in April 2013 (MEXT, 2008). CLT is now widely accepted as a dominant methodology in second/foreign language teaching in the West. But when imported into non-Western countries such as Japan, it has caused confusion and led to resistance by teachers and students alike. As with many other East Asian countries, Japan now faces a big challenge in implementing CLT in actual classrooms (Littlewood, 2007). White (1995: 118) asserted that if innovators take the beliefs, values and history of the surrounding culture into deeper consideration then the positive innovation they prop ose can usually stand a better chance at long-term acceptance. The discussion of the significance of culture in implementing innovation in English language education in this paper begins with defining culture and describing the characteristics of Japanese culture using the high-low context culture framework developed by Hall (1976). The writer's own teaching experience at a senior high school English class in Japan is then described to provide insight into classroom realities in Japan and the impact of MEXT's reforms. This is followed by an analysis of the cultural influence on innovation and a discussion of how and why culture is an important consideration in English language education in Japan. It is hoped that the suggestions made thereafter will

Chronic Pain or Mental Illnesses Assignment Example | Topics and Well Written Essays - 750 words

Chronic Pain or Mental Illnesses - Assignment Example There are numerous causes of chronic pain and these including different underlying chronic pathologies such as congenital abnormalities in the structure of the spinal cord, trauma, obesity, ageing and other underlying conditions such as multiple sclerosis, AIDS and cancer. When carrying out an assessment of an individual with chronic pain, there are several issues which have to be addressed; however, among these issues there are three main questions that are important for the physician. The first question is the extent of the disease affecting the patient; the magnitude of the disease in terms of suffering and pain and how these intrude into the everyday life of the patient; and finally, whether the complaints of the patient are in coherence with the disease or if there are some signs of exaggeration indicating a psychological component to the condition of the patient. There two patients that were examined and one was a 45 year old male with a history of brachial plexus injury and the other a 75 year old woman suffering from tendonitis. The 45 year old male complains of pain that has lasted for approximately a year. The patient complains of pain that is associated with a tingling sensation in the form of an electric shock. Upon examination, the patient displays weakness in the arm and he also says he feels numbness in his right arm. The 75 year old woman has a history of tendonitis which is approximately 25 years. The patient reports pain that is predominantly in her wrist area and there is also significant swelling in the wrist area. Upon examination, the patient was found to have swelling at the area of the thumb and was diagnosed with DeQuervain’ tenosynovitis. The patients both went through a psychological examination and this indicated that there was no exaggeration of pain among these patients and it was in coherence to the medical co nditions which they were found to have. The

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.

Video game and violent movies Essay Example for Free

Video game and violent movies Essay Patel 2 Many teenagers watch under age T. V. that is violent. These children are too young to be watching violent T. V. or the little kids are watching their parents watching violent T. V. Much of this violent T. V. affects the children by the way they act and the way they think. After watching violent T. V. shows most children develop terrible social skills, poor grades, and aggression towards others. The children that are allowed to watch these shows don’t view it as bad. By watching violent T. V. shows they forget what is right and wrong in the world and don’t know what is good for them or what is bad for them. These violent T. V. shows emerged with the new technology unknown to viewers, but the children take it as if it is good for them. Some of the positive effects are it helps kids learn by watching educational television programs. When the parents watching violent movies in front of their kids the parents don’t realize that this is affecting the children. â€Å" Media is the most ubiquitous source of violence encountered by the majority of children. (Erwin, Pg. 105). † The government had created a strengthen the reflexes of military personnel. The creators of video games base their games on the violent movies and TV shows. Many third party game inventors came out with poor quality games. In the 1990’s home video game use had increased and arcade play had decreased, the release of violent games had also begun. The professional teams trained coders who watch samples from the recorded television and they try to see if it is violent or not. All violence tends to be treated in the same way by a content analysis. (Gunter, Harrison Pg. 76)† More and more parents begin to see that these violent games aren’t just bad for their children, but are causing problems in the community. â€Å"Before young children even enter kindergarten they are exposed to over 4,000 hours of television viewing and by the time they Patel 3 leave elementary school children will have witnessed 8,000 murders and 100,000 acts of violence on just television alone. (Erwin, Levin Pg. 105). † By looking at these numbers the amount of violent the T. V. channels produce I think they need to make kids show a little less violent than they do. When the kids get older they will have gone through a lot more violence than anyone so there are chances that through out there life time they will do something violent. The kids learn to fight from violent video games or by watching violent T. V. shows. â€Å"In a study examining violence in over 2,700 television programs across 23 channels of broadcast networks, public broadcasting, and cable, Wilson et al found that nearly 7 out of 10 children’s shows contain some type of physical aggression. (Erwin Pg. 501)†. As Erwin said in the last research in 2002 nearly 2,700 T. V. programs have some sort of violent most of them were seen by kids and their family. The kids show have some violence as well and out of that 7 out of 10 children’s show contain physical aggression. Violent video games are a very large problem with many generations today. Children who see a lot of violence are more likely to view violence as an effective way to settling conflicts. By watching all the violent stuff not only will the children act differently but when they begin to see real violent actions they will appear emotionless and unfazed because of all the built up viewing time. The children that play teen rated video games see many things in these violent world of movie industries: Intense violence, Sexual Content, Use if drugs and illegal substances, and lots of blood. In many video games today violence is viewed from a first person point of view. â€Å"Courts have refused to hold media corporations liable for the violent content of child-entertainment products, but many legal commentators have argued for an expansion of the law. Patel 4 (Proman Pg. 427-28)† The decision taken by the court is not accurate because the violence that the children learn is from the T. V. shows so they should be charged or fined for making violent shows for little kids.

Business Ethics Case Study: Primark

Business Ethics Case Study: Primark This assignment will review the literature on Business Ethics within the context of a particular organisation PRIMARK. To enhance our understanding of the concepts of values and morals our study defines and evaluates ethics in a business context; simultaneously throwing light on issues such as disposable fashion and ethical sourcing. 1. INTRODUCTION Primark, the cult value fashion brand owned by Associated British Foods (ABF) is the largest clothing retailer in UK by volume with a whooping 207 stores spanning across Europe. Mr. Arthur Ryan, founder and chairman has been credited of bringing affordable fashion to the high street and is also credited for nurturing Primark into an astounding success story. Starting from the first store in Ireland in 1969 till the 207th store in 2010, this brand has experienced phenomenal growth. Primark picked up the Multi Market Retailer of the year 2010 award at the Oracle world retail awards ceremony. Market Share 18.2% (http://www.primark.co.uk/page.aspx?pointerid=eb44df4565934edca627dac6ec12145a) 2. LITERATURE REVIEW Business Ethics Barry (1979) defines Ethics as studying what constitutes good and bad human conduct, including related actions and values. According to Velasquez (2010), the prime focus of business ethics lay on morals and values with respect to company policies, decisions and framework. He categorizes business ethics by: social issues, company issues and individual issues. From the National Business Ethics Survey (NBES), Verschoor cited that companies today are increasingly giving importance to ethical behavior and social responsibility. Also, more unethical practices are getting exposed rather than unethical behavior committed. Hence, it confirms evidence of the fact that companies are taking this issue seriously in order to not jeopardize their global brand and image. At this juncture, one should think about why should companies engage in ethical business practices? Is it simply to abide by the law, as it is the right thing to do or because it benefits them to do so? This may seem as a moral dilemma in several ways since it is the central issue in business ethics. (Fisher and Lovell, 2009) An increasing number of consumers make their purchase decisions based on ethical values of a company. Hence, it is crucial to make consumers aware of the ethical issues in trade and to understand what would prompt them to modify their consumption patterns. Marketing strategies can then be developed based on this understanding. (http://www.nri.org/publications/policyseries/PolicySeriesNo12.pdf) Ethical Consumerism Ethical Consumerism is an emerging process that emphasizes on socially responsible trade activities. It is just as much about supporting the good companies and products, as it is about withdrawing support from the bad ones. An ethical consumer will help in providing information one needs to make an informed decision about a purchase. (http://www.ethicalconsumer.org/ShoppingEthically/WhyBuyEthically.aspx) (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1690945) Positive ethical purchase behavior, takes into account the trends that comprise attempts to purchase ethical products. For example, use of Fair-trade or Organic products. Negative ethical purchase behavior or boycott, has been regarded as the key form of ethical consumerism. It means avoiding products that are unethical. Therefore, an informed consumer would only choose products that reflect moral responsibility. For instance, in 1997 MORI survey for CAFOD on purchasing products from developing countries, there was particularly high support for a minimum agreed standard of labor conditions for workers in developing countries; 92% of the sample thought that this should apply to UK companies. (http://www.nri.org/publications/policyseries/PolicySeriesNo12.pdf) Ethical Sourcing Ethical sourcing simply put is the moral standards put forward by companies, which source their goods from other third party vendors. These standards have been set up to allow companies to ensure that the work they have contracted out to third party firms, have been conducted in an ethical manner. A critical analysis of the levels of ethical standards would lead one to an understanding that the highest level of ethical compliance lies in ethical sourcing. This is because nearly all other ethical standards are internal standards falling within the control of an organization and its framework, whereas ethical sourcing would deal with the (outsourced) production outside the purview of the organization. In essence, to be a supplier for an organization that has ethical sourcing guidelines, the supplier must also be an ethical organization. However, this is an ethical standard that is predominantly seen in companies in developed countries that contract their work to companies located in de veloping countries. Ethical Sourcing in the society is not well regulated although there are rules and statutes in place. In the UK, the Combined Code on corporate governance does not deem it essential for companies to adhere to certain policies. Companies can get away with simply explaining why they have not complied with specific provisions in their annual report. This again is only a regulatory mechanism that is in place for public limited companies, which are listed on the stock exchange (Preuss, 2009). Both these mechanisms were set up to pacify the public and various industry players, as neither of these acts have actual policing power. Most companies Ethical Sourcing guide is a copy from governing bodies Statute on Ethical Sourcing. The governing body in the United Kingdom is the ETI (Ethical Trading Initiative) (Preuss, 2009). The ETI is essentially a consortium of companies, trade unions and industry players who work together for the upliftment of the workers who make various consumer goods. Most companies take the statute from the ETI and plug in their own inputs or areas of concern. According to Preuss Ethical Sourcing includes ensuring ethical standards are followed by work contracted to outside companies from an environmental, economic and social standpoint. However one must realize that these are determined by the individual companies and are tailored to suit their needs and stress is laid on areas of concern to the company putting forth these standards. This leads ethical sourcing standards to be very industry and firm specific. According to Preuss, the key areas of concern, in order of importance, across industries are as follows: a) Employment Issues Compliance with Local Laws Safe working environment No Child Labor Non- Excessive working hours Avoiding Illegal Immigrants b) Environmental Issues Commitment to Environmental Protection Compliance to local laws Minimization of Waste Control of Emission/ Pollution Use of Environmentally friendly Technologies c) Economic Issues Confidentiality of Supplier Issues Prompt Payment Reciprocal Business Relationship not required Support for Smaller and Local Suppliers Recognizing Risk of Dependant Suppliers Acknowledge Hardship where Relationship ended (Preuss, 2009) 3. ANALYSIS The world we live in has moved into a new stage of mass consumerism, where no matter how much we have is never enough. As a result, our lives have become more materialistic. This shift has been extremely beneficial to large corporations, who have recognised and exploited the potential of the markets. This holds true for several industries especially the retail and fashion industry. Disposable fashion or Fast fashion is the new trend, which has been catching on among clothing giants like HM, Forever21, New Look and Primark. It refers to the practice of producing cheaper imitations of the latest fashion trends that are mass-produced quickly at comparatively low costs. This makes fashion more accessible to a larger segment of the population. It may be considered a boon by millions of avid shoppers but it also has considerable drawbacks. First, it possess a serious threat to Fashion designers whose work has been replicated. Further, the ways in which these garments and accessories are being produced also have serious environmental consequences. Lastly, the business models that make the retail giants everyday low prices possible rely on subsidies from millions of people around the globe (Cashing In: Clean Clothes Campaign, 2009). Millions of workers in the fashion industry have become little more than slaves, stated Neil Kearney (2007), General Secretary of the International Textile, Garment and Leather Workers ´ Federation (ITGLWF). Poor working conditions and terms of employment, along with low wages are common problems that occur across garment-manufacturing factories. Workers in countries like India, Bangladesh, Sri Lanka and China have a large population that lives below the poverty line, providing extremely cheap labour for companies worldwide. This already oppressed section of society is further exploited to meet the needs of large corporations globally. Workers in garment manufacturing factories are often robbed of their basic rights. A woman at a Walmart and Carrefour supplier in Bangladesh reportedly said, I feel so sick and tired after a days work that I do not want to work the next day. But hunger does not allow thinking of sickness; the thought of living with an empty stomach makes everyth ing else forgotten. We work to save ourselves from hunger. (Clean Clothes Campaign, 2009). Unfortunately, the impact on these factory workers is not equally spread. It is the women and children who suffer the most. A recent survey in India suggests that a quarter of all garment factories are employing under-age labour. Most of the production is for export to Europe (Neil Kearney, 2007). The scandalous truth is that the majority of workers in the global fashion industry rarely earn more than two dollars a day, in an industry worth over  £36 billion a year in the UK alone(Lets Clean Up Fashion, 2009). Workers wages are often much lower than the cost of living in their respective countries. Labourers work for over 80 hours a week at 5pence an hour and are often not paid for the additional hours of work they put in. A woman at a Tesco Supplier was documented saying, We do a lot of overtime. Almost every day there is at least one hour extra. We are called on Sundays as well. However, our monthly wage slip will not show all the overtime that we do. It will quote only 1-2 hours as overtime in a month (Clean Clothes Campaign, 2009). Garment workers are the linchpins of an industry worth over  £36 billion annually in the UK alone (Lets Clean Up Fashion, 2008). Workers in these garment factories end up paying a high price for cheap clothes. The colossal growth of such companies is a testament to the thriving businesses that they are running. Therefore, making their responsibility towards their operations even more pertinent. Many low cost giant retailers claim that they are taking measures to ethically source their materials and ensure workers labour rights, however, this is not enough. There is an urgent need for improvements in the corporate social responsibility system, on behalf of the garment retailers. Primark, part of ABF is the second largest clothing retailer in UK in terms of volume (Associated British Foods; Retail Segmentation, 2010). The Primark brand has made itself synonymous with affordable fashion. Its value proposition is to provide low cost and highly fashionable clothing, which is targeted at lower income, fashion conscious shoppers. Keeping this in mind, it is no real mystery that Primark must keep its production and overhead costs as low as possible so as to profitably sell their cheaply priced goods. To maintain profitability and to keep their value proposition in mind, Primark had to keep the production costs low. This had been done by outsourcing work to textile factories in developing countries across Asia. Primark claims that these factories are properly vetted and audited to ensure adherence to fairly high ethical standards that are a part of their supplier contract. Here, a question arises as to how does Primark manage to provide cheap clothing? It is assumed to be the result of negotiations with their suppliers, which is something most suppliers would be willing to compromise on, just to include a brand like Primark on their client list. The onus lies on these suppliers to produce goods at extremely low costs, considering the abundant availability of cheap labour in developing countries. However, they may opt to subcontract the work or parts of it to vendors with less standardised capital equipment in terms of employee work force and standard of work areas just to maintain optimum profitability. These subcontractors are generally production houses that operate from basements or garages rather than an industrialised area. They simply provide a more profitable way for the contractor to get their orders completed. Surprisingly, these subcontractors are outside the purview of most audits and do not form a part of the regulated market. This allows them to operate, abusing many laws and flouting most rules prescribed by the government and by Primark who gives the original order for production. They ensure that the goods are sent to the factories and no outsiders get to see their production facilities where they employee ch ildren, pay low wages and provide unsatisfactory working conditions. However, at the end of the day all fat cats in the supply chain are able to make their bag of money and a customer at the end of the chain is able to get a nice fashionable top to wear for under five pounds!!! The retail sales figure for the year 2009 has shown a remarkable upswing for Primark as compared to other high street clothing brands. It has emerged as one of the strongest brands during the time of recession and has been recognised as a major success story. In 2008, the big Primark expose was broadcasted on television that caused public outrage and media dismay. This also led to Primark being designated as UKs most unethical clothes shop. But the question here arises, that even after consumers being aware of the unethical practices the clothing chain has cemented its position at the top. (http://londonfashionnetwork.com/c/19/248/primark-vs-our-ethics). This is what a consumer had to say after the expose- I very much doubt it will stop me from shopping in Primark though. My budget is smaller than my conscience Sugarplumfairy 26th May 2008, 22:51 (http://www.thestudentroom.co.uk/showthread.php?t=589698HYPERLINK http://www.thestudentroom.co.uk/showthread.php?t=589698..) I just dont c are really -by Narrr 25th February, 2010. (http://makewealthhistory.org/2009/01/12/how-long-can-primark-get-away-with-it/) The story of rising profits continued, as seen in The Guardian (2009). The report stated that Primark was amongst the fewer retailers who were prospering in the times of recession posting 10% increase in profits. Primark, despite receiving all the bad press in the months prior to the launch of its flagship store in Oxford Street, London, was the scene of a stampede at its opening. Essentially, one can clearly reason that a normal consumer does not really care. This is cemented in black and white in their Annual report, which shows sales figure to be a staggering  £1.1bn, an increase of about 18% from the previous year. (http://www.guardian.co.uk/business/2009/apr/21/primark-announces-profit-riseHYPERLINK http://www.guardian.co.uk/business/2009/apr/21/primark-announces-profit-rise..) This perception denotes that some people think employing them is in the poor mans interest It always makes me laugh when people go on about unethical; whats more unethical giving them a job and a way of living or producing all our stuff here and letting them starve? Secondly, I cant afford  £30 for a top when I can go to Primark and get one for  £3. Thud, 25th May 2008 (http://www.thestudentroom.co.uk/showthread.php?t=589698). The upward trend continued, with Primark performing spectacularly in 2010 with an increase of 35% in operating costs. Sales figures at the popular fashion chain increased by 18% to  £2.7bn. Further, an increase in operating profits to  £341mn helped by 13 new stores including its first ever in Belgium. Going by the popularity, the management will continue opening new stores all over Europe, where they expect considerable growth. (The Guardian, 2010). It has also agreed to buy 10 stores from their rival Bhs that are scheduled to open from the next fina ncial year that will add 300,000 sq. feet selling space, which points out that they are considering expansion plans. (http://business.timesonline.co.uk/tol/business/industry_sectors/retailing/article7035964.ece) Following BBCs Panorama documentary, Primark conducted a private investigation, which led them to terminate contracts with three Indian suppliers. A spokesman from Primark stated, We take this lapse in standards very seriously indeed. Under no circumstances would Primark ever knowingly permit such activities, whether directly through its suppliers or through third party sub-contractors. (BBC, 2008). As a direct response to the crisis, Primark created a comprehensive website called www.ethicalprimark.com. This website contained information and videos which strengthened their positive attitude towards values and policies regarding ethical trading. It was targeted at consumers which aimed at eliminating any doubts regarding Primarks sourcing. Primark soon created a new standardised selection process for its suppliers, along with a strict Supplier Code of Conduct. They also went on to formulate a stringent auditing program to avoid such a crisis. Their code of conduct was translated into 26 different languages so that workers in factories understand their rights. In addition, Primark heavily invested in new software from BSI management systems that was designed to help Primark manage its supply chain more effectively. In 2009, Primark established a specialized Ethical Trade Program. It consisted of a Director of Ethical Trade, along with ethical trade staff who was stationed in sourcing countries. Primarks Ethical Trade Strategy aimed at implementing ethical trade policies and ensuring suppliers met the required standards. Through workshops, training and audits this committed team intended to protect the rights of workers within the supply chains. On assessing the compatibility of Primark in terms of its Marketing and Ethics (Lecture Notes) on a scale of one to ten, we would position Primark in Group B category. Based on our reading, it has been targeted victim a number of times for its indulgence in unethical practices. However, it never admitted to the onus of such activities, hence we can say they are responsible and hence, abiding by the law and not Group A. They do not have a set of core, non-financial values and principles that is regarded as one of the most important assets of a companys existence, which strikes them off Group D. Also, they are not strongly committed to being ethical; else they wouldnt have been targeted several times for their morally irresponsible activities. Hence, they do not fall within Group C. Primarks value proposition is provision of cheap clothing. To fulfill the same, they need to keep the cost of production minimal. With this in mind, the companys purpose for existence is to ensure profits f or ABF rather than being socially responsible. They do try to improve ethical standards but not at the cost of reducing their profits. Thus, we think Primark falls under Group B. All companies function differently and can classified and put in different groups based on their ethical standing. As has been shown below: Kolhbergs theory of moral reasoning (Referencing Lecture Notes and URL) Kohlberg suggested that a company progresses in their moral reasoning (i.e., in their bases for ethical behaviour) through a series of stages. He believed that there were six identifiable stages. Stage 1 Organisations behave according to socially acceptable norms and their motive is to abide by the law. Stage 2 Characterised by a view that right behavior means acting in ones self interest. Stage 3 Complying with social norms. Characterised by an attitude, which seeks to do what will gain the approval of others. Stage 4 Oriented to abiding by the law and responding to the obligations of duty. Stage 5 A genuine interest in the welfare of society and prepared to challenge the societal norms when necessary. Stage 6 Belief in universal principles. Based on respect for universal principles and the demands of individual conscience. Referring back to the initial model of categorising companies between Groups A D, we would place Primark at level 2 on the Kohlbergs model of moral reasoning. Primark, as a company is known to act for its self-interest. This level complements its characteristics of Group B. This can be supported by the fact that although Primark has been pointed fingers at several times for their indulgence in unethical practices, their responses have always been the same and nothing has practically been done about it i.e., they have taken the necessary steps to control unethical practices and would try further tighten control over suppliers. (BBC, 2008) 4. CONCLUSION It can be expected to be less about ethics and more about a promise of freedom from moral anxiety when in fact it is that anxiety that is the substance of morality. From this we understand that a company chooses to be as ethical as it really wants to be. From what we gather, Primark would like to be seen as an ethical company. After the expose, Primark made sure they improved their ethical standards as well as their suppliers standards. Primark paid for auditors to ensure the ethical standards of their suppliers, which is a sign of dedication to their ethical stance. As a group, we concluded that even though Primark was at the centre of this scandal, they have been repeatedly targeted by market speculations primarily because they are the big name at the end of the supply chain. One must acknowledge that Primark is not entirely at fault. Its suppliers sub-contracted work to other local vendors, without Primarks knowledge. These sub-contracted vendors had children working in their warehouses, which were overworked and paid sub standard wages. Primarks auditors should have been aware of this. This poses the question of who is responsible for allowi ng these ethical breaches to take place. After the expose, Primark has taken various steps to portray an ethical image and maintain a high level of ethical standards. After sacking suppliers who did not meet their standards, they invested in auditing software, and established a specialized ethical strategy.   So is Primark really at fault or is it easier to blame a giant retailer. The fact remains that Primark and its suppliers were caught again engaging in the same unethical practices, so was Primark turning a blind eye or were they unaware of the situation. The expose hit the public eye during the recession, where people were shopping on the cheap, thereby forcing them to switch to cheaper alternatives.   Does that make your everyday shopper an unethical consumer, or were these consumers forced to shop at Primark solely for economic reasons? If the former is true, Primark and its suppliers will be able to continue trading without a problem.   However, if one dwells on it and the latter is true, the time line for Panorama to have an effect on the minds of the society has faded away. Essentially, it is upto Primarks conscience whether they want to take strict action against their auditors and suppliers ensuring adherence to higher ethical standards, or will they simply portray an image of having taken action to put to rest the allegations against them.