Geographic Facts About Oregon

Oregon is a state located in the Pacific Northwest region of the United States. It is north of California, south of Washington and west of Idaho. Oregon has a population of 3,831,074 people (2010 estimate) and a total area of 98,381 square miles (255,026 sq km). It is most known for its diverse landscape that includes a rugged coastline, mountains, dense forests, valleys, high desert and large cities such as Portland. Oregon Fast Facts Population: 3,831,074 (2010 estimate)Capital: SalemLargest City: PortlandArea: 98,381 square miles (255,026 sq km)Highest Point: Mount Hood at 11,249 feet (3,428 m) Interesting Info to Know About the State of Oregon Scientists believe that humans have inhabited the region of present-day Oregon for at least 15,000 years. The area was not mentioned in recorded history however until the 16th century when Spanish and English explorers spotted the coast. In 1778 Captain James Cook mapped part of Oregon’s coast while on a journey looking for the Northwest Passage. In 1792 Captain Robert Gray discovered the Columbia River and claimed the region for the United States.In 1805 Lewis and Clark explored the Oregon region as part of their expedition. Seven years later in 1811 John Jacob Astor established a fur depot called Astoria near the mouth of the Columbia River. It was the first permanent European settlement in Oregon. By the 1820s the Hudson’s Bay Company became the dominant fur traders in the Pacific Northwest and it established a headquarters at Fort Vancouver in 1825. In the early 1840s, Oregon’s population grew considerably as the Oregon Trail brought many new settlers into th e region.​In the late 1840s, the United States and British North America had a dispute about where the border between the two would be. In 1846 the Oregon Treaty set the border at the 49th parallel. In 1848 the Oregon Territory was officially recognized and on February 14, 1859, Oregon was admitted into the Union.Today Oregon has a population of over 3 million people and its largest cities are Portland, Salem, and Eugene. It has a relatively strong economy that depends on agriculture and various high-tech industries as well as natural resource extraction. The major agricultural products of Oregon are grain, hazelnuts, wine, assorted types of berries and seafood products. Salmon fishing is a major industry in Oregon. The state is also home to large companies such as Nike, Harry and David and Tillamook Cheese.Tourism is also a major part of Oregon’s economy with the coast being a major travel destination. The state’s large cities are also tourist destinations. Cra ter Lake National Park, the only national park in Oregon, averages about 500,000 visitors per year.As of 2010, Oregon had a population of 3,831,074 people and a population density of 38.9 people per square mile (15 people per square kilometer). Most of the state’s population, however, are clustered around the Portland metropolitan area and along the Interstate 5/ Willamette Valley corridor.Oregon, along with Washington and sometimes Idaho, is considered a part of the United States’ Pacific Northwest and it has an area of 98,381 square miles (255,026 sq km). It is famous for its rugged coastline that stretches 363 miles (584 km). The Oregon coast is divided into three regions: the North Coast that stretches from the mouth of the Columbia River to Neskowin, the Central Coast from Lincoln City to Florence and the South Coast that stretches from Reedsport to the state’s border with California. Coos Bay is the largest city on the Oregon coast.Oregon’s topograp hy is highly varied and consists of mountainous regions, large valleys such as the Willamette and Rogue, high elevation desert plateau, dense evergreen forests as well as redwood forests along the coast. The highest point in Oregon is Mount Hood at 11,249 feet (3,428 m). It should be noted that Mount Hood, like most of the other tall mountains in Oregon, is a part of the Cascade Mountain Range --Â  a volcanic range stretching from northern California into British Columbia, Canada.In general Oregon’s varied topography is normally divided into eight different regions. These regions consist of the Oregon Coast, the Willamette Valley, the Rogue Valley, the Cascade Mountains, the Klamath Mountains, the Columbia River Plateau, the Oregon Outback and the Blue Mountains ecoregion.Oregon’s climate varies throughout the state but it is generally mild with cool summers and cold winters. The coastal regions are mild to cool year round while eastern Oregon’s high desert are as are hot in the summer and cold in the winter. High mountain areas such as the region around Crater Lake National Park have mild summers and cold, snowy winters. Precipitation generally occurs year-round in much of Oregon. Portland’s average January low temperature is 34.2ËšF (1.2ËšC) and its average July high temperature is 79ËšF (26ËšC).

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Causative Factors Relating to Falls Within the Elderly in...

The purpose of this essay is to analyse and evaluate the risk and causative factors relating to falls associated with the elderly in their home environment. The question presents a case study of Mavis Bazmati and outlines various aspects of her health and home situation. As a community nurse Mavis’ home will be assessed for potential hazards and provide strategies to prevent further falls. There are different community resources that are available to help Mavis and other members of the multi-disciplinary health team to assist with her activities of daily living. Falls in the elderly is a health risk priority (Crisp Taylor. Pg. 235). People aged 65 and over are at most risk as falls can often result in morbidity, mortality and injury†¦show more content†¦There are many risks in the home and identifying the dangers is an essential key for the person’s safety and wellbeing. Slippery floors, poor lighting, pets, inappropriate footwear, electrical cords and loose rugs or mats are just a few potential high risk problems (Heath and Schofield, pg. 262). As a community nurse it is imperative that a home assessment is completed prior to discharge. Although it is unknown if Mavis has dementia it is a factor that should be considered as she is 91 years of age. Another unknown factor is if she has a visibility or mobility impairment or suffers from any alterations in gait (Bueno-Cavanillas, 2000). The home assessment will be conducted on a room to room basis using a falls risk assessment tool. By gathering and documenting this information it will provide more insight into Mavis’ health and lifestyle and give necessary information to other health care members which may be vital. It will be demonstrated in the following examples what rooms are most at high risk for falls, the hazards involved and the strategies for the prevention of falls. The Bathroom: High Risk Area The hazards in this room include: - Slippery floor due to excess water from showering or spillage of urine or body fluids. - Uneven, cracked or broken tiles - Shower recess hob - Open bar heater Strategies to reduce potential hazards: - Non slip tiles or adhesive mats - Direct level entry into shower recess and removing hobShow MoreRelatedAn Evaluation of an on-Farm Food Safety Program for Ontario Greenhouse Vegetable Producers; a Global Blueprint for Fruit and Vegetable Producers51659 Words   |  207 Pagesemployment also provided me with a unique opportunity to read and digest all the food safety dialogue that was in the public realm, and begin to form some opinions about on-farm food safety policy and implementation. During that summer and into the fall I was fortunate enough to be introduced to four individuals who have all acted as mentors to me (whether they know it or not). This thesis would not have been possible if it wasn t for the support and friendship of Shane Morris, Amber Bailey, KatijaRead MoreNational Security Outline Essay40741 Words   |  163 Pagescapabilities as potential threats or should we pursue superior capabilities -US leaders have varied greatly on how much is enough -Domestic strength -Important goal is to seek political cohesion, economic vitality, and good educational policies at home because it will help country to prevail during war (increases domestic support and morale) -Economic vitality and educational strength also provide resources to implement national security, help develop weapons to compete with enemies, and allow country

The Role Of Nature Versus Nurture In The Development Of

The role of nature versus nurture in the development of humans has been frequently argued in physiological, psychological, and nonacademic settings. Nature includes both genetic predispositions and evolutionary biological processes, while nurture consists of factors such as the environment in which a child is raised, prenatal conditions, or life experiences. Emotional processes and their elicited behaviors and feelings each play a large role in our character. It is therefore important to consider the necessary function of and connections between innate processes and the environment in the development of the emotional system. With a clear intention of evaluating the effects of the environment on developing children, Bos et al. (2011)†¦show more content†¦15). Without an adequate and dependable caregiver, the children do not have someone to guide their emotional development and condition them to various stimuli. There is likely no constant mentor to stimulate the child o r serve as an example for consciously associating feelings back to certain body changes or the emotion-causing trigger itself. As a result, their neural physiology and networking of the neurons in the brain differ quite greatly from those of individuals who were given considerably more attention and care in their youth. Not only does the biology differ, however; the emotional baseline on its own is significantly lower than that of a foster care or familial group, making it very difficult for the child to discern emotional consequences or even to know how to react to a stimulus. The functionality of emotion is thus impacted, and the laws of Frijda (1988) that govern emotion can help to understand what happens when one is deprived of adequate environmental conditions required for the proper development of emotional systems. Damasio (2010) outlines the emotional system that results in a feeling with a biological process in mind. The inherent and biological base of his argument can be immediately recognized in that the governing factor, the â€Å"need and the motivation† (p. 114), of initiating an emotion is life regulation, or theShow MoreRelated Nature Versus Nurture: Both Play a Role in Development Essay528 Words   |  3 PagesNature versus nurture is a commonly debated topic in the scientific world. For example were all child molesters abused as children themselves or are their genes or other factors to blame for their bad decisions? Genes seem to determine much about children, such as eye color and height, but do they also determine behavior and overall health, or is the environment the children were raised in to blame? For example, when a child is misbehaving, is it the parents responsibility to take the blame forRead MoreDevelopment Across the Life Span: Nature Versus Nurture Essay exa mples1666 Words   |  7 PagesDevelopment Across the Life Span: Nature versus Nurture Barry University What is Nature versus Nurture? Development across the lifespan is one of the most interesting areas of psychology. The word development refers to human development which can be defined as â€Å"the scientific study of changes that occur in people as they age from conception until death.† (Ciccarelli, amp; White, 2009)Psychologists study this developmental change over time through several different methods. The book highlightsRead MoreEssay about Child Development, Nature vs Nurture801 Words   |  4 Pages. The nature versus nurture debate is one of the oldest issues in psychology. The debate centers on the relative contributions ofgenetic inheritance  and  environmental factors  to human development. Some philosophers such as Plato and Descartes suggested that certain things are inborn, or that they simply occur naturally regardless of environmental influences. Other well-known thinkers such as John Locke believed in what is known as  tabula rasa, which suggests that the mind begins as a blank slateRead MoreNature Vs. Nurture Essay1612 Words   |  7 PagesNature vs. Nurture Essay Throughout many years, scientists have been debating about whether nature or nurture is the driving force that shapes a person’s cognitive abilities and personal traits. Before the ongoing debate can be explained, it is necessary to understand what nature and nurture actually are. Nature is loosely defined as the genetics one inherits and tendencies that influence development. Many things in an individual are hereditary, for instance; gender, disease, height, eye color,Read MoreEssay on Human Development: Nature vs. Nurture1393 Words   |  6 PagesThe nature versus nurture debate is an old issue within the field of psychology. â€Å"The nature-nurture issue is a perennial one that has resurfaced in current psychiatry as a series of debates on the role that genes (DNA) and environments play in the etiology and pathophysiology of mental disorders† (Schaffner) The debate is essentially about what is inherited (nature) and what is experienced by environmental factors (nurture) and how they affect human development. Naturally, the nature versus nurtureRead MoreStages Of Emotional And Cognitive Development1242 Words   |  5 Pagescognitive development in children and the role of nurture and nature. In understanding the emotional and cognitive development in children, many theorists including Bowlby and his attachment theory, Baumrind theory towards parenting styles and also Vygotsky and his theory on social development, have all worked hard over many years of research into producing theories on understanding how the development of children is important. It has been found that emotional and cognitive development are becomingRead MoreNature vs. Nurture in Sport 1248 Words   |  5 Pagesquestions that arise in the nature vs. nurture debate pertaining about athletic ability. In 1582, British educator, Richard Mulcaster wrote that†¨Nature makes the boy toward, nurture sees him forward, he gave the world†¨a euphonious name for an opposition that has been debated ever since; Nature and Nurture. Peoples†¨beliefs about the roles of heredity and environment affect their opinions on an†¨astonishing range of topics including sports. 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The natural side of the discussion asserts that the facial features and the way of their development strictly through DNA and genetics are transmitted by parents and grandparents. The nurture side of the debate argues that we are born with a clean list andRead MoreNature vs Nurture: Do Genes Or Environment Matter More? Essay936 Words   |  4 Pagesbeen an on-going debate between nature and nurture. T.H. White, author of The Once and Future King, explores the debate through many of the book’s characters. The issue clearly appears in the relationship of Queen Morgause and her sons, the Orkney brothers. The debate caused people to pick a side, to pick nature over nurture, or nurture over nature. However, it does not have to be one or the other. Nature and nu rture work together to determine who we are. Nature does not simply determine our physical

Interpersonal Roles Free Essays

Lamond, D. (2003). Henry Mintzberg vs. We will write a custom essay sample on Interpersonal Roles or any similar topic only for you Order Now Henri Fayol: Of Lighthouses, Cubists and the Emperor’s New Clothes. Journal of Applied Management and Entrepreneurship, 8(4), 5-23. This article talks about Mintzberg’s and Fayol’s theories regarding managerial work. It is mentioned that Fayol’s managerial function and Mintzberg’s managerial roles can be connected with one another. (Tsoukas 1994, as cited by Lamond, 2003) â€Å"the logical links between Fayol’s functions and Mintzberg’s roles are demonstrated†. This article explains the interrelation between managerial functions and managerial roles in particular group so that the management in organisation can run effectively. This article is useful for the author’s research as it gives explanation about the importance of interpersonal roles in relations with managerial functions while Robbins et al. (2003) book only provides the basic theoretical managerial roles without further relate with any other managerial components. Mintzberg, H. (1975). The manager’s job: folklore and fact, Harvard Business Review, 53(4) 49-61. Mintzberg’s (1975) article shows how interpersonal roles play important part for managers to make decisions and strategies; it also describes the importance of how interpersonal roles are integrated with other roles to achieve effectiveness of managerial work. Mintzberg (1975) suggested that â€Å"Three of manager’s roles arise directly from his formal authority and involve basic interpersonal relationship. † (p. 54). This article is useful for the author’s research as it gives an insight towards the importance of interpersonal roles for manager to avoid misunderstanding between the modern and traditional managerial works. This article is better compared to Pavett and Lau (1983) about managerial work’s article because it provides several examples that support the importance of international roles by providing evidence in reality such as the modern and traditional managerial works that have been misunderstood by society. Pavett, C. M. , Lau, A. W. (1983). Managerial work: The Influence of hierarchical level and functional speciality. Academy of Management Journal , 26(1), 170 – 177. Through this article, Pavett and Lau (1983) show the influence of hierarchical level and functional speciality on managerial roles. (Mintzberg, 1975, as cited in Pavett Lau, 1983) â€Å"differences in managerial work involve the relative’s importance of the roles across hierarchical level and functional speciality†. The research focuses on the integration between hierarchical level and functional speciality with managerial roles. This article is useful to the author’s research topics as Pavett and Lau (1983) give a relevant statistics about how hierarchical level, functional speciality and managerial roles are integrated, especially when the interpersonal roles are dominantly seen in hierarchical level and functional speciality as an essential part compared to the book written by Robbins et al. (2003) which only mentioned about the theory without justified examples to support it. Robbins, S. P. , Bergman, R. , Stagg, I. , Coutler, M. 2012). Management 6 (6th edition). French Forest NSW, Australia: Pearson Australia. Robbins et al. (2012) contains a brief explanation about Mintzberg’s interpersonal roles with its duties and responsibilities. Robbins et al. (2012) suggested that â€Å"All managers are required to perform duties that involve people (subordinates and persons outside the organisation) and other duties that are ceremonial and symbolic in nature†. The study explains that interp ersonal roles are more likely involve outsiders. This book is beneficial for the author’s research topic, as Robbins et al. (2012) gives plenty explanations about the benefit of interpersonal roles and how each roles are linked well together. The main limitation of the article is that the authors do not put sufficient details and examples about each roles compared to the article of Mintzberg (1975) which mentioned the clear evidence regarding interpersonal roles in everyday life by providing explanation about the modern and traditional way in defining managerial works. How to cite Interpersonal Roles, Papers

Parent Involvement Model †Free Sample Assignment Solution

Question: Provide a rationale for your parent involvement model, including an exposition of the theories and research that support the concept that families are young childrens primary teachers, and that family and community involvement are critical to successful early learning. Answer: The role of parents in aiding the development and growth of their children, is immense. Literature supports this notion and the facts are based on assertions that are grounded. The involvement of the parents in the child development has been analysed under three major categories- school based involvement, home based involvement and the parent teacher relationship (Waanders, C., Mendez, J. and Downer, J., 2007). Many parent involvement models have been proposed in order to establish the relationship between the children in their early childhood years and the role of parents in grooming their lives. The involvement of the parents with children is considered effective in terms of yielding positive outcomes. There are many reasons why parents get involved, like to develop a personal construction of the role of the parents in the education of their child, to develop positive sense of efficacy for helping their children progress and succeed in school and lastly, to fulfill the demands of t he schools and the education system that ask for their involvement in the process. Numerous education policy statements as well as the practice guidelines have provided notable consensus about the parents being the childrens first and the most enduring educators (OEDC, 2012). The term partnership is used to describe the relationship between parents and the ECEC (Early Childhood education care) professionals. The major principle underlying the working in partnership theory is that there is equal contribution of each of the parties in the growth and development of the children. According to the Dutch context of the educational partnership, four main aims have been specified- pedagogical, democratic, organizational and enabling (Kernan, M., 2012). The pedagogical aims deal with the interaction between the teachers/ listeners and the parents, sharing their knowledge about the child. The democratic aims give the equal right to all the parents to participate and judge the decisions and po licies of school and also participate either formally or informally in the decision making process about the aims and the developments of the school. The organizational aims enable the parents to provide practical help to organize and implement the activities in and outside school. Lastly, the enablement aims ensure the involvement of both the parents and the professionals, establishing a mutual relationship that caters to the benefits of the child (Kernan, M., 2012). The role of parents and families in the learning outcomes of children, has been studied and much research has been conducted to evaluate the impact of parental involvement and their support in the early learning of the children. The major focus of the research has been the cognitive outcomes (literacy and the language) and the social emotional outcomes (attitudes and behaviour). According to Desforges and others, the parental involvement helps in influencing and therefore, shaping the childs self concept as a learner and through setting high aspirations. Some other researchers have also contributed to the findings and concluded that there are three form of parental capabilities: personal dispositions like warmth, sensitivity and their attitude ; equal and easy access to education services and resources and access to education-related institutions (Lee and Brown, 2006). Goals The most common form of parental model that is found in literature is the one in which the outcomes can be assumed to be governed by selective factors that are strongly related to parents including the sociodemographic variables or parental attitudes. Certain factors that are related to the school often play a major role and these factors include the status variables and the process variables. However, this traditional or conventional model falls short in one major aspect- why do the parents get involved in the education of their children and secondly, how does this involvement yield positive outcomes? The major aims of parent involvement model that we wish to develop here are to involve the parents actively in the process of education of their children, to provide activities and various opportunities that will help the parents to become a part of the school, to provide parent education and the parenting growth tips and other relevant opportunities for getting to know about good parenting, to help the parents of al the children understand the progress of the students and also provide them and offer them ways to receive help in their efforts to improve the progress of their child. And lastly to improve the skills of communication both at home and at school. The expected outcomes of the presented model will be strictly focused on the social, emotional and behavioural aspect of childs development. The behavioural aspect can be studied by studying the involvement of the parents with the homework of the child and other co curricular or classroom activities. This will aid in the academic progress of the child. Secondly, if the parents will get involved with the early years of development of their child, the emotional stability and the social functioning of the child can be enhanced. By allowing discussion of the behavior of the child both in the classroom as well as at home, the behavioural problems will be discussed and the negative impact of the environment of classroom and the teachers can be significantly reduced. Schools are a form of communities that have no bridge to the neighbourhood. Families, on the contrary, reside in the neighbourhood. Often there is little connection among the families, the neighbourhood, schools and each other. But since all these entities affect each other in one or the other way, they need to collaborate at some level. This would eventually help in minimizing the problems and maximizing the results. The collaboration between the family and the school does not only mean simply working together but coordinating together. The basic decisions of the parents involvement are generally influenced by the role of the parents and the construction of this role, the sense of efficacy of the parents that is involved in helping the child, the general school based invitations for the involvement of the parents and lastly the general child invitations for the involvement of the parents. Although the major aim of the model is to explore the fact that the involvement of the parents should be encouraged, the intent is to explain the process of involvement and evaluation of its influence according to which the parental and educational practice (Nokali, N., bachman, H. and Drzal, E., 2010). The parent involvement model comprises of five main levels. The first level of the model deals with the decision of the basic involvement of the parents and this decision is governed by the role construction of the parents, their sense of efficacy in helping the child, the invitations for the involvement by the school and the child invitations for involvement. The second level of the model deals with the parents choice of involvement forms and this is influenced by many factors like the skills and knowledge of the parents, other demands on the time and energy of the parents and the specific invitations from the school and the child. The third level of the model deals with the mechanisms that are used for parents involvement on childs school outcomes. There are three major methods that can be used- modeling, instruction and reinforcement. The fourth level of the model describes the tempering or the mediating variables like the parents use of the strategies that are developmentally app ropriate and the balance between the involvement of the parents and the expectations of the school. The last level of the model deals with the outcomes for the students including the knowledge and skills and self efficacy for the success of school. Another component of the model is the sociological factor that influences the family school interactions and the use of this component to provide a psychological perspective on the parents who participate in the schooling of their children. The second level of the model accepted that once a choice to end up included had been made, logical variables (e.g., time and vitality, observations of particular welcomes for inclusion from the kid and the tyke's instructor) affected folks' decision of inclusion structures. Level 3 of the model recognized systems of parental inclusion's impact (i.e., demonstrating, fortification, and guideline) on the other hand the particular means by which folks influence kids' school results. Level 4 guessed that these systems are compelling to the degree that there is a "decency of fit" between the folks' activities and (1) the youngster's formative requirements and (2) the school's desires for inclusion. The model climaxed in a fifth level, understudy results (i.e., abilities and information, sufficiency toward oneself for school achievement). Built thusly, the model was a hypothetical "guide" that associated existing collections of information and made parkways for building new information. The parental involvement can be of many types. Parenting is one of the kinds. It helps the families to establish and maintain the environment resembling home and therefore help in supporting the children as students. The next type is communicating with the children on school as well home level. This helps the parents in knowing the development of their children and helps them access the academic progress of the child. Volunteering is another type that ensures that the parents participate in the discussions, meetings and other recruitments that involve the talk on their childrens development. Next type is the learning at home type of involvement in which the parents are guided on how to involve themselves with the students/ children at home. This can be done in form of engaging or helping the children with their homework or other co curricular activities or decisions. The next type is the decision making approach for involving the parents. This helps in including the parents and allow ing them to participate in the decisions of the school, either by electing or appointing parent leaders or by electing representatives of the same. The last type of involvement is the collaborating with the community type. This type deals with the process of integration of resources and the services from the community that can be used to strengthen the programs by the school, the family practices and the learning and development of the students. The families that are culturally different and are diverse in their attitude and behaviour, have difference in involvement in the education. For an instance, children of poor farm workers generally face failure of school due to numerous risk factors that hamper their chances of receiving education. Certain factors like educational ideologies, social inequalities, educational structures and the interactions that are interpersonal influence the educational outcomes of the migrant children. The model that is being developed here aims to promote equal and positive outcomes fro the culturally diverse children as well by means of family intervention programs which are based upon the understanding, respect and appreciation for the dynamics, beliefs and values of the diverse families. Some of the strategies that have been incorporated are bilingual community liaisons, transportation, weekend as well as evening activities, provision of care of the child, refreshment for the school based activ ities, designing of a curriculum that reflects the values, culture, experiences, interests and the concerns of the migrant families, flexibility in the instructional programming, organized and co ordinate second chance opportunities for the training and education (Anderson, K. Minke, K., 2010). In order to commit to a high quality early childhood education with the help of involvement of th e parents it is important to strengthen the family approach. It is essential to provide quality care and education through the practices that are developmentally appropriate. For an instance, it is easier to communicate about the difficult issues in the family if the teacher-family relationship is good. The approach of reciprocal relationships is also a well served approach for the same purpose (Patall, E., Cooper, H. and Robinson, J., 2008). During early childhood if the early childhood professionals are able to develop good relationships with the family, they are in better position to understand the positives and the family stress. Eventually, they can offer appropriate information and provide their support more effectively. The development of this reciprocal relationship would mean that the parents are capable of recognizing the signs of abuse and also identifying the situations that may put their children at the risk and consequently aim for providing proper support to their families. The approach also helps the parents in understanding and responding to their childrens challenging behavior and building on the strengths of the families and the children (Olson, M., 2007). For the parents who actively get involved in the school of their children, there are many benefits along with the benefit of positive student outcome. But parents living under the poverty zone are less likely to participate in the events of the school or in their childs education. Such parents need to run errands, catch up on their sleep or care for their other small children or even care for the elderly parents (Vesler Orozco, 2007). Even th upbringing of the parents and the level of education that they have received determines how confident they are in participating in the education and academics of their children. The problem of poverty even affects the children as these children may fail or develop educational delays or not be able to graduate or may have lower marks or aggregate percentages, higher rates of absenteeism or tardiness or even dropping out of the school. Another barrier to this model is the attitude and habits of the parents (Green et al., 2007). Parents who are th e victims of drug or alcohol abuse often become the cause of academic failure of their children. Another barrier is the barrier of the language. English, being the base language, is used as the medium of communication in most of the educational institutions. But some parents may not be able to speak fluent English and this hampers their active participation and involvement (Nokali, N., bachman, H. and Drzal, E., 2010). Notwithstanding the dialect hindrance, a few folks' societies energize them not be ended up excessively included in school what's more feel to do as such is impolite (Velsor Orozco, 2007). There may be social issues that clash with clothing regulation limitations. Social issues might likewise keep families from partaking in occasion exercises focused around family values and convictions. Now and again, there may be folks who see the school as a threatening situation and feel that they are victimized by school staff, in this manner staying away from the school (Velsor Orozco, 2007). There are various strategies to overcome the communication or language barriers that prevent the successful implementation of this model. The communication system- two way, can be implemented using a home to school and school to home network. The flow of communication can be ensured by keeping the contact of the parents up to date. The regular use of the school and classroom newsletter should be encouraged so as to ensure that information is conveyed to all the parents. Encouragement and setting up of group meetings with the therapists, techers, counsellers, parents, administrators and the teachers should be made. The special visitors can conduct home visits and perform the administration related work whenever necessary. Ofcourse, by implementation of such measure and many more the language barrier can be eliminated from this model, but motivation and encouragement of the parents to actively participate in the developmental framework of their children, should be the major focus of th e model (Hornby, G. and Lafaele, R., 2011). References Anderson, K. Minke, K. (2010). Parent Involvement in Education: Toward an Understanding of Parents' Decision Making. The Journal of Educational Research, 100(5):311-323. Green, C L., Walker, Joan M., Hoover-Dempsey, K. Sandler, H. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3): 532-544. Hoover-Dempsey, K. and Sandler, H. (2009). Parental involvement in Childrens education: Why does it make a difference? Parental involvement, 311-322. Hornby, G. and Lafaele, R. (2011). Barriers to parental involvement in education : an explanatory model. Educational review, 63(1): 37-52. Kernan, M. (2012). Parental involvement in early learning. Internationa Child Development Initiatives (ICDI). Nokali, N., bachman, H. and Drzal, E. (2010). Parent Involvement and Children's Academic and Social Development in Elementary School. Child Dev Author manuscript, 81(3):988-1005. Olson, M. (2007). Strengthening families- Community Strategies that work. The Doris Duke Charitable Foundation. Patall, E., Cooper, H. and Robinson, J. (2008). Parent involvement in homework: A research synthesis, 78(4): 1039-1101. Waanders, C., Mendez, J. and Downer, J. (2007). Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education. Journal of School psychology, 45(6): 619-636. Velsor, P., Orozco, G. (2007). Involving low-income parents in the schools: Community centric strategies for school counselors. Professional School Counseling, Jl(1), 17-24.