The Filipino youth exemplary leaders Essay

Is the Filipino youth empowered? First let me ask you this question: Is youth, in general, empowering? Does being young bring about a sense of knowing what you can and need to do? Does it give us the divine power known as empathy? Well, no, not all youth are given that chance. Not all people are given the loving embrace of a parent or the right societal values- that is what separates the Filipino youth from any other youth.We may say that the Filipino people have their mistakes. Of course, they’re not perfect. However, what is fascinating in the country is the zest and the rejuvinating enthusiasm that the youth have. The youth of today, eqipped with the technology and resources, have been ever vigilant in their opinions in the different issues in the country. Instagram, Facebook, Twitter, and even 9gag, we all see a little preview into the young Filipino mind. Viral videos pertaining to public issues and blogs which call for change in the country are found here and there. The Filipino youth is empowered because of the fact that they’re Filipinos. They’re Filipinos immersed in a world of corruption, hate, and indifference. In the same light, they’re exposed to hope. They’re exposed to a tiny sliver of hope, passed on from the line on great heroes, illiterate or no. The collective hope, the hope that the country can still be changed, that is what empowers the Filipino youth. Their hands, however calloused or bruised, have time to type speeches about empowered Filipino youths. They have time to joke about current issues and write blogs about it because they hope. The Filipino youth is empowered. The Filipino youth is hoping.

Reading and Books Essay

Despite the vast, growing and active educational reforms continuously being modified and implemented in today’s Philippine Educational System such as MTB – MLE and K+12 education curriculum, there are still 6. 2 million Filipino youth who does not receive proper and formal education in the classroom, which includes the Out – of – school children and youth. Specifically, according to the 2010 Annual Poverty Indicators Survey (APIS) of the National Statistics Office (NSO) released November 2011, one out of eight Filipinos aged between 6 and 24 is an out- of- school youth(OSY). Current estimates further indicate that 7. 8 million Filipinos or 16. 2% of the population are not functionally literate. About 3. 9 million of them are out of school youth. The Philippine government defines an out –of- school youth (OSY) as someone who is not attending formal education and/or not gainfully employed in the case of youth 18 to 24 years old who have not finished college or even a technical vocational course. The government further explains that the primary reasons for these out of school youth for not attending school is poverty and lack of personal interest. On the other hand, out- of- school youth are vulnerable people who have special needs too. Nobody can deny the hard fact that education is still an extremely important factor for bringing change in the lives of these individuals. It has universally been recognized as the most powerful instrument and pre – requisite for gearing up the socio – economic development of a nation. This is why investment in education is considered to be so vital for human resource development and enhancement of the quality of manpower. In the history of humankind, there is an established fact that a certain level of literacy in population is an essential pre – requisite for precipitating the process of development in a country. It is emphasized therefore that the most active part in the socio – economic development of any country or region always consists of the adolescents. Moreover, many people have a misleading impression of the abilities and capacities of â€Å"out – of – school youth†. It is generally assumed that this group needs to re – do and re – learn the most basic literacy skills. Hence, they are marginalized and ostracized. In fact, out – of- school youths do have some experience of learning within the formal system. In addition, many of them have gained rich learning experiences from their environment and culture. Thus, basic literacy does not necessarily mean teaching literacy in its most basic forms. However, the acquired skills and knowledge need to be recognized, tapped into and enhanced. Out- of- school youths may have failed to complete their education in the formal system due to various reasons, such as socio – economic or health issues, urbanization, teacher – teaching factors or curriculum problems but UNESCO still has enumerated and emphasized the basic literacy for out – of- school youth development which involves the acquisition of the basic skills needed to cope with the complex and technological world, including IT and computer skills, communication skills – listening, speaking, reading, writing, viewing, critical thinking and many others. Moreover, developing the literacy of OSY’s is a complex process, which involves enhancing the knowledge and capacities that they have gained over the years and providing them with access to challenging learning opportunities. The Philippines through the initiative of the Bureau of Alternative Learning System formerly called the Bureau of Non – formal Education (BNFE) is responsible for contributing to the improvement of the poor including the out – of school youth and drop outs through literacy and continuing education programs. Its aim is to focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. This was done to respond to the need of a more systematic and flexible approach in reaching all types of learners outside the formal school system. The Alternative Learning System (ALS) is a parallel learning system that provides a viable alternative to existing formal education instruction. It encompasses both non – formal and informal sources of knowledge and skills. Certification of learning for out – of –school youth and adults , aged 15 years and over, who are unable to gain from the formal school system and who have dropped out of formal elementary and secondary education , is ensured through the Alternative Learning System Accreditation and the Equivalency (ALS A &E) System. The system of certification is done through successful completion of the ALS and A & E test at two learning levels – elementary and secondary. Those who pass the test have to undergo counseling to explore their oppurtunities, be it a return to the formal school system or the option to enter the world of work. (UNESCO Bangkok, 2009). The ALS eSkwela program has five main learning strands: Communication skills, critical thinking and problem solving, sustainable use of resources and productivity, development of self and a sense of community, and expanding one’s world vision. Since ALS is a module-based learning system, students come in on a set time and choose a module to read. A quiz is given after each module to test their learning. Instead of teachers, facilitators are always present to answer any questions and sometimes lecturers would discuss a certain module. Apart from the major aim and objective of the system, the ALS Project was conceived to respond to many grassroots learning needs and at the same time fulfill the following key social development objectives of EFA: †¢Functional Literacy: Current estimates indicate that there are 7. 8 million Filipinos or 16. 2% of the population who are not functionally literate. About 3. 9 million of them are out of school youth. †¢Family Literacy: Many parents want to develop functional reading, writing and numeracy skills and knowledge so that they can help their children do their homework. †¢Community Participation: †¢ Continuing Education: Many people who have obtained literacy skills and want to continue learning should be given the means and tools to return to formal schooling or go on learning on their own. †¢Empowerment: Out-of-school youth and adults living in economically depressed communities need to develop communication, problem solving, critical thinking, and learning-to-learn skills and competencies which will directly help them raise their standard of living and improve their quality of life. Functional basic education should empower them with better health practices, better food, increased income, improved family life, more direct civic and community participation and more opportunities for wider life choices. It is noted that the ALS learning modules constructed by SEAMEO Innotech experts are freely chosen, used and read by the students. It is true therefore that through the skill called reading, any idea or module given to them are enlightened. On the other hand, observations show that are still many problems and issues encountered along the Reading performance and proficiency of the out – of – School Youth which includes vocabulary, comprehension, study skills and others. Even the (UIS, 2011) stated a very alarming issue that seven hundred and seventy-five million adults all over the world cannot read. Many of these OSY’s too are unemployed, underemployed adn lacks basic English language literacy skills specially reading and writing. In addition, UNESCO also emphasized that the basic English literacy skills development is too considered as a means of widening the experiences of learners and allowing them to communicate effectively in their everyday life as well as in their future lives as responsible citizens and professionals. Accordingly, woven into the framework of the basic English Literacy skills is also the development of critical thinking skills. Thinking critically would mean grasping the complexity of the world and questioning how others think in order to clarify and improve one’s own understanding. Although, schools and learning institutions clearly neglect the development of critical thinking, there is much evidence to show that students’ reading and writing abilities are linked to their ability to question facts and information. Literacy is briefly defined as the â€Å"ability to read and write†. When we think of literacy, we think of reading. But being able to read does not mean someone is necessarily a literate person. In the 21st century, literacy encompasses the skills youth and adults need to be functional in the society, including numeracy and reading and writing skills. Most learning is dependent to reading. As the learner advances in the educational ladder, more complex reading skills are required of him. Effective reading requires from an individual the ability to locate keywords in a sentence, locate the topic sentence in a paragraph and understand and interpret what is read. Reading, therefore is an important skill a child must developed in order to cope to the very fast, changing and difficulties the world offers. Of many skills it is cited that it is one of the first skill a literate person must acquire. Likewise, there were many studies and projects that responded to the many goals of ALS and UNESCO in general, specifically along the communication skills strands. One of which is the Project EASE. This study made use of a Reading Comprehension and writing composition test to assess the basic communication skills of the students. Unfortunately, there were only few qualifiers for the said program the rest did not qualify. Most of the non – qualifiers came from the lower sections where the pressure to earn was much stronger. The non – qualifier was given another chance. They were administered with an alternative cloze type of comprehension test carefully made by the SEAMEO Innotech experts. The program such as EASE was pronounced. (add facts) Another is a study on the Attributes of High School Student – qualifiers in the Accreditation and Equivalency Program (AEP) which was done as Basis for a proposed Action Program by Rarang in (1999). The study made use of the public high school students in the fourth congressional district of Pangasinan during the school year 1997 – 1998. The study was done for the purpose of creating appropriate action programs that could increase the probability of prospective PEPT examinees to qualify for promotion or year level acceleration. The result of the study revealed that out of the 86 respondents who took the 1997 PEPT only four qualified for the acceleration or promotion to the next higher level in high school. Furthermore, the research made use of the Descriptive Method with a pre and post enrollment attributes of the student – qualifier in the AEP as data gathering instrument. It was found out that there was more male drop – outs that females and their dropping age ranged from 13 to 17 years old and that before the respondents dropped out from school, the last level they completed was Grade VI. The findings of the study also revealed that the main reason for the learners dropping out is due to financial difficulty. They also vary in their performance in the last year level they attended with 89. 13% as the highest average grade and the lowest grade at 68. 25%. More so, the study discovered that the contributory factor in the acceleration and promotion of the students to the next level are their reading activities done during their free time like reading magazines, newspapers, books, pocketbooks and even their old notes. Accordingly, reading is the most important factor in achieving promotion and acceleration. Many reading researches have shown that learners and OSY’s reading skills literacy performance is always at risks. Firstly, in the second Readership Survey made by SWS survey commissioned by NBDB floated all over the Philippines revealed that reading has slightly declined in our country. Only 92 percent of the 1,200 respondents say that they read, down to two percent from the first Readership survey done in 2003. In the literacy field, comprehension is primarily identified as the goal of (Duke & Pearson, 2002; Duke, Pearson, Strachan, & Billman, 2011). While many agrees comprehension is of utmost importance, many still argue that in this many classroom context, focusing on students’ fluency did not limit students’ development as readers, particularly for those who were asked to read aloud. The findings of this study also pointed out the importance of teachers examining the learners own perceptions about reading and reading instruction (Edwards, Martin, Protacio, & Razali,2010). Furthermore, (Biancarosa & Snow, 2006; Joftus, 2002) exclaimed that even among students who do graduate from highschool, inadequate reading skills are a key impediment to success in postsecondary education (American Diploma Project, 2004). Students who struggle with reading of ten lack the prerequisites to take academically challenging coursework that could lead to more wide reading and thus exposure to advanced vocabulary and content ideas (Au, 2000). The 2006 report by ACT, Inc. , Reading Between the Lines: What the ACT Reveals About College Readiness in Reading, describes even more troubling trends. Only 51% of students who took the ACT test in 2004 were ready for college-level reading demands (ACT, Inc. , 2006). The reading skill levels of the out-of-school youth population have remained  low, especially in comparison to the rising skill demands of employers. Although this report cannot summarize the changing qualifications, a number of indicators suggest a serious shortfall between the skills of out-of-school youth and job requirements. Dropouts and other out-of-school youth are reported to be unable to attain basic levels of math and reading proficiency are certainly much higher. White Paper further explains that young people leaving the educational system at 16, or more likely 19, must at least have the requisite literacy and communication skills to be employable and to be effective in life. Since reading is linked to writing, students write about what they read. Young and adults who are behind in reading and writing simply have not had as much experience reading and writing as young adults who are proficient readers and writers. Moreover, out – of- school youth who are behind have also not leaned the strategies that proficient readers and writers use to understand text and communicate their ideas in writing. This means that explicitly the strategies that proficient readers and writers use and providing guided practice are the keys to improving these skills. It has been proven that Out – of- school youth possess a broad repertoire of knowledge and skills that simply needs to be recognized, tapped into and enhanced in order for their abilities to improve. Indeed, there is a need to place a greater emphasis on developing and enhancing quality English language literacy skills training, programs and instructional materials for Out – of – School youth development. The conception of the ALS program or the Alternative Learning System is a great endeavor that caters to the needs and improvement of Out –of-School youth in the City Schools Division of Dagupan City. The ALS DEpED Dagupan City Division is one with the government in the active fulfillment of its task to reach and educate the OSY’s in the City. In fact, there have been many OSY’s who benefited from the program. Latest report says that ALS students in Region I show positive interest in this endeavor. Dagupan City Schools Division is composed of five Districts. From all over the city, there have been many Out – of –school youth coming from the 31 barangays of the city who enrolled in the said program. With the initiative of teachers and volunteers who facilitates the program, the actual teaching and learning is collectively done with the help of the module based learning materials. Furthermore, in the case study conducted by the Accreditation and Equivalency System of the Non – Formal Education Project clearly encourages service providers like educational institutions to identify and make use of variety of enriching materials both print and non – print in addition to the prescribed NFE and A & E Learning modules provided by the SEAMEO – INNOTECH. With the encouragement of the BNFE or the ALS calling to different service providers to respond and create instructional materials that the OSY’s can benefit, the researcher will study on the present Reading Comprehension Skills Levels of the Dagupeno OSY’s particularly on the Reading Comprehensions Skills Level of the ALS students presently registered and attending the regular Eskwela ALS program in the City schools division of Dagupan during the calendar year 2013– 2014 and envisions to create a Self – Learning Reading Material that will better improve and enhance the Reading Comprehension and in general proficiency of the ALS learners. STATEMENT OF THE PROBLEM This study aims to analyze the Reading Comprehension Skills Level of ALS students in the city schools division of Dagupan. Specifically, it will answer the following questions: 1. What is the performance of the ALS students in the reading Comprehension Test in terms of the: a. Total scores they will obtain from the Reading Comprehension Test? b. Specific scores they will obtained in the following reading Comprehension levels: Literal Reorganizational Inferential Evaluational Appreciational? 2. What is the extent of performance of the ALS students in the reading Comprehension test in terms of: a. Total scores they will obtain from the Reading Comprehension Test? scores they will obtained in the following reading Comprehension levels: Literal Reorganizational Inferential Evaluational Appreciational? 3. What instructional material will be proposed to address the reading comprehension inadequacies of the ALS students? SUBJECTS The subjects of the study will be the ALS students of the city schools division of Dagupan enrolled in the five districts of the division. There is a total of 447 ALS students in the division and they will be randomly selected from among the districts of the division. The respondents of the study will be elementary drop – outs, secondary drop – outs, non- passer of previous ALS A&E Test/s, Learners/Completers of the ALS programs and Youth and adult drop – outs. RESEARCH HYPOTHESIS/ Assumptions The study will be anchored on the following assumptions: 1. The total test scores and the scores in the specific skills areas of the ALS students will reflect their reading comprehension performance. 2. The ALS students’ responses to the items in the test must truthful and accurate SCOPE AND DELIMITATION The study will be conducted to determine the reading comprehension performance and skills of the ALS students of the city schools division of Dagupan during the S. Y. 2013 – 2014. The respondents of the study will be elementary drop – outs, secondary drop – outs, non- passer of previous ALS A&E Test/s, Learners/Completers of the ALS programs and Youth and adult drop – outs in general. A constructed Reading Comprehension Test will be used as instrument in gathering data pertinent to the study. The Reading Comprehension test will be carefully validated, tabulated and interpreted to arrive at accurate and precise results that will help as basis for the creation of a self- learning reading material for ALS students. Definition of Terms The following terms are carefully defined in the context of the study to provide a common understanding and frame of reference between the researcher and the readers: Reading both a process and a product and it involves bringing the individual’s entire life experiences and thinking patterns to understand what the writer has written (Aukerman, 1981). Reading Comprehension refers to the ability to understand text read by means of constructing meaning with the use of some clues in the text and the schema or background knowledge of the reader about the text. Reading Comprehension Abilities, also referred to as reading comprehension skills, refer to the five(5) reading levels (Toffelson, as cited by Tuvera, 1993) of reading comprehension, which include (1) Literal Level;(2) Reorganizational Level; (3) Inferential Level; (4) Evaluational Level; and (5) Appreciational Level. Specific Comprehension Skills refers to the specific skills that make up the different reading levels. Literal level of reading refers to the reading level that enables the students to recognized and/or recall details, main ideas, sequences, comparison, cause and effect relationships, character traits and recall author’s organization and explicitly stated information in the reading selection (Toffelson, as cited by Tuvera, 1993). Reorganizational level of reading refers to the reading level that enables the student to classify or group, outline or specify, summarize and synthesize text that has been read (Toffelson, as cited by Tuvera, 1993). Inferential Level of reading refers to the reading level that enables the student to infer supporting details which require the making of a hypothesis on an information that might have been included in the text; infer the main idea; infer a sequence which requires the student to make a hypothesis about what might have occurred in addition to the already explicitly stated events and making a hypothesis in events beyond completion of the text. Other skills also included are inferring, comparison, cause and effect relationships, charater traits,  author’s organization, figurative language and predicting outcomes (Toffelson, as cited by Tuvera, 1993). Evaluational level of reading refers to the reading level that enables the student to make a judgment of reality and fantasy and judgment between fact and opinion (Toffelson, as cited by Tuvera, 1993). Appreciational level of Reading refers to the reading level that enables the student to have emotional response to the text and determine an author’s purpose, mood, tone and point of vies (Toffelson, as cited by Tuvera, 1993). Performance is defined as a manner of functioning: the manner in which something or someone or somebody functions, operates, or behaves (Microsoft Encarta 2006. 1993 – 2005 Microsoft Corporation). In this study, it refers to the number of correct answers of the ALS students an all the specific levels of the reading comprehension test to reflect the students’ reading comprehension abilities. Extent of Performance refers to the reading comprehension abilities of the students based on a scale of scores to describe the level of reading comprehension of the ALS students. The scale will consists of three (3) levels: High , for scores equivalent to 75 percent – 100 percent; Moderate, for scores equivalent to 50 percent – 74 percent; and Low, for scores equivalent to at most 49 percent of the total point and of their points in the different specific reading comprehension skills areas. Total Scores obtained refers to the raw scores of the students which will correspond to the number of the correct answers of the ALS students in the reading comprehension test. Specific scores obtained refers to the raw scores of the learners in the different specific skill areas which correspond to the number of correct answers of the students in the specific skill areas. Self – Learning Reading Activities are activities involving processes which will enhance the reading performance and improve the five levels of reading comprehension of the ALS students . It also encourages students to gain more interest in reading with the aid of the designated activities. Analysis refers to the process of categorizing the performance of the students in the reading comprehension test in its totality and in the specific reading skills according to the extent of their performance. Out – of School Youth ALS ALS Learners ALS Implementers Conceptual Framework The objective of all readers should be comprehension of what they read. Comprehension is understanding. Understanding involves abilities to explain, interpret, apply, have perspective, empathize, and have self – knowledge (Wiggins and Mctighe,1998). Reading is both a process and a product ant it involves bringing the individual’s entire life experiences and thinking patterns to understand what the writer has written (Aukerman, 1981). When good decoders have problems with comprehension, they need help in developing language proficiency and listening comprehension. Teachers can help them develop the corresponding skills by combining vocabulary and comprehension strategy instruction with encouragement to enhance their reading of different materials Dymock, 1993). Reading comprehension can be effected by background knowledge. This concept is proved that when readers possess rich prior knowledge about the topic of a reading material, they often understand the reading material better than readers with low prior knowledge. That said, readers couldn’t always relate their world knowledge to the content of a text because they are not able to, even when they possess knowledge relevant to the information it presents. Often, they do not make inferences based on prior knowledge unless the inference are absolutely demanded to make sense of the text (Mckoon % Ratcliff, 1992). The study is anchored on the core concept that reading difficulties encountered by learners can be addressed by an appropriate learning material in the form of a self – learning reading material which will address their difficulties to be assessed using the reading comprehension test. Research Paradigm Figure 1. Paradigm of the study Figure 1 above illustrates the prerequisites in the development of a Self – Learning Reading Materail to improve the reading comprehension ability of ALS learners in the city schools division of Dagupan. CHAPTER II Review of Related Literature and Studies This chapter presents studies and literature which are seen to be significant that can give light to the completion and conduct of the research. FOREIGN Educational research has become a global enterprise, with researchers recognizing the need to be aware of educational practices in other countries. Burbules (2002) notes that this international context makes possible the sharing of knowledge and experience gained in relation to reform and evaluation in different countries. Recent studies show that seven hundred and seventy-five million adults cannot read (UIS, 2011). According to the study conducted by Glewwe and Kremer, (2006 ) a major factor in the poor reading problem is the poor quality of public schools in developing countries. Many peoples understanding of the educational production function, however, is still limited. Providing resources to schools with no other inputs rarely improves overall student performance and that if resources are paired with a larger array of inputs, students’ test scores do improve, he exclaimed. Unfortunately, the exact kind of additional support is necessary to make additional resources effective. For reading in particular, a number of studies have demonstrated the effectiveness of large comprehensive changes. Banerjee et al. (2007) studies an Indian remedial education program. The intervention itself causes students’ reading skills to improve, but because the intervention changes the educational environment along multiple dimensions – additional teachers, new pedagogical methods, new curriculum, changes to organization of the classroom, and additional resources – it is impossible to identify which components are necessary. In addition, a Case Study of Reading Instruction in a Philippine Classroom was also conducted by Protacio and Sarroub, (2013) where the reading practices in a public and high-achieving 6th grade English classroom in the Philippines were used as subjects of the study. The study utilized a four resources model, the different roles that students assume in this classroom was also clearly discussed. The students in the class are describe mainly as code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. The study also provides a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral reading performance rather than comprehension. The results of the study further revealed that reading is perceived as an oral performance activity by Filipino students because reading aloud is used frequently to negotiate the lack of resources in Philippine public schools. Comprehension does not matter as much to these students; rather, they are concerned with how they are perceived as oral readers in English, which is their second language. The case study findings provide a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral performance rather than comprehension or fluency. The data also reveals that the predominant emphasis on oral performance satisfies only two roles or family of practices in the â€Å"four resources model of reading†: code breakers and text users. All of the students in the pilot section were not afforded opportunities by the teacher to fully engage with the four resources, as the class focused mostly on oral recitation as the main indicator for reading well. Students in this class infrequently assumed the role of meaning-makers and text analysts (Luke & Freebody, 1999; Underwood, Yoo, & Pearson, 2007). Instead, both students and teacher privileged correct pronunciation and reading correctly aloud—getting the accent right determined who the best students were in the class. Though, Philippine literacy scholars have commented on the emphasis on performance and reading aloud. Maminta (1982) discusses how reading as a subject was relegated to the background as the curriculum emphasized speech improvement with most of the class time being spent on pattern drills, mimicry, and memorization. Even though Maminta’s article focuses on speech improvement as being the emphasis three decades ago, it seems that it still characterizes classroom practice in the Philippines today. In the pilot section, the students themselves seemed to be the ones placing the emphasis on speech improvement. In the literacy field, comprehension is primarily identified as the goal of reading (Duke & Pearson, 2002; Duke, Pearson, Strachan, & Billman, 2011). While many agrees that comprehension is of utmost importance, many still argues that in this classroom context, focusing on students’ fluency did not limit students’ development as  readers, particularly for those who were asked to read aloud. What we do feel strongly about is the importance of providing all students opportunities to assume the role of readers in this classroom by giving all students a chance to read aloud in class. However, we noticed that, sadly, this was not the case. The findings of this study also point to the importance of teachers examining their own perceptions about reading and reading instruction (Edwards, Martin, Protacio, & Razali,2010). Moreover, Reading fluency is the point at which beginning readers rely less on the phonemic decoding to recognize individual words and begin to recognize whole words, allowing for an increase in reading speed and comprehension. Meyer and Felton (1999), for example, define fluency as â€Å"the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding. † Also, a study on the Effective Reading Programs for Middle and High School synthesized by Slavin, Cheung, Groff and Lake was published in 2009. This is a collection of many reading programs that systematically reviewed research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: specifically on the (1 ) reading curricula, (2) mixed-method models (methods that combine large and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). The collective synthesized study found out that students who enter high school with poor literacy skills face long odds against graduating and going on to postsecondary education or satisfying careers.

Schools Should Teach Creationism Research Paper

Schools Should Teach Creationism - Research Paper Example Evolution theory has had its criticism over time. In 1920’s, evolution garnered immense public support but still it stayed out of the school curriculum. A supporter of the creation science bought up a new debate in the 1980s that schools should teach creationism as a substitute of evolution. This debate is the source of all public debates in recent times concerning the same issue. Despite the arguments, public schools should teach creationism alongside the evolution theory. The students deserve to know the two theories of origin and make a choice, which suits them in accordance to the available data. According to Supreme Court ruling, educators in schools should teach alternative theories to the evolution theory. Creation science, in essence is an alternative to the evolution theory. Although the creation science has several forms, the intelligent design theory described by some creationists, qualifies the standards of a theory worth teaching. This is the most current theory o f the modern creationists and lays its basis on scientific evidence. Contrary to the arguments of many people, this theory does not emphasize its religious basis. Therefore, teaching it in class will not be placing a bias on religions. Education in the current times should be as inclusive as possible. In most of the public classes, there are students from all lifestyles. These children deserve an open-minded educator who presents both sides of the story. The students should get insights to both the evolution and creation science theories and the data available concerning the two. The educator should remain impartial and should serve the purpose of informing the students. Their students should choose freely which of the two theories they could adopt. Critics argue that the creation science theory has no scientific evidence. Due to its lack of this vital scientific evidence, they argue that it does not qualify presentation in a science class. The Young Earth theory may lack scientific evidence but the intelligent design theory deserves a fairer consideration. In both cases however, both creation theories are alternatives to the Darwinian Theory. As the supreme law asserts, they deserve to appear in the curriculum. The failure to teach creationism in a science class as an alternative to the evolution will deny students the opportunity to reason. The creation science may lack the scientific evidence as all critics claim (Flank, 2007). Its representation in class will not try to prove itself right as a scientific theory. Teaching of creationism should make students realize the difference between a scientific theory and creation theory. Scientists may never accept to take the creation science theory as a hypothesis worth their debate but that should not discredit it from appearing in the curriculum (Flank, 2007). After all, it serves to explain the origin of the earth and life. Teaching creationism in class does not burden a student to adopt its views. On the contra ry, the student will understand the difference between the two theories. Critics argue that the creation science theory deserves teaching only in a religious class. However, they should not forget its relevance in science class. The fact that it explains the origin of life makes it a subject worth tackling alongside other theories. As the educator tackles evolution, he or she should touch on creationism

Analysis of the Source Essay Example | Topics and Well Written Essays - 750 words

Analysis of the Source - Essay Example Lowen particularly contends that the information provided therein is misleading and does not reflect the actual scenario on the ground. The authors present the Californian education sector grappling with innumerable complaints from the public. The public is generally furious because of the fact that the curriculum does not exhaustively address all the historical aspects of the American people. They feel that this is manipulative and has detrimental lasting implications on the holistic wellbeing of the population. At this point in time, it cannot be disputed that the efforts that the authors have made in underscoring the contentious issue are immense. However, they have not been exhaustive and have provided minimal information about measures that can be undertaken to address the issue in a sustainable manner. The most important issue that the texts highlight pertains to the lack of inclusion of the historical background of the minorities in the education curriculum. The current texts place undue emphasis on the European culture and the weaknesses of the minority culture. This is not reflective of the current cultural scenario on the ground. Undoubtedly, the effects of this exclusion can have far reaching implications on the holistic wellbeing of the minorities. ... To a great extent, it also influences their decision making and related tendencies. The authors need to have clearly indicated that the need to align the curriculum to the expectations of the learners. This goes a long way in enhancing sustainability. An important issue is that the new educational framework demanded that the curriculum accurately portray the cultural and racial diversity of America’s society while emphasizing the â€Å"centrality of Western civilizations as the source of American political institutions, laws and ideology† (Reinhold, 26). According to the two authors, History and Social Studies do not reflect the students’ origin and background, but it depicts that of America. Certainly, America, which has been represented by the European culture, is given an upper hand. Arguably, the European culture is considered superior to the culture of the minorities. This is irrespective of the fact that minorities comprise a higher percentage of the Americ an population. The arguments provided by the authors would have been more insightful if this aspect was highlighted. As indicated earlier, the books purport stereotypes and overt biases of minorities (Reinhold 27). This is ironical of the purpose of education whose role needs to center on promoting the positive attributes of the minority populations. The government in this regard should take practical steps to address the issue. In particular, minority populations need to be also well represented in the education sector. Sadly, authors of the books and their publishers are out to maximize their profits in the writing and publication of the books (Ehman 96). The books are generally based on stereotypical

Manegenment Essay Example | Topics and Well Written Essays - 250 words

Manegenment - Essay Example ect as well reasons why project managers focus on those activities that lie within a critical path rather than those on the slack time when crashing a project. Research indicates that for many years, project networks has been developed using the PERT diagram despite being based on stochastic process which may lead to inaccurate outcomes (Pinto & Jeffrey, pp 312-314). However, with the development of Gantt charts, numerous advantages have been derived over the application of PERT diagram in project scheduling. This is because Gantt diagram not only provide a link between the activities and project schedule time, but also provides an opportunity to now how the activities will be undertaken as well as the actual date when the project will begin till and the time it will be accomplished (Pinto & Jeffrey, pp 312).However, despite the short comings of PERT diagram, the diagram provides project managers with a tool for planning on how the tasks will be accomplished (Pinto & Jeffrey, pp 312-314). Crashing project may involve compressing the activities duration in order to reduce the amount of time that could have been taken to complete the project (Pinto & Jeffrey, pp 220-311). Therefore, a project might be crashed under the following circumstances: when the project is lagging behind the scheduled time, secondly due to market demand whereby, it may be required to accomplish a project earlier before the scheduled date (Pinto & Jeffrey, pp 220-311). Project managers focus on crashing activities within a critical path because it is one of the longest paths within a network (Pinto & effrey pp-232-302). Additionally, crashing those activities within the slack path may reduce time but may subject a project to an additional cost that could have been avoided if crashing was strictly undertaken within the critical path (Pinto & Jeffrey pp-232-302). Therefore, it is advisable to utilize critical path when crashing a project in order to compress the amount of time and reduce

Mechanisms That Would Bring About Macroeconomic Equilibrium Essay

Mechanisms That Would Bring About Macroeconomic Equilibrium - Essay Example How our currency fares in comparison and competition with those of other countries and its fluctuations and ups and downs are included in this category. However, in the floating exchange rate system the currency rate is determined by the forces of demand and supply and thus, central banks cannot help there. However, Government intervention could help bring macro-economic equilibrium in this case. Through the use of laws and regulations, it could prove to be a worthy and useful mechanism in this regard. Taxes and subsidies imposed by Government on producers of different commodities are one of them. Secondly, tariffs are another factor in this regard. They might take the form of quotas, embargos and other forms of tariff regimes. The state of economy also matters. Whether the economy is in a state of a boom [good economic period with high GDP] or in a state of slump [bad economic period with low levels of GDP] also affects the exchange rates.

Management high performance ip 2 Essay Example | Topics and Well Written Essays - 500 words

Management high performance ip 2 - Essay Example â€Å"No man is an island,† so is an adage that has increasingly found favor in the work place, with hierarchical authority finding its way down to the lower cadre employees/subordinates. Organizational progress depends much on how much authority to act is devolves downwards, for no matter how hardworking and/or talented a manager is, only a limited amount of task can ever be done by an individual at the helm. Subordinates are always in control of situations that require their training skills, and so will more often than not be directly responsible for tasks performed on behalf of leaders. It is important to note that individuals with extensive job experience in their areas of expertise generally do a lot more without direct supervision from superior managers, thus, the delegation in making decisions. Delegation, in its broadest sense, simply refers to entrusting authority to deputies/assistants/subordinates for the accomplishment of assigned responsibilities (Anbuvelan, 2007). In other words, it is the consented transfer/sharing of the right to act on behalf of a principal/superior(s) within (an) organizational working dynamics. Accordingly, it is a critical aspect of getting the priced duties and responsibilities within an organization done not only as specified, but also on time; for it basically removes a portion of the burden from the top management, allowing them to focus more on the most important duties that keeps a firm solidly running (Shell, 2002). More importantly as oppose to contract-based forms of organizational transactions, work delegation require/work best with high-powered incentives along a continuum of distributed leadership, with the mangers/principals still answerable for any work done. Given the distributed workload as a result of transferred authority exercised in different fronts, a firm not only benefits by getting more work done concurrently, which by and large releases quite a significant chunk of time for other valuable

Dichomtomy During Eisenhower History p5db Essay Example | Topics and Well Written Essays - 500 words

Dichomtomy During Eisenhower History p5db - Essay Example Eisenhower perceived an international system dominated by a struggle between communist slavery and American freedom. This struggle was being fought in the Third World, an area dominated by the concept of nationalism. Communism was taking advantage of this spirit of nationalism by attempting to separate the Third World from the West, thus insuring the enslavement of those nations in which the attempt succeeded. Further complicating this struggle was the blindness of America's Western European allies to the fact that they could not retain their empires in light of this nationalism. This made it extremely difficult for the United States to protect these areas since the Third World nations, wary of U.S. allies, were suspicious of U.S. motives. Most importantly, Eisenhower believed that the United States had a moral obligation to protect these nations just as the U.S. government had a moral obligation to protect the individual liberties of its own citizens. The function of government was the same in both instances: to do for others what they could not do for themselves under the obligation of individual initiative. But how were these related to foreign policy outcomes Three examples should suffice to illustrate this relationship (Ambrose, 1999). During 1950s, America overcame terror of the World War II and renewed its economy.

STRATEGIC MANAGEMENT Coursework Example | Topics and Well Written Essays - 1000 words

STRATEGIC MANAGEMENT - Coursework Example In this entire period, the Canadian Aluminum company shifted its strategies from immediate to deliberate strategies. However, its external factors were very influential on the decisions made. As the company continued centralizing its structures, it relied on deliberate strategies. The authors have a high credibility in that, they are attempting to evaluate whether the growth of a company depends on either deliberate or emergent strategy. Their credibility is evident since they try to apply what Henry Mintzberg had already introduced. Other scholars have reviewed the source of their information. In their findings, they disclose that emergent and deliberate strategies vary in their continuum. The authors research and findings support the research topic, that their exist similarities and differences between the emergent and the deliberate strategies. I endorse their conclusion on the ground that, the two strategies cannot be equally exclusive since either occurs because of varied factor s. Mintzberg, H., Waters, A. J, 1985, Of Strategies, Deliberate and Emergent: John Wiley & Sons, Strategic Management Journal, Vol. ... The article is relevant to the research topic since it supports that there is a sharp dichotomy between the deliberate and emergent strategies. Some of the features that I consider useful in supporting the research topic is when the authors confirms that the two strategies are like two end points of a scale upon which the organizations base their strategies. In presenting their credibility, the authors come up with a notion that and some other fundamental issues linked to strategic decisions. In their conclusion, they disclose the various types of strategies that concealed in research. In extent, these may compromise the validity and reliability of their research since most of the strategies unearthed are not peer reviewed. The strategies uncovered in research include; planned, entrepreneurial, ideological, umbrella, process, unconnected, consensus and imposed strategies. Even though, I support their research that there is a great comparison between the emergent and deliberate strate gies, I am not quite certain about the other strategies they introduce and consider that they also vary. Mintzberg, H, 1990, Design School: Reconsidering the Basic Premises of Strategic Management, John Wiley & Sons, Strategic Management Journal, Vol. 11, No. 3 (Mar. - Apr., 1990), pp. 171-195. Accessed: 30/07/2010 04:57. Web: Retrieved from: http://www.jstor.org/stable/2486485 Among the opinions held by particular groups on the formation of strategy, there is one that lies beneath the descriptions in the area of study, and that is the design school. The main purpose of this paper is to suggest on a simple model, which evaluates the process, as a design to accomplish a fundamental anchor between

Steam Coal Crushing Plant Essay Example for Free

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Changing Role of HRM: The NHS

Changing Role of HRM: The NHS The Changing Role of Human Resource Management within the National Health Service: Feeling at Home in an Increasingly Complex Environment. Abstract In the context of a widespread programme of reform of the English National Health Service (NHS) this paper considers the changing role of Human Resources Management (HRM) within the service, and reports a study of the changing role of HRM in a large teaching hospital. Empirical research suggests that whilst the perception of the role and effectiveness of the HRM function remains varied, if managed correctly it is potentially capable of having a direct and beneficial impact upon service delivery. Introduction The reforms and changes within the National Health Service (NHS) and its management of staff and services has clearly been well documented, however research into the evaluation of these initiatives remains a neglected area. Walshe suggests that the reason behind this is that researchers do not have time to ‘painstakingly document and measure the progress and impacts of reform due to constant change caused by the initial ‘bright ideas having been poorly thought out (2002:106). Empirical research can though attempt to offer an understanding into the ‘complex relationships that exist between individuals and how they interpret policies within a wider social and cultural organisational context (Clarke 2006:202) and provide insight into the NHS managerial culture to examine how it ‘supports and facilitates the implementation of the recent wave of NHS reforms (Merali 2003:550). Through incorporating a review of the literature that surrounds the changing role of HRM w ithin the NHS and empirically based qualitative research, a comprehensive insight into the current context and position of Human Resource Management within an NHS Trust is given. Whilst such research will hopefully be of academic interest, perhaps more importantly in order for the NHS and other public services to be aware of the impact of reforms upon employees and thus on subsequent service delivery, an awareness of HRM practices and their implementation should be a necessity for practitioners (Edgar and Geare 2005). The Current Context of the NHS â€Å"†¦the NHS is unique. To name but a few of its characteristics, it is in the public sector, exceptionally large in terms of its resources, activities and numbers employed; domestic not international in its operations; its tasks are infinitely varied, complex and difficult; its goals are unclear; it is subject to an exceptionally wide range of political and economic influences; and it is an organisation uniquely and specially close to the hearts (metaphorically), minds and bodies (physically) of British people. It is run by ‘special kinds of people too: dedicated, yet often ambitious, highly qualified and skilled, often bloody-minded and usually tough-minded, yet also caring and even tender.†(Glover and Leopold 1996:256) The NHS is the largest employer in Europe, employing over a million clinical, infrastructure and support personnel (The Information Centre 2006). Whilst remaining close to the peoples heart in terms of its founding values of a universal and comprehensive health care with its service delivery freely and equally available to all in society (Rivett 1997; Talbot-Smith and Pollock 2006), it is also close to the peoples pockets, with billions of pounds having been invested into the NHS in the last ten years (Appelby 2007). In addition to providing a health service to the population, it is also claimed that ‘health and healthcare play a key role in generating social cohesion, productive workforce, employment and hence economic growth (Harrison 2005) and for this reason, as Bach notes, the means to reform health care systems effectively is an issue that confronts policy makers worldwide. (2001:1) As such, the challenges facing the NHS in terms of management, change and efficiency are i mportant to an audience far wider than the UK and those who use and work within the organisation. In consuming around  £50 billion per annum it is no wonder that successive British governments have attempted throughout the history of the NHS to dictate from the centre the ‘minutia of the NHSs activities. A key problem however is that due to the complexity of the organisation itself and the politics that surround it, the methods used are considered by many to consist merely of ‘a plethora of complicated targets and initiatives that confound those who are charged to implement them (Bradshaw 2003:90). In recognising the obvious public concern over the management, and expenditure, of the NHS both the previous Conservative and Labour governments and current New Labour invest considerable time, and tax-payers money, into attempting to improve the service. Yet it is considered increasingly apparent that in responding to health deficiencies ‘by throwing money at them to see the quick, comfortable resolution of the political conflict that these inevitably cause (Duncan -Smith 2002), continual change ‘for changes sake has become the focus at the expense of the ultimate ‘telos that created the health service (Kelly and Glover 1996:31). Changes in Management of the NHS Since its conception, it is clear that the NHS has undergone many changes, both structurally and ideologically, but it is since the reforms of the early 1980s that the focus of NHS management has attempted to move away from obvious ‘command and control techniques and towards local management with local responsibility and accountability not only to the government but to the public that ‘experience the service. It was subsequent to these reforms and as a result of the Griffiths Report and policies such as ‘Promoting Better Health, that ‘Working for Patients'(1989) was introduced which further emphasised the NHSs aims of better health care, choice, complaints procedures, patient information, and overarching quality. Currently a number of policy and management initiatives are transforming the structure and organisation of the NHS (Truss 2003). New Labour are heralding the benefits of ‘choice within the public services as a whole and many of the recent initiatives focus upon the ‘customer and the need for services to attract these customers and the money that they bring, to the extent that within the NHS ‘individual patient preference [is] determining where business will be placed (Bradshaw 2003:87). The logic behind this is claimed to be one of providing a new incentive for ‘providers to improve customer responsiveness, for if money follows patients and patients have a choice of service the power is with the people rather than in the hands of a previous monopolistic service provider (ibid). Such market incentives are driving NHS hospital trusts to perform more like businesses, with a corporate focus based upon meeting the demands of all the various stakeholders, and thus r equiring distinct business strategies which will account for all aspects of the organisation and services provided and ultimately ‘enhance their cash flow (Pollock 2004:218). With the establishment of Foundation Trusts, NHS Trusts which are perceived as high performers can gain Foundation Status, thus becoming corporate bodies, free from the controls of the strategic health authorities and accountable only to those whom they represent their own managers, staff, patients and local residents (Pollock 2004). The thinking behind this is seemingly one of moving away from what has been perceived as a ‘monolithic, inefficient bureaucracy to a system of individual services which are autonomous healthcare provider organisations that could be flexible, responsive and innovative (Walshe 2002:109). As the Department of Health states: â€Å"The Health and Social Care (Community Health and Standards) Act 2003 establishes NHS Foundation Trusts as independent public benefit corporations modelled on co-operative and mutual traditions. Public benefit corporations are a new type of organisation, specially developed to reflect the unique aims and responsibilities of NHS Foundation Trusts. NHS Foundation Trusts exist to provide and develop services for NHS patients according to NHS principles and standards and are subject to NHS systems of inspection. Transferring ownership and accountability from Whitehall to the local community means that NHS Foundation Trusts are able to tailor their services to best meet the needs of the local population and tackle health inequalities more effectively.†(DoH 2007) Walshe considers the introduction of Foundation Trusts as providing organisational stability due to them reducing the ability of ‘future Secretaries of State for Health to reorganise the NHS every two or three years and thus allowing ‘meaningful service improvements to take place (2002:109). However, it is also recognised that this in turn could potentially cause problems as there will be ‘no guarantee of good management and governance resulting in the replacement of ‘one set of dysfunctional behaviours with another (ibid). Many interpret Foundation Trusts as forcing NHS trusts into having to respond flexibly to market forces similarly to private sector organisations, due to the public and political interest in the service it must also contend with the constant barrage of audits, inspections, monitoring, league tables and an increasingly demanding and knowledgeable public (Talbot-Smith and Pollock 2006). The NHS today can therefore be seen as remaining seemingly attached to the ideologies of the business world, and current government emphasis towards ‘modernisation suggests that the premise remains dominantly that: â€Å"†¦no organisational context is immune from the uncertainties of unrelenting change and that, as a result, all organisations public, private and voluntary need to develop similar norms and techniques of conduct: if they do not do so, they will not survive. Thus all organisations need to look to current ‘best practice†¦Government services are brought forward using the best and most modern techniques, to match the best of the private sector.†(Du Gay 2003:676) These government initiatives reflect notions that by improving management and employee satisfaction, the NHS could become both an efficient and effective business, able to satisfy these consumerist needs of the customer. For example, the policy ‘Improving Working Lives aimed to encourage NHS employers to ‘develop a range of policies and practices which support personal and professional development and enable employees to achieve a healthy work-life balance (DH 2000). These management strategies have been labelled within this sector as New Public Management (NPM) and are considered to mark a clear differentiation from the previous strategies of ‘an administered service to a managed service'(Bach, 2000:928). Flynn argues that NPM clearly incorporates all of the changes that have occurred within the NHS following the reorganisations and new rhetorics of the 1980 reforms and the essential components that NPM consists of are clearly visible: â€Å"†¦more active and accountable management; explicit standards, targets and measures for performance; a stress on results, quality and outcomes; the break-up of large units into smaller decentralised agencies; more competition and a contract culture; more flexibility in the terms and conditions of employment; increased managerial control over the workforce and efficiency in resource allocation.†(1991:28) With the introduction of this managerialist emphasis in the NHS it has been suggested that there has been an investment of ‘faith in managers. This faith has been based on the supposition that the ‘language, techniques and values of managerialism were, and are, ‘the only way actually to deliver change; thus an ‘unparalleled position of ‘power and authority has been placed upon public managers (Exworthy and Halford 1999:5-6). Such managerialism, and its values and beliefs is based upon the assumption that ‘better management will prove an efficient solvent for a wide range of economic and social ills (Pollitt 1993:1), and in the case of the NHS these ‘ills are well documented in terms of a lack of capital and thus a shortage of resources yet with a need to provide an increasingly efficient and ‘quality driven service. However, the notion of managerialism must be used with caution. ‘Faith in managers can be perceived as politicians having faith in their own management in that they have failed to ever relinquish control, instead taking even more tight control through the implementation of numerous health policies and operational procedures. Such a need to keep close reigns on the management of the NHS suggests a deep mistrust in the capabilities of the public servants within it rather than a desire to allow it its freedom. Overall it is clear that the NHS is very complex for a range of reasons not least because of its complexity and variety of its duties, the range of skills it needs to draw on, the difficulty of reconciling competing priorities, the cost of healthcare, and the way the NHS has been stitched into the political fabric of England. From an organisational perspective too it is a hybrid mix of hierarchy, bureaucracy, market and network. To efficiently manage such an organisation is therefore a highly complex and unrelenting challenge. HRM in the NHS The role of HRM pre-reforms was mainly focused on administration and support with a lack of defined responsibility. Named Personnel rather than HR, the function was used to deal with general staffing issues of terms and conditions of employment, payment and holiday options, individual and local staffing issues and the well known ‘hiring and firing that it remains renowned for. From Personnel Managers came HR professionals, HR departments, and increasingly HR directors with voting rights on the Executive Boards of NHS Trusts. This has been considered a result of the changes that stemmed from the Griffiths reforms and continue today, and due to a particular focus on corporate business ideals, from which a clear, but nonetheless controversial role was carved out for a function that dealt with the management of the increasingly important resource of people. ‘†¦the effect of the reforms was to stimulate management to review custom and practice and historical staffing patterns, with a view to achieving better value for money. In this context the HR function was caught up in the continuing tension between those health care professionals who focused primarily on patient care, and those managers responsible for cost-effective use of resources but constrained by a lack of clinical knowledge'(Buchan 2000:320). The current role of HRM in the NHS, its status within the service, and its success as an effective function has become especially important at this time where ‘human resources are considered the key to not only improved staff performance but also competitive advantage (Bach 2001; Clarke 2006). Despite the managerialist rhetoric that clearly surrounds the drive for increasing the role of HR, on a more simple note it is little wonder that such an emphasis has been placed upon the HR function considering the cost of staffing in the NHS of the  £19 billion cash increase in the NHS from 2004/5 to 2007/8 the increases in staff pay ‘swallowed up around 34% (Appelby 2007). To add to this, the growing importance of the function is particularly clear in situations where individual NHS trusts are being granted greater financial and operational independence within the increasingly competitive, consumer driven market that the government is creating through such initiatives as Found ation Trust Status. Barnett et als research demonstrated that the HR function within a Trust evolved through these changes in political and organisational focus and ‘generated a new focus on labour productivity and on value for money from which ‘a new and strategic approach to the management of the workforce was required and as a result they decided to ‘embrace the principles of human resource management'(1996:31). So with the acknowledgement that service funding follows customers, customer satisfaction is linked to quality of service, and quality of service is linked to ‘the skills, motivation and commitment of service staff, within such a ‘labour intensive human service industry the role of HRM is imperative (Bach 2001:1; Pollock 2004). The Changing Role of HRM in the NHS Yet HRMs move from an administrative role to a function that potentially impacts upon corporate strategy has been my no means plain sailing. Ham succinctly locates a key basis for conflict within the NHS in his suggestion that ‘there is continuing tension between the role of doctors in deciding treatment†¦and the attempt by managers and politicians to influence priorities at a national and local level (1996:96). There is much literature on the dominance of professionals and the conflict with managers within public sector organisations and in particular the NHS (Kember 1994; Skjorshammer 2001; Atun 2006; Hoggett 2006) and it is clear that their dominance remains not only because of their unique skills and knowledge but also because of their obvious importance within the service (Kelly and Glover 1996). However, within the changing NHS, the dominance of the professionals is subject to more and more management constraints, both on their resources and their autonomy and whilst some acceptance of management expertise is recognised by the professional groups their patience reaches a limit when this becomes encroachment on their ‘professional competence, resulting inevitably in conflict (Ackroyd 1996). Managers within the NHS are marked by a poor image, often both within the organisation and by members of the public. Meralis study found that the ‘majority of the managers were convinced that the general public believed that doctors and nurses were the only professionals in the NHS who are motivated by a desire to serve/provide care to society (2003:558) and similarly within this research the public perception of management within the NHS was consistently negative: ‘Theres too many [managers] as it is, ‘The NHS should swap most of the managers for doctors and nurses, then there wouldnt be waiting lists, â€Å"If you can find out what the management do then thats an achievement in itself. Overall it seems that management, especially in a context of attempting to rationalise the NHS and incorporate business ideals of value for money and efficiency which often results in cost-cutting through redundancies and closing services, are deemed by non-managers to hold an enti rely different ideology that is a far cry from caring for people. Yet the function of ‘management is well placed within the NHS, and its conflict with the medical professionals whilst often cited can appear over-emphasised. However with HRM now shifting in its role from administration and support to management and strategy at the same time as organisational change that is producing a complex and uncertain environment for many within the NHS, the HRM function faces a hostile crowd. This symmetry between the focus upon business and private sector ideals and the rise in HR as a function in its own right, can begin to explain perhaps the antagonism that many within the NHS express towards the HR departments. Those within the NHS who hold close to their hearts the original ideals of the NHS and their role within it rather than fighting against government initiatives and the corporate business world influence instead could hold to account the one group which was ‘created out of these initiatives the HR function. Bryson et al in acknowledging both the power struggle between doctors and management and the increasing role of HRM note that, with a complex organisational strategy that seemingly has no clear direction and with few colleagues from the traditional management functions to align with, HRM are far from being seen as any part of the ‘NHS tribal club (1996:53). Through becoming part of the ‘Corporate Business Team and gaining responsibility and a potential role of ‘power within the new NHS environment the HRM function has run into conflict. Starting off on the wrong-foot, as Bach explains, HR within the NHS must struggle with the constant accusation that it is illegitimate as its role does ‘not obviously contribute to patient care'(Bach 2001:12). It would also be expected that any role within the NHS service that had the role of scrutinising staff and reviewing quality of care when they were not medically knowledgeable would come to blows with the medical professionals, especially when the latter has enjoyed far-reaching autonomy and control in the service since its beginning (Buchan 2000). However, to also find few compatriots within the rest of management due to its timely rise with organisational change which has rationalised and constrained many other departments, many HR departments have been left in a no-mans land. There are few who would debate the continued dominance of the medical profession within the NHS, nor the importance of it remaining in such a position. However, their importance within the NHS as a business is becoming more complex. Management are increasingly holding the power to dictate for example the working patterns of doctors and they have the ability to withhold or reward resources depending upon clinicians abilities to achieve targets. And, with the introduction of Foundation Status, Trusts are running a competitive business within which all are dispensable, as Pollock describes: â€Å"†¦in the past, doctors were free to speak out in fact they were under a moral obligation to do so if they felt it was in the interests of their patients. In a business culture, however, loyalty is said to be due above all to the shareholders. Where the survival of the hospitals depends on massaging the figures and performance ratings, doctors who expose the inadequacies in the system or rail against underfunding or lack of resources are seen to be criticising their own hospitals†¦Ã¢â‚¬ (2004:203) With performance targets increasingly dominant in the NHS, to the extent that funding, resources and ‘Foundation Status can be given or taken away accordingly, accountability not only for service provision but also initiatives such as ‘Improving Working Lives have meant that HRM can also take a large piece of the managerial high-ground (Givan 2005). In addition, with the record investments in staffing and government focus upon improving service delivery through effective people management, HRM has been given legitimacy within the NHS through the Governments ‘HR in the NHS Plan (DoH 2002) which represented the NHSs ‘first generic HR strategy'(Truss 2003:49) and more recently ‘NHS Foundation Trusts: A Guide to Developing HR arrangements which highlighted the importance of the HRM function within Foundation Trusts (DoH 2006). With these initiatives in place the effective functioning of HRM is a measurable target it matters not whether the medical professio nals or other managers accept or value the role of HRM. This not only provides the HRM function with a place within the NHS, it gives it the opportunity to ‘adopt a more strategic role within the ‘new public management: ‘it is no longer consigned to a reactive and administrative role, interpreting and applying national rules, and can be proactive (Corby 1996 cited in Truss 2003:49). A number of commentators have assumed that changes in the role and status of HRM in the public sector merely follow orientations developed in the private sector (Buchan 2000; Thomason 1990). Just as the NHS as an organisation can be seen to have taken on private, corporate business strategies, so too it is considered that private sector HR management techniques were established (Buchan 2000:320). Distinct similarities can indeed be seen between the developments of HRM in the private sector and what is currently expected of the HRM function within the NHS as Begley and Boyd summarise: â€Å"The declining relevance of the command-and-control approach to business has extended into the roles played by HRM. Many companies regard their employees talents as providing a significant competitive advantage. they expect their HR professionals to formulate creative, flexible programs and policies to woo, develop, and retain that talent.†(2000:12) This apparent mirroring of private sector HR techniques within the public sector environment has met with various hostile reactions, with accusations of public managers being forced to adopt private sector HRM styles with the possible ‘dangerous result that such language will cause the public domains to ‘neglect their values (Boyne, Jenkins et al. 1999:411). Yet others, and especially some senior HR professionals within the NHS, take a different view. For them, the introduction of more efficient people management is an important and necessary development, one that is sorely needed in an environment where people are not only the service providers, but also the product and customer of healthcare services. The following empirical research and analysis demonstrates that far from being left out in the cold, the HRM function is capable of rising through an NHS Trust, effectively implementing government initiatives as well as producing its own, and finally reaching the position of designing and directing corporate strategy. Whilst the perceptions of HRM by other Trust members may vary, this is not necessarily a hindrance, but perhaps an organisational necessity that must be negotiated. Methodology The paper reports a research project that has followed the changing role of the HRM function within a large teaching NHS Trust (herein called ‘The Trust) in the UK. It reports on in-depth interviews and observations of a number of meetings involving staff from across the hospital hierarchy. The Trust is facing many changes, both in its financial governance and organisational practices. Recently it was granted â€Å"Foundation Trust† status and, as a result, a competitive drive for value for money and the need to develop efficient recruitment and retention practices have become key issues. Despite only requiring access to staff, rather than patients, researching an NHS Trust proved more difficult than originally anticipated. Currently researchers wanting to interview NHS staff are required to gain NHS Ethics Committee approval to the same degree that clinical researchers must do when requesting clinical trials on patients. This can be seen as associated with the increased awareness of the importance and value of hospital staff and their working lives at all levels of the organisation, requiring the researcher to ensure that the research is valid and that staff will not be adversely affected. It could be suggested that by not distinguishing between staff and patients and the need for ethical approval in research the NHS has adopted the understanding that to ensure quality of service and patient care staff must also benefit from an improved working life.[1] The empirical research took place over a period of nine months within the one NHS Trust and included in-depth interviews with twenty-two members of The Trusts staff and observations of key meetings with staff from across The Trusts hierarchy in attendance. A Trust Executive P.A. provided a list of thirty-five potential participants for the interviews, ranging from Assistant Service Managers, Junior Doctors, Ward Managers, Nurse Specialists and Senior Staff (including members of the Trust Executive) who were contacted via email communication. Assurances were given that these participants had not been ‘cherry picked for their perceptions of HR or management initiatives (which was reflected in interview content at times). The interviews were conducted either within an office provided by The Trust or at a location convenient to the interviewee, often a staff room or their office. Each interview was recorded, with the participants consent, and transcribed in full, with all distinguishing information such as names, exact details of roles and personal information destroyed to ensure anonymity, in accordance with the Ethics Approval criteria. The Director of Workforce and Corporate Affairs was interviewed twice, before subsequent interviews took place and again once interviewing was completed. The three meetings observed (Patient and Staff Experience Meeting; Executive Governance Committee for Clinical Effectiveness; and Strategy Advisory Group) were chosen through knowledge of the different staffing groups that would be in attendance in order to attempt to gather information as to how different groups interacted. By chance observation of the RCN Clinical Leadership Programme Presentation to the Patient and Staff Experience Group was also possible. Notes were taken during the meeting regarding staff interaction, comments about policies and Trust issues, though individual names and some meeting content was not recorded due to either anonymity or irrelevance. Due to the highly qualitative nature of this research and in valuing the need to attempt to provide an accurate and indepth understanding into the perceptions of those interviewed and how these relate to the role of HRM and its effectiveness, the following presentation and discussion of the research will use direct quotations, some at length, to highlight issues. It is felt that it is important to allow these views to be expressed clearly and as distinct from over interpretation thus enabling as honest a reflection of the current context as possible. In order to ensure the anonymity of participants they will usually be identified only by their generic role within The Trust. Discussion of Empirical Research The research demonstrates that perceptions of HRM within The Trust remain varied, a stance that is not unknown to those within the role: â€Å"I think lots of different people have lots of different perceptions. I think †¦a lot of managers are starting to see the value of HR and what HR can actually offer them†¦Other managers would probably just think we are only here to make their lives difficult and not let them get on with the job but those are the people who perhaps have never really had any involvement or used HR to its capacity† (Human Resources Staff #1) This suggests that HRM within the NHS remains in a similar situation to when Currie and Procter researched the role of personnel within the NHS and highlight the differing perceptions that the personnel department, and its subsequent human resource strategies, had within a trust: â€Å"Both executive directors and middle level managers see an advisory role as appropriate†¦They differ in their views as to whether the emphasis of the personnel department should lie with operational or strategic issues in an advisory role†¦middle managers view the personnel department unfavourably because it is distant from the operational aspects of health care†¦Ã¢â‚¬ (1998:383-384) Indeed, many of the participants found it difficult to summarise the role of HRM and during the research the role was often described as ‘personnel or ‘medical staffing. This lack of clearly defined role for some within The Trust may, as suggested by the HR staff, stem from minimal contact with the HRM department, other than in specific situations such issues with recruitment and pay-role[2]. â€Å"†¦lower grade staff will still see the HR as a sort of mini police force within the organisation and if you do anything naughty you get disciplined and I guess a lot of the lower grade staff dont have a real idea of what the HR department does†¦Ã¢â‚¬ ( Human Resources Staff2) Perhaps another reason could be the constantly changing title of the head of the HR department. Initially The Trust employed a Director of HRM but as the Director developed and expanded the remit and function of the HR departments role his title developed to one of Director of Workfor

Symbols and Symbolism in A Clean Well-Lighted Place, By Hemingway Essay

Symbolism in A Clean Well-Lighted Place    Symbolism, may be defined as a non-superficial representation of an idea or belief that goes beyond what is "seen."   Earnest Hemingway's "A Clean Well-Lighted Place" uses symbolism to help convey the theme of Nihilism, the philosophy that there is nothing heavenly to believe in.   It discusses that there is no supernatural reason or explanation of how the world is today.   Three symbols: the soldier, the cafà ©, and the shadows of the leaves, found in Hemingway's short story clearly displays this Nihilistic theme.      Ã‚  Ã‚  Ã‚   The first clear display of Nihilism by the use of symbols is the brief passage description of the soldier passing the cafà © with the prostitute.   This imagery symbolizes that love and romance has been degraded to a level of "anonymous" sex.   Nihilism ties into this fact that since there is no longer any form of pure love, why should a person believe in it?   Hemingway uses an excellent form of symbolism to help convey this thought in referring that the street light shone on the brass number of the soldier's collar... Symbols and Symbolism in A Clean Well-Lighted Place, By Hemingway Essay Symbolism in A Clean Well-Lighted Place    Symbolism, may be defined as a non-superficial representation of an idea or belief that goes beyond what is "seen."   Earnest Hemingway's "A Clean Well-Lighted Place" uses symbolism to help convey the theme of Nihilism, the philosophy that there is nothing heavenly to believe in.   It discusses that there is no supernatural reason or explanation of how the world is today.   Three symbols: the soldier, the cafà ©, and the shadows of the leaves, found in Hemingway's short story clearly displays this Nihilistic theme.      Ã‚  Ã‚  Ã‚   The first clear display of Nihilism by the use of symbols is the brief passage description of the soldier passing the cafà © with the prostitute.   This imagery symbolizes that love and romance has been degraded to a level of "anonymous" sex.   Nihilism ties into this fact that since there is no longer any form of pure love, why should a person believe in it?   Hemingway uses an excellent form of symbolism to help convey this thought in referring that the street light shone on the brass number of the soldier's collar...

Isaac Asimov :: essays research papers

Isaac Asimov is a very talented writer. Isaac focuses on the intensity of his novels and short stories. Suspense is one of the things he focuses on when writing short stories such as "Marooned off Vesta." "Marooned off Vesta is a story of triumph and intelligence. This story shows what can happen if you put your mind to it"(Corke). 	Isaac Asimov, of Jewish descent, was born in Petrovichi, U.S.S.R. on January 2, 1920. His parents were Judah and Anna Rachel Asimov. Isaac also had a brother named Stanley and a sister named Marcia. In 1923 the Asimovs left the Soviet Union and immigrated to the States. Getting over seas was not as easy as it is today. The Asimovs had to endure a horrible boat ride with horrible food, seasickness, and the anxiety of what the future had in store for them. They made their home in Brooklyn, New York where they opened a candy store (Erlanger 9). When he was nine years of age, after school he worked in his parent's candy store. It was then that began reading science fiction magazines. He had to struggle to read these magazines because his father would not permit him to read "such junk"(Erlanger 9). " Isaac you should be reading books with more value," his father told him (wilson). Sooner or later his father gave in and told him not to forget his library books ( Erlanger 11). However, this reading material was the only thing that his dad would let him touch on the magazine rack. 	Young Isaac was a brilliant student. He went through school more quickly than other students. But there was one thing holding him back which was him being a class clown. He was frequently in trouble for talking in class (Erlanger 16). The person he could really identify with was his friend, "Solly," Solomon Frisch. Solly made up stories mostly every day off the top of his head for Isaac. This was when Isaac learned that stories do not have to come from magazines or books, they can come from a person. Unfortunately when Solly and Isaac were both seven, they parted as a result of both families moving. The Asimovs moved on Essex street near Judah's new candy store. As the years went on and he graduated Boys High School in 1935, he applied to Columbia University and took on Chemistry as a major (Erlanger 18).

Creative Story: Lobito :: essays research papers

Creative Story: Lobito Not once is there a boring moment in my house! That's because of my dog Lobito. Unlike other families that have a human sometimes being the clown of their family, in my family my dog Lobito is the clown. He has got to be the funniest dog alive. From his jealousy fits, and his way of picking fights with the rest of the dogs to his no stop playing with his stuffed animals. Well the best place to start would be by describing his way of fighting with other dogs. He's straight out of one of those movies where there saying â€Å" hold me back†. No matter how big the dog is he will challenge him. This would be great if he actually followed through with his threat but he doesn't. He has this funny habit that when were holding him back from another dog, his bark starts getting louder. While holding him back he tends to pull and yank hard, and almost say â€Å"let me at him†. The funny part is when we actually do let him go, he's surprised we let him go , and gives us this look like hey hold me back! Another thing that goes along with his fighting techniques, are his day dream desires of being a security dog. We have this one dog named Pinto that Lobito hates with all his heart. Being that Pinto is alot older and bigger than Lobbito , Lobito never dares raise a bark at Pinto. But don't ever tell Pinto to go outside the house, because as soon as Lobito hears the words â€Å"Pinto outside†, hell breaks loose. Lobito will come tearing around the corner like if he heard Puppy Chow was going to be on sale. He starts barking and yelping right behind Pinto with an occasional nip at his tail. At the same time while this is all going on he tends to give us a look that says how am I doing? Well that's not the worst part, the worst part is when it comes to his jealousy. It could be said that Lobito has this idea that he's number one, and he's got this idea for everything that happens to him. Due to this idea of his we make it a point not to pet any other dog besides him while he's around, and if we accidentally do pet another dog he makes it clear to us he's upset with us by growling. We never let him catch us petting another dog! He'll come right up

Need for Power Essay

The need for power is just one part of McClelland’s acquired needs theory. The Other Parts of the Theory are Need for Achievement and Need for Affiliation. I would like to stay and write about part The need for Power. We can find little theory about this topic (The need for Power) in book Organizational Behavior on page 101. There is: A third major individual need is the need for power – the desire to control one ´s environment, including financial, material, informational, and human resources. People vary greatly along this dimension. Some individuals spend much time and energy seeking power, other avoid power if at all possible. People with a high need for power can be successful managers if three conditions are met. First, they must seek power for the betterment of the organization rather than for their own interest. Second, they must have a fairly low need for affiliation because fulfilling a personal need for power may well alienate others in the workplace. Third, they need plenty of self-control to curb their desire for power when it threatens to interfere with effective organizational or interpersonal relationship. Resources for this theory: David McClelland and David H. Burnham, â€Å"Power Is the Great motivator,â€Å" Harward business Review, March-April 1976, pp. 100-110. Pinder, Work Motivation in Organizational Behavior, McClelland and Burnham, â€Å"Power Is the Great Motivator.â€Å" We can identified four stages within the power orientation: 1) Drawing inner strength from others – being a loyal follower and serving the power of other people; 2) Strengthening oneself – beginning to play the power game, collecting symbols of status, one-upmanship, trying to dominate situations; 3) Self-assertiveness – becoming more aggressive and trying to manipulate situations so as to use other people to achieve one’s own targets; 4) Acting as an instrument of higher authority – identifying with some organization or authority system and employing the methods learnt in stages 2 and 3 but now being able to claim formal legitimacy. Blake and Mouton (1964) would feature the kind of person who maximizes this kind of approach as having the ‘Authority – Obedience’ style of management: concentrating on maximizing production through the exercise of personal authority and power. Individuals with a high need for power exhibit a number of characteristics. These individuals tend to be more argumentative. We can see in real life that they are often elected to political offices (member of government etc.). These individuals are also more assertive when a part of in-group discussions. They are known for displaying risk-taking behavior and they also tend to own more prestigious possessions such as expensive cars and credit cards. I think that this people tend to be and want to be on public display. In examing the motive scores of over 50 managers of both high and low morale units in all sections of the same large company, we found that most of the managers – over 70% – were high in power motivation compared with men in general. This finding confirms the fact that power motivation is important for management. (Remember that as we use the term â€Å"power motivation†, it refers not to dictatorial behavior, but to a desire to have impact, to be strong and influential). The better managers, as judged by the morale of those working for them, tended to score even higher in power motivation. But the most important determing factor of high morale turned out not to be how their power motivation compared to their need to achieve but whether it was higher than their need to be liked. This relationship existed for 80% of the sales managers as compared with only 10% of the poorer managers. And the same held true for other managers in nearly all parts of the company. In the research, product development, and operations divisions, 73% of the better managers had a stronger need for power than a need to be liked (or what we term â€Å"affiliation motive†) as compared with only 22% of the poorer managers. Why should this be so? Sociologists have long argued that, for a bureaucracy to function effectively, those who manage it must be universalistic in applying rules. That is, if they make exceptions for the particular needs of individuals, the whole system will break down. The manager with a high need for being liked is precisely the one who wants to stay on good terms with everybody, and, therefore, is the one most likely to make exceptions in terms of particular needs. If an employee asks for time off to stay home with a sick spouse to help look after the kids, the affiliative manager, feeling sorry for the person, agrees almost without thinking. (I am personally this kind of manager. I have a high need for being liked. I think that if people have a confidence in the manager he can do more things – also not so popular – and the people will accept them and also him.) When President Ford remarked in pardoning ex-President Nixon that he had â€Å"suffered enough†, he was empathizing primarily with Nixon ´s needs and feeling. Sociological theory and our data both argue, however, that the person whose need for affiliation is high does not make a good manager. This kind of person creates poor morale because he or she does not understand that other people in the office will tend to regard exceptions to the rules as unfair to themselves, just as many U.S. citizens felt it was unfair to let Richard Nixon off and punish others less involved than he was in the Watergate scandal. Advantages / disadvantages There are both positive and negative aspects in regards to the need for power. Being argumentative can be perceived as an ideal expression of one’s opinion; although it can also create threatening environments for those of a more compliant nature. Having an assertive manner in group discussions can make others feel as though one is dominating a discussion within the group. However, this individual may have a profound impact on the group’s progress by assisting in accomplishing tasks more efficiently. Participating in risk-taking behavior can allow an individual to experience more radical events in their life, but sometimes risk-taking behavior can lead to undesirable consequences. Owning luxurious items tends to be costly, even though these possessions may make one feel good about themselves and their lives. My conclusion The need for power is good if it is useful for organization and also if the manager can use some kind of humanity to the other. For manager figure is very important the confidence. The people (other) must confidence in him and then they will better in accept his conclusion.