Monday, September 30, 2019

Social Structure and Interaction in Everyday Life

Adanna Nwadike Sociology 101-052 Professor. Wyzykowski 2/21/12 Sociology in Our Times: Chapter 4 Outline: Social Structure and Interaction in Everyday Life I. Components of Social Structure A. Status 1. Status is a socially defined position in a group or society characterized by certain expectations, rights, and duties. 2. Status set compromises all the statuses that a person occupies at a given time. 3. Ascribed status is a social position conferred at birth or received involuntarily later in life, based on attributes over which the individual has little or no control, such as race, ethnicity, age, and gender. . Achieved status is a social position a person assumes voluntarily as a result of personal choice, merit, or direct effort. 5. Master status is the most important status a person occupies. 6. Status symbols material signs that inform others of a person’s specific status. B. Role 1. Role is a set of behavioral expectations associated with a given status 2. Role expectat ion is a group’s or society’s definition of the way a specific role ought to be played. 3. Role performance is how a person actually plays the role. 4.Role conflict occurs when incompatible role demands are placed on a person by two or more statuses held at the same time. 5. Role stain occurs when incompatible demands are built into a single status that a person occupies. 6. Role exit occurs when people disengage from social roles that have been central to their self-identity. C. Group 1. Social Group consists of two or more people who interact frequently and share a common identity and a feeling of interdependence. 2. Primary group is a small, less specialized group in which members engage in face-to-face, emotion-based interactions over an extended period of time. . Secondary group is a larger, more specialized group in which members engage in more impersonal, goal-oriented relationships for a limited period of time. 4. Formal organization is a highly structured grou p formed for the purpose of completing certain tasks or achieving specific goals. D. Social Institutions 1. Social institution is a set of organized beliefs and rules that establishes how a society will attempt to meet its basic social needs. II. Societies: Changes in Social Structure A. Durkheim: Mechanical and Organic Solidarity . Division of labor refers to how the various tasks of a society are divided up and performed. 2. Mechanical solidarity refers to the social cohesion of preindustrial societies, in which there is minimal division of a labor and people feel united by shared values and common social bonds. 3. Organic solidarity refers to the social cohesion found in industrial (and perhaps postindustrial) societies, in which people perform very specialized tasks and feel united by their mutual dependence. B. Tonnies: Gemeinschaft and Gesellschaft 1.Gemeinschaft is a traditional society in which social relationships are based on personal bonds of friendship and kinship and on intergenerational stability. 2. Gesellschaft is a large, urban society in which social bonds are based on impersonal and specialized relationships, with little long-term commitment to the group or consensus on values. C. Industrial and Postindustrial Societies 1. Industrial societies are based on technology that mechanizes production. 2. Postindustrial society is one in which technology supports a service-and information-based economy.III. Social Interaction: The Microlevel Perspective A. The Social Construction of Reality 1. Social Construction of Reality- the process by which our perception of reality is largely shaped by the subjective meaning that we give to an experience. 2. Self-fulfilling prophecy- a false belief or prediction that produces behavior that makes the originally false belief come true. B. Ethnomethodology 1. Ethnomethodology is the study of the commonsense knowledge that people use to understand the situations in which they find themselves. C. Dramaturgical Anal ysis 1.Dramaturgical analysis is the study of social interaction that compares everyday life to a theatrical presentation. 2. Impression management (presentation of self) refers to people’s efforts to present themselves to others in ways that are most favorable to their own interests or image. 3. Face-saving behavior refers to the strategies we use to rescue our performance when we experience a potential or actual loss of face. D. Nonverbal Communication 1. Nonverbal Communication is the transfer of information between persons without the use of words. 2. Personal space is the immediate area surrounding a person that person claims is private. Social Structure and Interaction in Everyday Life Adanna Nwadike Sociology 101-052 Professor. Wyzykowski 2/21/12 Sociology in Our Times: Chapter 4 Outline: Social Structure and Interaction in Everyday Life I. Components of Social Structure A. Status 1. Status is a socially defined position in a group or society characterized by certain expectations, rights, and duties. 2. Status set compromises all the statuses that a person occupies at a given time. 3. Ascribed status is a social position conferred at birth or received involuntarily later in life, based on attributes over which the individual has little or no control, such as race, ethnicity, age, and gender. . Achieved status is a social position a person assumes voluntarily as a result of personal choice, merit, or direct effort. 5. Master status is the most important status a person occupies. 6. Status symbols material signs that inform others of a person’s specific status. B. Role 1. Role is a set of behavioral expectations associated with a given status 2. Role expectat ion is a group’s or society’s definition of the way a specific role ought to be played. 3. Role performance is how a person actually plays the role. 4.Role conflict occurs when incompatible role demands are placed on a person by two or more statuses held at the same time. 5. Role stain occurs when incompatible demands are built into a single status that a person occupies. 6. Role exit occurs when people disengage from social roles that have been central to their self-identity. C. Group 1. Social Group consists of two or more people who interact frequently and share a common identity and a feeling of interdependence. 2. Primary group is a small, less specialized group in which members engage in face-to-face, emotion-based interactions over an extended period of time. . Secondary group is a larger, more specialized group in which members engage in more impersonal, goal-oriented relationships for a limited period of time. 4. Formal organization is a highly structured grou p formed for the purpose of completing certain tasks or achieving specific goals. D. Social Institutions 1. Social institution is a set of organized beliefs and rules that establishes how a society will attempt to meet its basic social needs. II. Societies: Changes in Social Structure A. Durkheim: Mechanical and Organic Solidarity . Division of labor refers to how the various tasks of a society are divided up and performed. 2. Mechanical solidarity refers to the social cohesion of preindustrial societies, in which there is minimal division of a labor and people feel united by shared values and common social bonds. 3. Organic solidarity refers to the social cohesion found in industrial (and perhaps postindustrial) societies, in which people perform very specialized tasks and feel united by their mutual dependence. B. Tonnies: Gemeinschaft and Gesellschaft 1.Gemeinschaft is a traditional society in which social relationships are based on personal bonds of friendship and kinship and on intergenerational stability. 2. Gesellschaft is a large, urban society in which social bonds are based on impersonal and specialized relationships, with little long-term commitment to the group or consensus on values. C. Industrial and Postindustrial Societies 1. Industrial societies are based on technology that mechanizes production. 2. Postindustrial society is one in which technology supports a service-and information-based economy.III. Social Interaction: The Microlevel Perspective A. The Social Construction of Reality 1. Social Construction of Reality- the process by which our perception of reality is largely shaped by the subjective meaning that we give to an experience. 2. Self-fulfilling prophecy- a false belief or prediction that produces behavior that makes the originally false belief come true. B. Ethnomethodology 1. Ethnomethodology is the study of the commonsense knowledge that people use to understand the situations in which they find themselves. C. Dramaturgical Anal ysis 1.Dramaturgical analysis is the study of social interaction that compares everyday life to a theatrical presentation. 2. Impression management (presentation of self) refers to people’s efforts to present themselves to others in ways that are most favorable to their own interests or image. 3. Face-saving behavior refers to the strategies we use to rescue our performance when we experience a potential or actual loss of face. D. Nonverbal Communication 1. Nonverbal Communication is the transfer of information between persons without the use of words. 2. Personal space is the immediate area surrounding a person that person claims is private.

Sunday, September 29, 2019

Factors That Influence Learning

TASK 18 – Outline the factors that influence learning. Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family * Culture * Gender * Impact of peers * Subject content * Teaching style * Learning skills * Recognition of need to learn * Past experiences of learning * Personal learning styles * Range of opportunities Awareness of the learning process * Barriers to learning * Rewards and punishments All these factors have an impact on the quality and quantity of learning for the pupil. For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value o f learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise.If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical . Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 2 Outline the principles of educational inclusion. Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls * Children with SEN * Children with disabilities Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to ensure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment Ethnic or social background * Gender Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded. * All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always be right for every child all of the time.Equally just because mainstream education may not be right at a particular stage it does not p revent the child from being included successfully at a later stage. The National Curriculum Handbook for primary teachers and the Handbook for secondary teachers in England incorporates a statutory inclusion statement on providing effective learning opportunities for all pupils. It outlines how teachers can modify the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each KS.It sets out three principles that are essential to developing a more inclusive curriculum: * Setting suitable learning challenges * Responding to pupils diverse learning needs * Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 3 Explain the importance of attitudes, skills and resources in the achievement of successful educational inclusion. Sometimes for children with special educational needs and disabilities, obstacles can stand in the way of them getting/achieving the right education and support.Factors that can affect success: * Special education professionals should work in partnership with parents and take into account views of parents in respect of their child’s particular needs * Special educational provision’s should take into account the wishes of the child concerned, taking into account their age and understanding * The culture, practice, management and deployment of resources in school should be designed to ensure all children’s needs are met * Interventions for each child should be reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents * LEAs, schools and settings should work together to ensure that any child’s special educational needs are identified early * LEAs, schools and settings should exploit good and best practice when devising interventions * There should be co-operation between all the agencie s and a multi-disciplinary approach to the resolution of issues Depending on the school setting the teaching assistant may play a vital role in supporting the children with SEN. The tasks that a teaching assistant may help with might include helping pupils with reading difficulties, supporting speech therapy programmes and helping pupils to access the curriculum. Explain the importance of encouraging independent learning when promoting educational inclusion.Independent learning concentrates on the creation of experiences and opportunities that help students to become self-reliant, self-motivated and lifelong learners. Independent learning focuses on the individuals need for independence and active participation in their own learning, both in school and in society. Independent learning is important because it is part of an ongoing, lifelong learning process that stimulates deeper thinking and reflection and promotes the continuing growth of students’ abilities and strengths. I ndependent learners develop the attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning.Teaching staff can help students take responsibility for their learning by providing opportunities and strategies for learning independently and by encouraging pupils to initiate and actively participate in their own learning. Learning is an interactive process among pupils and between teachers and pupils. Pupils engage in learning activities as individuals who are interdependent with other individuals in the classroom and wider society. Students will move towards independence in varying degrees, depending on factors such as age, skill level and ability in a particular subject. Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 4What support can a teaching assistant provide to a pupil with special educational needs? As a teaching assistant there are three aspects in fostering Independent Learning. They are: * The learning environment created by the staff * The relationship established between teacher and learner * The teaching and modelling of skills needed for independent learning A teaching assistant can play an important role in providing a supportive environment that encourages pupil motivation, self-confidence, interest and desire to learn. It is important that the teaching assistant, in order to promote independent learning, knows their students well and should reflect upon their pupils learning processes.In order to help the students succeed as independent learners, the teaching assistant needs to anticipate difficulties and offer support at crucial intervals. The teaching assistant must develop a good understanding of their students’ strengths and weaknesses (socially, emotionally, intellectually and physically) their exceptionalities, their health and their cultural backgrounds. The relationship between the teaching assistant and learner should foster increasing learner responsibility , meaning that as the student grows in maturity and understanding, they are able to take on greater responsibility for their own learning. An important aspect of the teaching assistant’s role is the teaching and modelling of skills needed for independent learning.The attitudes, skills and knowledge of independent learning will be fostered in students through ways in which the teaching assistant organises the classroom and instructs the student. * Teachers should utilise instructional techniques, strategies and approaches based on collaboration between learner and teacher. This will encourage student participation, both in determining goals and in monitoring the learning process. * Teachers should use approaches that foster student self-confidence and empowers students to take responsibility for their own learning. * Students should be taught activities which facilitate the transition to independence through modelling, demonstration and direct instruction of learning skills.Th ese should then be followed by practice opportunities provided by the teaching assistant, who in turn monitors the students’ progress towards their goals of independent decision making. * The teaching assistant should share with students what is being done and why an activity is useful. The goal is that learners will eventually make their own decisions, connect what they already know with what they are learning, make judgements and inferences, apply new ideas and derive pleasure from learning. The teaching assistant’s role is to be a patient facilitator, showing students how to learn independently, encouraging them, providing feedback and supporting their efforts.These are all crucial factors in providing a learning environment which fosters independent learning and which motivates students to pursue independent learning skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 5 List the stages of the statementing process. Children with SEN who attend mai nstream schools are placed on the SEN list in line with this guidance: * If they require provision which is different from, and additional to, that made for most pupils (â€Å"schools action†) * If the pupils fail to make adequate progress, further provision is to be made (â€Å"schools action plus†) The special educational needs of the majority of children should be met effectively through School Action and School Action Plus. In a small number of cases, where the child is still a ignificant cause for concern after intervention in School Action Plus, the school will ask the LEA for a Statutory Assessment. This involves the LEA, working co-operatively with parents, the child’s school and other agencies, where appropriate. The LEA will seek evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful. The LEA will need information about the child’s progress over time and clear documentation on the childâ €™s SEN and the action taken to deal with these needs. They will then decide whether a statutory statement of the child’s educational needs is necessary. Statutory assessment does not always lead to a Statement of Special Educational Needs.The LEA then looks at the statement request. It may be that a certain child’s needs are very significant and complex, in which case the LEA will carry out a multi-agency assessment and then, if appropriate, provide a Statement of Special Educational Needs. A Statement of Special Educational Needs is a legal document that sums up all the advice gathered during the Statutory Assessment. It sets out what the child’s special educational needs are and the special educational provision required in order to meet them. It names the school where this provision is to be made and any other non-educational needs and provisions affecting arrangements at school.This will be reviewed at least every year but can be more frequent if profes sionals working with the child or the parents identify further concerns. A Statement of Special Educational Needs is split into six parts: 1. Identifies the child or young person and those with parental responsibility. 2. Identifies the needs of the child or young person. 3. Identifies the provision required to meet the needs as described in Part 2. 4. Names the school where the child or young person will be placed. 5. Identifies health needs 6. Determines what provisions are needed to meet those health needs. The provision required will normally be quantified in terms of hours of provision and staffing arrangements in order to meet the changing needs of the child.The school must provide: * Appropriate facilities and equipment, staffing arrangements and curriculum * Any modifications to the application of the National Curriculum * Appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum. Natalie Levy Studen t no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement.Where the LEA declines to provide a statement, the school may request a reassessment after six months. Parents also have the right to appeal against the decision to the SEN tribunal. List and explain the broad content of the SEN code of Practice. The SEN Code of Practice gives practical guidance on the fulfilment of functions under part 4 of the Education Act 1996 to local authorities, the governing bodies of maintained schools, settings in receipt of government funding to provide early education and to those who help them, including the health services and social services. It also provides general practical guidance to such settings about the provisio n of nursery education to children with special educational needs.The Code of Practice provides a framework for developing strong partnerships between parents, schools, LEAs and health and social services. It promotes a consistent approach to meeting children’s special educational needs and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The focus is on ensuring that SEN are identified as quickly as possible. The code sets out five principles: * That children with SEN should have their needs met * That their needs will normally be met in mainstream schools * That the views of children should be sought and taken into account * That arents have a vital role to play in supporting their children’s education * Those children with SEN should be offered full access to a broad, balanced and relevant curriculum in the foundation stage and later years. The Code sets out guidan ce on policies and procedures aimed at enabling pupils with SEN to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. It recommends that schools adopt a graduated approach to match provision to children’s SEN so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress.The Code also provides advice on carrying out statutory assessment of a child’s SEN and of making and maintaining a statement of SEN for children with severe and complex needs, this would include carrying out annual reviews of statements and planning for young people with SEN when they make the transition to college, training and employment. The Code emphasises the importance of involving children and parents in decision-making and of effective multi-agency, to combine services around the needs of the children and their families. List and explain the broad content of the LEA and school SEN policies. The responsibility of the LEA in respect of SEN is to: Natalie Levy Student no: SH34604/DLC Assignment no: 6Page no: 7 * Plan its overall special educational provision and review it periodically * Assess those pupils whose special needs may require a Statement of SEN * Ensure that the provision specified in the Statement of SEN has been made available * Initiate annual reviews of every Statement of SEN * Monitor the performance of its maintained schools and Support Services * Identify, assess and make provision for all pre-school children who may have special educational needs The LEA also has a duty to consult with schools, Health and Social Services and voluntary organisations over its SEN Policy, which it must publish and keep under review.Regulations require that the LEA must publish information on the arrangements they make for children with SEN in general. The policy covers all pupils and young people between the a ges of 0 – 19 who may/will experience some form of difficulty in their learning which may arise from a variety of factors, including those relating to the pupil or young person themselves, their learning environment and their social environment. The policy model has three key elements: * Philosophy – Relevant basic details. * Principles – Broad guidelines. General statements derived from the beliefs which can be interpreted by policy users to guide. * Procedures – Practical details.Operating routines and actions derived from the principles which cover the most common areas of policy application or critical events. Updating of the policy and evaluation of its implementation will be undertaken through annual review by the LEA’s SEN Management group, with due reference to SEN initiatives contained within the Education Development Plan and associated planning documents. The school SEN policy is a document that gathers together, in one place, all LEA gu idance and information on all aspects of special needs and inclusion. This includes Special Educational Needs and also many other issues to do with the management of inclusion in schools. It is intended as a management tool for senior managers in schools as well as SENCOs.The framework for the Special Educational Needs policy is provided by: * The United Nations convention on the Rights of the Children (Salamanca Statement) * The Children Act 1989 * The 1994 Special Educational Needs Code of Practice (revised 2002) * The Disability Discrimination Act 1995 * The Education Act 1996 * Key DfEE regulations and circulars on the organisation of special educational needs * The Green Paper â€Å"Excellence for All† 1997 and the DfEE Programme of Action 1998 * The Schools Standards and Framework Act 1998 * The Human Rights Act 1998 * The SEN Code of Practice (Draft) 2000 * The â€Å"Quality Protects† Management Action Plan * The SEN and Disability Act 2001 Natalie Levy Student no: SH34604/DLCAssignment no:6 Page no: 8 TASK 19 – Research the responsibilities of all teaching and support staff for learners with special educational needs in a local school to you. Responsibilities and roles of staff/agencies from the school in which I am based. Class teacher: * Should always be aware of any children who are already on the SEN register. * Make sure time is made available for Termly and Annual Reviews. * Attend INSERVICE training. * Attend regular meetings with the SENCO. * Take account of different needs when planning. * Take into account the feelings of, wishes and knowledge of parents. * Maintain a class SEN file which is to be stored securely. Maintains confidentiality at all times. * Seek advice from the SENCO on strategies which might be used to help the pupil. Teaching Assistants/Learning Support Assistants: * Work on a one-to-one basis where necessary. * Allocated time to work with children at School Action and School Action Plus. * Attend INSERVI CE training. * Attend regular meetings with the SENCO. * Have a minimum of 20 hours per week to support children with SEN. SENCO: * Provide professional guidance to staff with the aim of providing high quality teaching. * Has an overview of provisions made for pupils with SEN. * Liaises with teachers, TA’s and multi-agencies when necessary. Ascertains which stage each child is operating at and reviews when appropriate. * Keeps an updated confidential register. * Arranges review meetings with parents/teachers. * Updates teachers on SEN children and explores/discusses current initiatives. * Responds to specific requests from teachers and other multi-agencies * Visit nursery, pre-schools and secondary schools to help with integration when moving in or on from our school. * Store SEN information securely and in an orderly fashion ensuring easy access. * Share information with the Head Teacher/teachers/TA’s where appropriate. Educational Psychologists: * Performs formal psy chological testing. Assess results and determine whether a child has special educational needs. * Give advice to teachers/TA’s in relation to particular pupils (requested through the SENCO) * Runs INSERVICE training on particular needs. * Carries out intervention work such as counselling, behaviour management and student study skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 9 Speech and Language Therapist: * Assesses the extent of the problem. * Makes a diagnosis of the problem. * Liaises with the SENCO/teacher/parent on the best programme of care for the child. School Nurse: * Carries out various hearing/sight tests. * Inform staff in the school setting of any particular health requirements. Trains staff if injections or other medical procedures are required. * Consult/refer to a doctor if they think other professional may be required in the care of the child. Peripatetic Teacher/Support Worker: * Assess and test the child. * Offer advice and guidance to teachers/TA’s. * Advises on specialist equipment when/if needed. In the school setting where I am the school will also contact other settings who offer OUTREACH services if there is a need. Outline the purpose and use of at least two different resources and two pieces of specialist equipment for learners with special educational needs that might be available in schools. Pupils with poor vision may have difficulty in using a normal computer.However there are a number of techniques that can be applied to assist pupils. Touch typing skills often make it possible to use a computer more effectively. They are particularly valuable for partially sighted and blind computer users as they remove the need to constantly look between the keyboard and the screen. Drills are used to practice each key and sequence of keys until the whole alphabet is covered. Large print keyboard stickers will help a pupil identify where the keys are, they are a learning tool rather than something to be re lied upon. These are available in different colours and styles. Many people with no usable vision, may find it useful to operate their computer by voice (known as voice in-voice out).The users speak and the software recognises what was said and types it into the computer. This means that: * Words are correctly spelled. * The user’s flow is not interrupted by having to stop and worry about spelling. * The need to type or hand write is removed – this is also helpful if the user is also dyspraxic. Speech output is also used. This means the user does not need to be able to see the screen to use a computer. Software called a screen-reader can intelligently send all information to a voice synthesiser such as what is being typed, what has been typed and menu options. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 10Pupils with very poor motor skills will often struggle with normal computers as well. They may find it hard to relate the movement of their hand on the mouse to the movement of the cursor on screen. In these instances it may be that a trackball or joystick is easier to use. A normal keyboard has over 100 keys and can sometimes be very confusing to the user; again key stop stickers could be used. Lowercase keyboards can be used (a standard keyboard but in lower case only) and also overlay keyboards (touch sensitive membranes which slide over the top of a normal keyboard and determine the functions of the keyboard). All of the above are available in the setting where I am and make it easier for the user.They feel confident using computers and can also join in mainstream ICT lessons. Explain the contents and purpose of an individual education plan and explain how a teaching assistant could contribute towards achieving its aim. The Individual Education Plan (IEP) is a planning, teaching and reviewing tool. It should support the process of planning intervention for an individual pupil with SEN. IEPs should be teaching and learning plans setting out â€Å"what, â€Å"how† and â€Å"how often† particular knowledge, understanding and skills should be taught through additional or different activities from those provided for all pupils through the differentiated curriculum.Wherever possible pupils should be involved in setting their own targets for the IEP, in agreeing and implementing appropriate strategies and evaluating the outcomes. IEPs should: * Raise achievement for pupils with SEN * Be seen as working documents * Use a simple format * Detail provision additional to or different from those generally available for all pupils * Detail targets which are extra or different from those for most pupils * Be jargon free * Be comprehensible to all staff and parents * Be distributed to all staff as necessary * Promote effective planning * Help pupils monitor their own progress * Result in good planning and intervention by staff * Result in the achievement of specified learning goals for pupils with SEN IEPs should focus on: Up to three or four key individual targets set to help meet the individual pupil’s needs and particular priorities * Targets should relate to key areas in communication, literacy, mathematics and aspects of behaviour or physical skills * The pupil’s strengths and successes should underpin targets set and the strategies used Though not included in the IEP teachers should always refer back to the pupil’s Individual Pupil Record to get information on their baseline or entry level assessment as well as information about the pupil’s particular needs and current strengths. This profile should also include information regarding the pupils needs in relation to general strategies such as: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 11 * The short-term targets set for or by the pupil * The teaching strategies to be used * The provision to be put in place * When the plan is to be reviewed * Success and/or exit criteria * Out comes (to be recorded when IEP is reviewed) Success criteria in an IEP means that targets have been achieved and new targets need to be set, whilst exit criteria means that not only have targets been achieved but that an IEP may no longer be required.Teachers should always aim to talk to pupils about their IEPs in a quiet place away from the rest of the class. A teaching assistant can contribute towards achieving the IEP aims by: * Providing a positive caring and learning environment that promotes improved self esteem and confidence * Supporting the child on a one-to-one basis in the area of disability e. g. reading, writing * Providing a quiet place to work * Keeping instructions direct and simple, one at a time. Repeating and rephrasing instructions where necessary * Providing visual cues and peer mentoring * Providing consistent and ongoing clarification * Teaching the child â€Å"strategies† not just facts Reducing working time and expectations initially to ensure the chi ld is successful * Trying to ensure that there is a good partnership between home and the school setting and keeping parents informed as to how they can support their child at home. Describe how you might carry out a case study for a learner with special educational needs and what information it should contain. To carry out a case study for a learner with special educational needs the objective is to portray: * How the learner’s needs are identified * The learning experiences and provisions in place for them * The levels of satisfaction, appropriateness and challenge for the learner * The learning impacts and outcomes for themIn a case study I would need to conduct a range of interviews with: * The individual learner (except in the case of a very young person) * Relatives or friends who might have a perspective on the learners experience and development * Those directly providing the learning opportunities at an operational level (tutors, teachers etc) this would usually incl ude local authority representatives. Questions I may need to ask are: * How are the learner’s needs identified and what learning experiences are in place for them? * Are the learner’s satisfied and challenged? * What are the learning impacts and outcomes for them? Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 12Where a pupils’ learning has been supported, helped or promoted by local authorities already, my report should identify the nature of the learning experiences, the outcome derived by the individual learner, the factors contributing to the effectiveness of the learning opportunity and key factors that contributed to the success. Alternatively, where a pupil has not been supported, helped or promoted I should include in the report the key factors and barriers affecting achievement. My report should draw out key messages for local authority staff, schools and other organisations and individuals concerned with successful learning. In short a case study should include: * The relevant characteristics of the learner * How his/her learning needs were identified, or the learning opportunities were accessed * Standard of achievement * Quality of access to curriculum * Support available Quality and effectiveness of support * How well providers work in partnership * Barriers that prevent the learner accessing appropriate curriculum and support * Key factors and barriers affecting the achievement in these outcomes * Progress made * Examine and illustrate the distinct role and contribution of the local authority leadership in promoting and ensuring learning * Key issues for action * The next steps or future developments both for the learner and local authority and other providers who may be involved. Design a brief that could be used to advise school staff of the guidelines in confidentiality in an imaginary school. See attached document.

Saturday, September 28, 2019

Theories in Movies Essay Example | Topics and Well Written Essays - 750 words

Theories in Movies - Essay Example In conjunction with the uncertainty reduction theory, these theories affirmed that their applications enabled greater understanding of what actually transpired among the characters. Likewise, through the application of these theories, effective understanding of the intended messages was ultimately achieved. The selected movie is ‘The Man without a Face’ (Gibson, 1993). One selected the Narrative Theory or the Narrative Paradigm as a means to draw three conclusions of its applicability in the movie. According to the narrative paradigm, â€Å"humans are storytelling animals. The Narrative Paradigm proposes a narrative logic to replace the traditional logic of argument. Narrative logic, or the logic of good reasons, suggests that people judge the credibility of speakers by whether their stories hang together clearly (coherence and whether their stories ring true (fidelity)† (McGraw Hill Companies, 2001, p. 1). The narrative theory was seen to be applicable in the movie through the perspective of the main character, Chuck Nordstadt. At the beginning of the movie, Chuck was viewed to be narrating an incident where he was apparently at the center of the parade being honored for all the positive performance he exhibited. Apparently, Chuck was only dreaming. This is the first example from the movie where the narrative theory was clearly applied. Secondly, another story was delivered by Chuck’s sister, Gloria, who told Chuck the real story behind Chuck’s father’s death. Again, the narrative theory was evident since the actual story of what happened to Chuck’s father apparently happened years ago and without the knowledge of Chuck. Chuck’s mother and sisters deliberately withheld the information from Chuck. When Chuck learned about it, he was devastated. As such, Chuck obviously did not believe Gloria and had to search for documents to confirm and verify the accuracy of the story. The example fits the description of

Friday, September 27, 2019

How Brand Awareness Can Gain Competitive Advantage To Companies A Case Dissertation

How Brand Awareness Can Gain Competitive Advantage To Companies A Case Study Of Coca Cola Company In UK - Dissertation Example This dissertation focuses on the Coca-cola company that is a competitive brand and its use of marketing techniques seems to be a bullet proof formula for success. Therefore the intention of this dissertation is to identify exactly how coca-cola uses brand awareness to gain a competitive advantage over its competitors. This is extremely important in terms of emerging markets like the technology sector. If companies can identify exactly how to imitate the coca-cola method to brand awareness, then they will be able to capture a leading position within the category. The researcher of this dissertation discusses various aims and objectives of this work, such as: to identify the tactics used by Coca-Cola to maximize its brand awareness, to critically evaluate the methods used by Coca-Cola within the context of the â€Å"22 Immutable Laws of Marketing† by Al Ries and Jack Trout, to Compare and Contrast the methods used by Coca-Cola and Pepsi, to identify other sectors that may benefi t from mimicking Cola’s marketing platform and to identify areas where Coke may be vulnerable. In conclusion, the researcher tries to explore the consumer aptitude regarding the efficacy of Coca-Cola branding campaign. This will help us determine how individuals perceive the brand, where they developed those perceptions, and how likely their perceptions are to change. After analyzing how consumers feel about the brand, the researcher states that he will be able to developed a formula for brand efficiency.

Thursday, September 26, 2019

What is a principle Scholarship Essay Example | Topics and Well Written Essays - 500 words

What is a principle - Scholarship Essay Example Other than these two examples, we can also observe the system of the whole world running on a defined set of principles. Principles hold a key value in my life. To me, principles act as foundations for every personal and professional success. I never overlook my principles while dealing with any matter of life. Whatever the situation is, I always take every step following my principles. Some of my core qualities include honesty, truth, moral courage, hard work, and sincerity. I have based all of my principles on these characteristics. I always try to be sincere to others, speak truth in any situation, defend the disadvantaged, raise my voice over in any unlawful situation, work hard for my better future, and avoid backbiting. These are my principles of life which I follow in all situations that occur in my life. I abide by my principles because they are the real gems of my life. They always keep me on the right track. They make my inner clean and fulfilled. They also guide me when I am in some trouble. On many occasions of my life, my principles have made me satisfied and pleased. Whenever I help a disadvantaged person, I feel extremely satisfied and relieved. Similarly, when I speak truth in a situation where it can cause problems for me, I feel that I have done something admirable. I love to follow all of my principles because they are as precious for me as any other asset. I believe that principles are assets that produce a number of considerable benefits for a person. Although we cannot touch these assets the way we touch and feel tangible assets, but the benefits associated with these assets are not less in worth than tangible assets. I would say that principles are such assets that guide us to acquire a number of tangible and intangible assets. I believe that a person can never achieve success in his/her life without following some key success principles. The reason is that principles give us direction while enlightening the way to

Wednesday, September 25, 2019

Customer Service Management of Rogers Cable Inc of Canada Essay

Customer Service Management of Rogers Cable Inc of Canada - Essay Example The deregulation of the media and communication industry brought the major challenge before the monopolistic RCI. The Canadian Telecommunication Act of 1993 was governed by three principles; the universal service, fair treatment of the customers and interconnectivity of networks. This marked the arrival of a competitive market in the industry. There was a need for RCI to survive among the potential competitors like Bell Canada. As the customers of RCI will be thrown open to various options, there was an urgent need to retain them. Consequently the customer service of RCI was facing a severe test. Hence the company conducted a refined analysis in regard to its customer service. The analysis revealed the critical condition about RCI’s service issue. The analysis produced that there was a significant number of repeat service calls after the installation. An in-depth analysis conducted on a sample of 100 customers confirmed that 20% of them had a repeat work. After considering the historical data it was observed that 16% of the repeat works were done in the houses which had a new (within the previous 30 days) installation. This called for the need to revise the prevailing customer service system which threw light on the cause of such considerable repeat work. The prevailing system, which was followed by RCI in fixing the technical problems in households, involved outsourcing of service technicians. Since the demand for service technicians is seasonal, RCI opted for outsourcing.... The analysis revealed the critical condition about RCI's service issue. Cause of Poor Customer Service The analysis produced that there was a significant number of repeat service calls after the installation. An in-depth analysis conducted on a sample of 100 customers confirmed that 20% of them had a repeat work. After considering the historical data it was observed that 16% of the repeat works were done in the houses which had a new (within the previous 30 days) installation. This called for the need to revise the prevailing customer service system which threw light on the cause of such considerable repeat work. The prevailing system, which was followed by RCI in fixing the technical problems in households, involved outsourcing of service technicians. Since the demand for service technicians is seasonal, RCI opted for outsourcing. Among all the technicians only 18 % constituted RCI's cable employees. This caused a communication gap between the Cable technical Support area of RCI and the outsourced technicians. Due to this communication gap the technicians were unaware of the urgency of fixing the problem in the customer's house. The company lacked a central system that will connect the outsourced companies for technicians with RCI. While focusing on the outsourced technicians a major fault was noticed in their skill set and tools for problem fixing. The technicians were not educated about the new Roger products and didn't have sufficient technical tools to carry out a successful problem fixing. Solution to the Problem The company after analyzing the problem initiated a program across the organization named FTR (First Time Right). The objective of the program was to spread quality awareness about RCI. Trial The program was experimented over a team

Tuesday, September 24, 2019

Why Study Logic Essay Example | Topics and Well Written Essays - 250 words

Why Study Logic - Essay Example Reasoning is the ability to seek out a conclusion. (Morsanvi, Handley 2011) Reasoning is used to understand how something is and why it is. After understanding facts about something, one is then able to use reason to conclude. Sometimes this reasoning is done without being consciously aware. This has an effect on whether or not one is able to reason well decisions or reason bad decisions. When an individual is not aware of the proper way of reason this can prevent them from achieving an important lifelong skill. This skill is the ability to understand the theory behind reasoning. Understanding the theory behind reasoning will help with so many different aspects in life. Understanding the theory behind reasoning allows for better problem solving and the ability to communicate better with others. Without the study of logic one may have difficulties communicating and understanding others and why others make certain decisions. Morsanyi, K., & Handley, S. J. (2011). Logic feels so good—I like it! Evidence for intuitive detection of logicality in syllogistic reasoning. Journal Of Experimental Psychology: Learning, Memory, And Cognition,

Monday, September 23, 2019

Skills required to provide clinical leadership in nursing mental Essay

Skills required to provide clinical leadership in nursing mental health - Essay Example The rest of the essay will broadly foray into these required skills. One of the most requisite skills for nursing officers is conviction and courage in handling financial decisions for their hospital or clinic. With healthcare insurance becoming unaffordable for an increasing number of Americans, people end up in hospital wards with insufficient finances. While running a hospital or a clinic has a business element to it, its first priority is to serve needy patients, especially the ones suffering from mental ailments. An ethically conscious leader will always keep this in mind and put the interests of the patient before that of the organization. While this may sound a touch idealistic and its implementation may seem unfeasible in a competitive healthcare industry, it is nevertheless an ideal worth persevering for. According to Shawn Ulreich, the chief Nursing Officer at Spectrum Health, â€Å"It is time to bridge the gap between nursing--and all of operations--and finance†¦Nursing leadership entails measures to tackle the massively flawed payme nt system. Other times, it is demonstrating that you sincerely care about patient care† (Fifer, 2007). Continuing in a similar vein, leaders in Nursing should reverse recent trends of high employment dissatisfaction among nurses and other support staff. Nurses across the country are not happy with the remuneration package handed to them and consequently shifting to jobs that pay more. Another reason cited for this state of affairs is the lack of mutual understanding between the business and nursing wings of the healthcare organizations. For example, according to a recent survey, â€Å"Approximately 38 percent of the respondents reported having left a CNO position--13 percent within two years before the survey and 25 percent within five years before the survey. When asked about the context of their departure, a high percentage reported leaving their

Sunday, September 22, 2019

Industrial Engineering, January Essay Example for Free

Industrial Engineering, January Essay Recent studies commissioned by the Quality Research Institute (QRI), a partnership between Philip Crosby Associates Inc. and The Gallup Organization, reveal a startling gap between business executives and customers and their perceptions of quality and customer satisfaction. While a decisive majority (73 percent) of CEOs believe American business is committed to quality, QRI found that consumers overwhelmingly (84 percent) disagree. Similar discrepancies showed up when industry managers and end-user customers from three specific industries retail, hospitality and utilities were interviewed to compare their perceptions of overall customer satisfaction. These studies point to a flaw in how businesses define and measure quality, a flaw destined to hurt bottom-line profits. Quality, in the final analysis, is defined by customers. They must be satisfied and remain satisfied if a company is to prosper. As long as corporate performance is measured only in financial terms, quality will continue to suffer. To offset this problem, more and more companies are turning to independent quality audits, and they are reporting the results alongside financial reports to demonstrate success in achieving both profits and quality goals. Problems and opportunities The 1993 survey, Profits Versus Quality, illustrated both problems and opportunities in customer perceptions of quality. In this national survey, most consumers said they believed business was more concerned with profits than with delivering quality products or service. They also criticized business leaders for a lack of focus on quality workplaces. Most striking, however, was the widely held belief that business leaders who do not put quality ahead of profits are missing a big opportunity. Almost ninety percent of American employees said they would feel more committed to achieving their companys financial goals if their managers were more concerned with delivering quality to the customer. The three industry studies offer more detailed insight. In these surveys, executives were found to seriously overestimate the overall level of satisfaction even their best and most loyal customers have with their services. For example, more than 60 percent of retail executives believed quality of service had improved, while fewer than 30 percent of their customers bad noticed service quality improvements. In the hospitality trade, 70 percent of the hotel/motel executives in the study believed their hotels met customer expectations all the time or almost all the time. Only about 40 percent of customers agreed. The results in the utility industry were even worse. While 64 percent of electric utilities executives said quality has improved, only 9 percent of their customers agreed. QRIs surveys show clearly that relying on experience and gut feeling, do not work. Companies must determine what really matters to customers and act accordingly. A well-managed Quality of Service Audit (QSA) can identify and define customers real requirements, including those attributes such as trust and confidence, that lead to preference and loyalty. Regular customer measurements also can point out problem areas so corrections can be made before they have a negative financial impact. In addition, QSAs complement total quality management techniques by bringing customers into the quality loop. Since quality efforts eventually are reflected in profits, companies which take quality seriously should report QSA results alongside standard financial reports to shareholders. Thus, quality must be monitored as accurately, objectively and in as much detail as the companys finances. An effective QSA also should be based on the highest quality standards, including those specified by ISO 9000, as well as the criteria for the Malcolm Baldrige National Quality Award and the European Quality Award. Measures developed by such quality gurus as Crosby, Deming, and Juran also should be considered. In all cases, the quality audit must address all the product and service attributes that communicate value to the customer, lead to customer satisfaction, and affect customer preference. Figure 1 breaks out dissatisfiers versus satisfiers in the customers hierarchy of needs. Designing a useful quality audit To maintain the integrity of the audit, it must be done according to a strict process. Each research project is unique, but certain general guidelines always apply. Clear goals must be defined, and these goals must be incorporated into each phase of the audit, from questionnaire and sample design through data collection and analysis, if the results are to be accurate and projectable. Before the audit survey can be designed, serious consideration must be given to specific QSA goals and their relationship to larger organizational goals. In this phase, the company also should define the target population, identify specific concepts to be measured, and develop a general structure for the analysis. At this stage, it is important to get input from the kinds of people to be surveyed. Do the concepts to be measured make sense to the people who will be asked to provide service quality feedback? Is the domain to be evaluated (e. g. , client satisfaction and service excellence) adequately covered, or has something been overlooked? Are questions phrased in language that respondents use spontaneously when evaluating service excellence? This information will help pave the way for questionnaire construction. Particular care must be taken in this phase to ensure that issues of data completeness, response rates, and reliability are balanced with cost and time constraints. Data can be collected in several ways telephone, face-to-face interviewing, or self-administration by respondent each with different ramifications. For example, interviewer-administered surveys are more expensive, but usually have higher levels of cooperation, which, in turn, are essential to the reliability and projectability of survey conclusions. When designing the questionnaire itself, be careful that the order and wording of questions do not bias responses. In addition, the basic form of each question must be tailored to project goals. Also, should open questions be used to gain richer insights and identify new issues, or should response formats be standardized to facilitate statistical analyses? Once a questionnaire has been drafted, a pre-test should be completed to verify that the questions are easily understood and that interviews can be administered readily within a suitable length of time. With an appropriate questionnaire developed and pre-tested, the next phase is to select a representative sample from the target population identified earlier. Many statistical issues related to sample size and suitability must be considered. Random selection is just the beginning. The sample also must be tailored to meet the needs of the research goals. Dividing the sample into subgroups and sampling these subgroups separately helps enforce representativeness, and thereby improves the statistical efficiency of the overall sample. Stratification, in effect, reduces the margin of error statisticians calculate to allow for the possibility of uncontrollable error in the random selection process. Measurement frequency also must be considered. A survey designed to measure service quality, if it is to be linked to an action plan, begs for periodic measurement to assess whether the action plan is working. Turning reliable data into results All efforts to this point will be worthless if the people in the sample do not respond to the questionnaire. Gaining the cooperation of respondents is crucial because high rates of completion are one of the few ways to ensure the final survey results are not biased. Telephone interviewing is particularly well-suited to service quality measurements where the target population consists of professionals and executives. It provides for flexible cal1-backs to fit interview appointments into busy schedules. Non-response tends to be a much more serious problem in a self-administered survey because interviewers cannot intervene to expedite cooperation. Self-administered questionnaires require special attention to issues of clarity and ease of administration, as well as to devices that will help encourage cooperation. Once data are collected, the results must be analyzed in keeping with the initial research goals. The list of analytical tools available are a statisticians fantasy. Options include cross-tabulation, correlation and regression, including the multivariate version of each; many variations on factor and cluster analysis; multiple discriminant analysis; conjoint analysis; perceptual mapping; LISREL analysis; logistic regression analysis; log-linear modeling and on and on. Analytic methods should be chosen for their ability to provide precise answers to the research questions that have driven all the earlier phases of the research design. It is worth noting that a survey designed to provide an assessment of service excellence encompasses two related ideas by separate analytical tasks: understanding the dynamics of satisfaction and service excellence, and the relatively simple reporting of service quality measures developed in the course of this investigation. Practical and useful quality information Quality has become a strategic factor in the marketplace. Perceptions of poor quality service will ultimately be reflected in a corporations profit-and-loss statement. By measuring what customers really think about quality, QSAs can provide clear, practical, and useful information that will prove indispensable in the design of a program to achieve and maintain quality and service excellence. Jacques Murphy is senior vice president, managing director southeast division, of the Gallup Organization, Atlanta, Ga. J. A. Taylor is director of marketing for the same organization.

Saturday, September 21, 2019

The PEACE Domestic Violence Agency Summary Essay Example for Free

The PEACE Domestic Violence Agency Summary Essay Introduction It was not that long ago that what transpired at home was considered a secretive, a personal matter and was not looked at by the public. Within the last few years, there has been an rise in awareness of the importance of child abuse and negligence, spouse/partner mistreatment, and elder cruelty not only as serious societal problems but also as crimes. The PEACE Domestic Violence Agency was step up to help individuals break through the barriers. Overview of the Program The PEACE Domestic Violence Agency is a non-profit organization that is based out of Portland Oregon. With this program, they will empower survivors, promote recovery through direct services, and reduce victim trauma. They will support the health of their clients. Along with providing help for the young people whom have been in the legal system, and reduce the prevalence of domestic violence through increased service provision, awareness, and education. Assessment Assessments are an important tool for any organization especially for the PEACE agency they are used to expand their abilities to obtain future funding, validate its accountability, fulfill objectives, and enhance its operation. For the PEACE agency, using an empowerment approach will help program staff to understand the effectiveness of the program in which they serve by assessing the clients’ observation of the program activities, identifying the program’s long-term impact, the progresses, success, and by monitoring the activities to validate the program’s accomplishments. An effective project evaluation plan will recapture the program’s purpose and  will guarantee the PEACE Domestic Violence Agency can continue to accomplish its mission by reducing the incidents of domestic violence and help to promote recovery through education and awareness. Needs and Problem Statement The specific aims is one of the many steps the PEACE Agency will need when requesting a grant. This piece includes as subcategories of the needs and problem statement. This is where the PEACE Domestic Violence Agency will express the importance of knowing what they are doing and why they are doing it. They should state how the city of Portland is experiencing increasing reports of spousal and child abuse, assault, and incidents of road rage, domestic and youth violence, and the effects it has on the people. Then they will summarize how their direct services and education will help the target these areas. A needs and problem statement should be something like this, â€Å"It was not that long ago that what happened at home was considered a private, family matter and was excluded from scrutiny by the public. Within the last few decades, there has been an increase in awareness of the seriousness of child abuse and neglect, spouse/partner abuse, and elder abuse not only as critical societal problems but also as crimes.† When it comes to a literature review this is where data is used to fill and rational what is happening. It tells the history and the current views of the problem or need in order to give the reader a better understanding and appreciation of the problem or need. Program Planning According to our reading, program planning is an organized process where a set of coordinated activities or interventions is developed to address and facilitate change in some or all of the identified problems. (Yuen/Terao, 2003) Program planning is something that never stops every organization uses program planning to continually make thing better. Every organization uses program planning to develop their current program and new programs. All programs planning it is important that you have a goal set bases on the needs and the problems that you are trying to work on. Our text also states, â€Å"Program planning not only concerns what will happen, it also involves the assessment of what has happened and what really would have happened. It is by design and by its very nature related to needs assessment and program evaluation. Needs or problems assessment is the necessary and fundamental  step for any successful program planning.† (Yuen/Terao, 2003) â€Å"A program and evaluation of a program are not separate activities. When planned carefully, these two set of activities can be integrated into an organized set of ongoing operations that promote and support each other.† (Mika, 1996, p. 6) Alternative Funding The PEACE Domestic Violence agency needs to look at way to find funding especially when detecting the demanding needs of funding and present unbearable conditions. The PEACE Domestic Violence agency normal gets their funding form grants issued by the National Foundation funding Program. With this funding, the agency will move forward and continue to make an effort when they are trying to reach its objective which is promoting the safety of young men, women and children whose lively-hood not on relies on it, nevertheless they are subjective by domestic violence on a day to day basis. The objective is to lessen the numbers of domestic violence attach through education, heightened awareness, and service requirement. The PEACE Domestic Violence agency will always want to continue submitting applications to their â€Å"Stakeholders Program†. When it comes to a funding course that is set up to supporting many other businesses that are under the same objective within the Supporting F amilies plan this takes about three years and can produce $150,000 yearly. Implementation When someone wants to build a human service organization, they will need the data collected from numerous programs with the initial organization planning. They will need to provide objectives for issues that surround the project and an outline of how to ultimately reach the goal of building this system for an operational organization that is attributed by many stages such as: Phase I: Categorized documentation of instructions for the project Law enforcement cases of any domestic violence statistics for the region, the targeted culture, or ethnicity, age group, and complaint numbers for issue (HHS, 2014). Phase II: Member forms a quantitative research data for the project to commence. Phase III: Gather information for the victims who contributed in the study along with any criticism to decide a cause or constancy. Phase IV: A series of ethnographic inquiries of incidences that will need to be used in future projects that intention to qualitative data  research taken in long-term views to provide the efficiency of the programs. Phase V: Logs of all activity, related documents, meetings, project bids for the quantitative data analysis for its demographic approach. Furthermore, the recovery in the evaluation team, they will look into the damage peace, the internal perspective of a clinician practitioner, and a psychological expert. (HHS, 2014) The PEACE of Domestic Violence agency will make sure the confidentiality of the facts given by the individual in the study, and the supervisor stores all the data on files only for the evaluation team to view. There are legal things that need complying with along with ethics and processes that the state requires. The foundation of the budget report having the monthly expenses being seven thousand dollars that will pay off short-term employees of one manager and six employees, victim resources, and office supplies. There will be a forty percent grant to help the organization of the Stakeholder Program covering an annual seventy one thousand dollars. Regarding the need supporting the assets and the catastrophic, the agency needs the National Foundation for its organization aid. The agency will promotes safety for domestic violence victims and their families and aid each potential avenue that supports the objective. There will be fewer incidences of violence with the implementing of positive education, and precautionary training. The PEACE agency will continue with an investment for the program, by providing support given by separate corporations for the supportable program that will cover three years and roughly one hundred twenty five thousand dollars per year. The PEACE Domestic Violence Agency recommends the grant to cover the costs of servicing, administration, and population parameters. The money for the infrastructure of the organization resources include; operating costs, wage compensation, transportation, and legal assistance (HHS, 2014). Evaluation The evaluation plan for the PEACE Domestic Violence Agency will be a project-wide evaluation using the empowerment methodology. This form of evaluation plan will work seamlessly with the agency’s domestic violence program since it provides structure for the big picture and focuses on the tenacity of the program. As well as it involves program staff in the evaluation development and implementation, this enables them to feel invested in the program. The first phase in developing this type of plan is  to â€Å"identify the answer to the big question†. (Yuen Terao, 2003, p.53) Therefore, in the case of the PEACE agency, it would be finding out whether or not the instances of domestic violence can be reduced and in what way. Another question could be whether educating people about domestic violence plays a key role in stopping it. Our evaluation plan will include both process and outcome evaluation by getting the papers of activities made, and assembly the material from a wide-ranging of sources to allow the agency to indicate â€Å"what benefits were achieved as a result of the services provided† (Yuen Terao, 2003, p.53). PEACE Domestic Violence Agency is going to have to evaluate what programs are helping these families and individuals on monthly bases. If there is part of their program that is not helping or that could us more focus they need to know as soon as possible this way they can focus on other things. An example would be if the there is not a prison they may not need to focus as much on the helping of prisoner families compared to the crime has gone up in the area over domestic violence so they need to focus more on those programs within their organization. Knowing where to focus their strengths in is most agencies battle therefore good planning and evaluations it where you need to really pay close attention to. Conclusion Each year, too many people have been affected and are still being affected by violence, abuse, and rage. According to Rotary Club of Portland, â€Å"more than 1 in 3 women and 1 in 4 men in the U.S. are physically, emotionally, or sexually abused in their lifetime. Domestic violence affects people of all ages, race, ethnicity, socio-economic status, and sexual orientation. You have already met numerous survivors of abuse. They are all around you.† (Designs, 2012) Statistics like these can be found all over the country but ever since the factories shut down, the residents of the city of Portland have experienced a higher increase of such incidents. Ignoring this sudden steady increase of violence, abuse, and rage in the city of Portland will destroy the families that make Portland what it is. The children will grow up witnessing all types of violence and abuse and will increase their likelihood to become abusers themselves. Stepping in now will help teach the community that domestic abuse is not acceptable for any reason. The victims of abuse will have help in recovery and a chance to break the cycle from continuing on to the next generation. There has been some success in  decreasing incidents of abuse through education. Counseling has also been effective in helping victims become survivors. These methods will be successful in Portland as well. The PEACE Domestic Violence Agency intend to add some self-help classes to overcome potential barriers of culture and stress but our most promising intervention will be our shelter. This will provide a way out for the victims who feel trapped. References Designs, E. (2012). Domestic Violence Solutions . Retrieved May 31, 2014, from Rotary Club of Portland: http://rotarypdx.org/outreach/service/domestic-violence-solutions HHS. ( 2014). Retrieved from Department of Health and Human Services of maltreatment child exploitation: http://www.childwelfare.gov/pubs/reslist/rl_dsp.cfm?rs_id=21rate_chno=19-00044 Yuen/Terao. (2003). Practical Grant Writing and Program Evaluation,. Brooks/Cole.

Friday, September 20, 2019

The Expectancy Theory Of Motivation And Company X Management Essay

The Expectancy Theory Of Motivation And Company X Management Essay Company X produces a line of audio products for the industry professional and prides themselves on the efforts to provide the highest quality available. Furthermore, the company touted high production standards while attaining their goals. Implementation of a newly-designed production process to enable employees to achieve their production goals occurred and their efforts have not been successful. Observations have included a lack of effort to master the process, deficiency in reaching those goals by those who have mastered it, and a lack of concern regarding goal achievement from individuals who are regularly top producers. Through interviews and informal conversations that were conducted, employee concerns were expressed and the result has been a breakdown in the relationships and components in the expectancy theory of motivation. The attitude of Company Xs production staff and the lack of motivation to complete goals is a direct result of a breakdown in the relationships within th e expectancy theory of motivation. Building the Expectancy Theory of Motivation Definition Victor Vrooms expectancy theory of motivation relates that employees within an organization will be motivated when they hold certain beliefs to be true. The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and the attractiveness of the outcome to the individual (Robbins Judge, 2007). The theory is comprised of three relationships, or variables, that behave much like a chain. When all three are successfully satisfied, then motivation is fully achieved. When one of the relationships is broken or out of sync, then it is not. The result is a combined lack of efficiency, minimum effort, and no goal attainment. Component 1: Expectancy Expectancy is built upon the belief that effort exerted will beget recognition of favorable performance. Several factors can interfere with this piece of the motivation equation. These variables include the belief that a worker has the skills and ability to perform their tasks successfully, how difficult the goals are to achieve and where they fall in relation to the workers expectations, and whether there is any control over their performance. For example, if a departments members share the belief that no matter how hard they work, the likelihood of getting a good performance appraisal is low, then motivation will be low due to a low level of expectancy (Robbins Judge, 2007). Component 2: Instrumentality Instrumentality is defined as the belief that if a person meets or exceeds expectations, then they receive a greater reward than those who do not. Instrumentality will be low if the rewards follow all levels of performance with no distinction between what is acceptable and unacceptable. It is influenced greatly by the trust employees have in their leaders and the likelihood that the promises of reward for good performance is believable. Another factor that determines the level of instrumentality present is demonstrated when the workers do not trust the leaders, yet have the ability to control the rewards system through another means. This control raises instrumentality. Policies also affect instrumentality; the formal documentation of pay and other rewards and benefits contributes to raising levels of instrumentality. Component 3: Valence The third component within the expectancy theory of motivation is valence. Valence is the level of value that an individual places on the rewards as a function of their needs, goals, and values. The employees preferences will determine the level of valence present for motivation. If the worker desires a certain reward but receives another, the level of valence will be lower. Higher levels of valence are present when the understanding of the individual employees goals are understood by their leader and are then considered along with the relationship between their efforts and performance. Good effort equates to good performance when a strong relationship is present (Robbins Judge, 2007). Correcting the Motivation Problem Company X is experiencing dysfunction within the expectancy theory of motivation and thusly, motivation is low. The workers are not motivated to expend the extra effort to meet the high standards and production goals as a result. Expectancy is low, as are the levels of instrumentality and valence. Correcting these problems is achieved by addressing concerns to raise the levels of these three variables. Raising Expectancy Levels Expectancy levels at Company X are suffering. The employees do not put any extra effort into mastering the new production process and those who have done so are not putting forth the effort to achieve goals as the company has directed. Some of the employees stated that they cant be successful because they do not believe they have the skills to do so. Suggestions to correct these problems would include providing extra training time to enable the employees to gain the hand dexterity they believe they are lacking. This would boost their confidence in the new process and give them the tools to achieve the new goals while fostering the belief that the goals are realistic to meet. Boosting their skills and ability to complete the tasks successfully leads to higher performance and also returns control of their perceived performance levels back to the employees. Raising Instrumentality Levels Instrumentality levels are faltering at Company X as well. In Supervisor Bs informal conversations with Supervisor As employees, it is noted that there is no difference in salary increases for workers who meet departmental goals and those who do not. Workers feel as if they are resigned to the rewards system currently in place and they dont see a difference in salary increases or bonuses based on merit. Recognition is therefore non-existent, and the reward for all employees regardless of performance sends the wrong message. Workers do not have to meet goals to receive rewards and they are not motivated to work to attain the higher standards. In fact, salary is only affected if performance is very slow. Because the employees do not feel the recognition for a job well done co-exists with more stringent guidelines for when a poor job is done, they do not put forth the extra effort. This relationship in the expectancy theory is broken. An improved system of handling performance appraisals needs to be implemented. Ideally, it would better recognize those individuals who are putting in extra efforts to ensure that goals are being met while providing feedback for low-performers on areas for improvement. Employee incentives like raises and bonuses would be contingent on meeting or exceeding certain criteria. In restructuring, use performance appraisals, or individual performance in tandem with departmental and production goals to better challenge and reward the workers. A low performance appraisal and poor or mediocre performance would not be rewarded at the same levels as those with high-scored performance appraisals and above average production. By creating a tiered bonus system, the bonuses would be larger and create a desire to attain that level of reward. Once this occurs and is formally documented within the company policies, instrumentality levels rise and are corrected because confidence and trust in their lead ers would be restored. Raising Valence Further discussions with Supervisor As employees uncovered a break in the third piece of the expectancy theory of motivation, valence. The rewards offered by the company do not meet the personal goals of the workers. The bonus offered to employees is too small after taxes and the workers perception is that it is not worth their effort; after taxes come out of their bonus, overtime pay surpasses the amount a bonus would provide. This information explains yet another key breakdown in the expectancy theory of motivation. The system is in need of restructuring so that the bonus meets the personal goals of the production workers. The Whats in it for me? question needs a suitable answer that does this. If an employee is interested in a promotion, bonus, raise, or otherwise, its important that their feedback is taken into consideration in offering a reward that has personal value for the workers. Boosting the valence level is satisfied and once the variables of value, needs, goals, and preferences are met, motivation will increase. Conclusion The problem is three-tiered but in working within the three relationships and by breaking down each piece, the leaders at Company X can boost motivation by raising the three levels of expectancy, instrumentality, and valence. By following a checklist of issues to address, arising from the theory itself, and by bestowing rewards in an appropriate fashion, the leader is enabled to adopt [an] influence strategy that enhances levels of personal motivation (Zerbe et al, 2001). Because an employees expectancy her or his judgment about the attractiveness and probability of a prospective reward strongly influences that persons willingness to take on a new task, the result will be more effort expended by the workers to meet goals they perceive as attainable (Newstrom, 2007).

Thursday, September 19, 2019

Interview Essay - David Redding -- Interview Essays

Interview Essay - David Redding David Redding was born on June 20, 1919, in Minneapolis, Minnesota. He received his Bachelor of Arts degree from UCLA, and his Ph.D. from Columbia University. He has three sons who live in Northern California. David began his career as a researcher, and then became an accountant, working to help less developed countries. He was married 17 years to his first wife before it ended in a divorce. He is happily remarried and has been for the last 9 years. What is your definition of happiness? To enjoy the good aspects of people, enjoy living, family and friends. Don't get hung up on the bad things in life. You must get through the downfalls in life because if you don't they will just bring you down with them. How has your definition of happiness changed over the years? Over the years what makes you happy changes in subtle ways but you don't always know how they have changed or why different things make you happy that didn't before. How do you know when you are happy? When my wife and family are happy, because they are a reflection of me. Maybe a part of your soul? Who or what do you turn to when you are unhappy? As humans, we turn to those who are closest to us (friends and family); those that we love and in return love us. What activities are important for your sense of happiness? To be physically active, intellectually aware, and to have hobbies that keep me busy. What makes you unhappy? Differences among people, critical situations, and not a lack of environmental awareness. In addition, not being compassionate to other less developed countries. How do other people's attitudes affect your sense of happiness? It really depends on how they express their feelings and their... ...s does not come from social or political changes, but from relationships among those you love. How did you adjust to these changes? Rationalization, coming to terms with what is real and what is not. Are you pleased with yourself? Yes, I would like to be in better health, to continue in good health, and sometimes be younger, but not very often. Are you pleased with your interpersonal relationships? Yes, at the moment I am. Are you pleased with your religion? I accept the fact that we aren't always religious. In addition humans have control over what is going on today. If there is one piece of advice for achieving happiness what would it be? To develop your own self-confidence and do the best you can with what you have. Can you summarize your piece of advice with your philosophy on life? Yes, at this point in your life be happy with yourself. Interview Essay - David Redding -- Interview Essays Interview Essay - David Redding David Redding was born on June 20, 1919, in Minneapolis, Minnesota. He received his Bachelor of Arts degree from UCLA, and his Ph.D. from Columbia University. He has three sons who live in Northern California. David began his career as a researcher, and then became an accountant, working to help less developed countries. He was married 17 years to his first wife before it ended in a divorce. He is happily remarried and has been for the last 9 years. What is your definition of happiness? To enjoy the good aspects of people, enjoy living, family and friends. Don't get hung up on the bad things in life. You must get through the downfalls in life because if you don't they will just bring you down with them. How has your definition of happiness changed over the years? Over the years what makes you happy changes in subtle ways but you don't always know how they have changed or why different things make you happy that didn't before. How do you know when you are happy? When my wife and family are happy, because they are a reflection of me. Maybe a part of your soul? Who or what do you turn to when you are unhappy? As humans, we turn to those who are closest to us (friends and family); those that we love and in return love us. What activities are important for your sense of happiness? To be physically active, intellectually aware, and to have hobbies that keep me busy. What makes you unhappy? Differences among people, critical situations, and not a lack of environmental awareness. In addition, not being compassionate to other less developed countries. How do other people's attitudes affect your sense of happiness? It really depends on how they express their feelings and their... ...s does not come from social or political changes, but from relationships among those you love. How did you adjust to these changes? Rationalization, coming to terms with what is real and what is not. Are you pleased with yourself? Yes, I would like to be in better health, to continue in good health, and sometimes be younger, but not very often. Are you pleased with your interpersonal relationships? Yes, at the moment I am. Are you pleased with your religion? I accept the fact that we aren't always religious. In addition humans have control over what is going on today. If there is one piece of advice for achieving happiness what would it be? To develop your own self-confidence and do the best you can with what you have. Can you summarize your piece of advice with your philosophy on life? Yes, at this point in your life be happy with yourself.

Wednesday, September 18, 2019

Communism :: Communism Essays

The lure of easy women almost made me a spy and traitor to my country "Sex Lead Me To Communism" from Man to Man Vol. 2, No. 2, 1951 SEX, woman's most resistless weapon through the ages for the domination of the male, has proven one of the most successful and insidious devices in the secret arsenal of the Communists to recruit their unsavory army of spies, saboteurs and disruptionists in the grimly declared war on the United States and all decent mankind. In the relentless effort of the Kremlin to turn the whole world into faceless slaves in order that "The International Soviet shall be the human race," as their official song, The Internationale, declares, there is no honor or conscience, and promiscuity is the rule, not the exception. The only vice the Reds frown, upon is drinking! I know, because I was one of those witless persons who fell into the mantrap set by the modern Delilabs who follow the Party line. They stopped at nothing--absolutely nothing--in order to enlist their fellow Americans into the great conspiracy to subjugate, and later to liquidate, every human being who does not deify the unholy trinity of Marx, Lenin and Stalin. First came Sonia, with her full, cherry lips and her brown, limpid eyes. She was a secretary, a graduate of a woman's college and as unscrupulous a little witch as ever shook her clenched fist at a passing flag of her country or stuck a pin into a patrolman's horse. Next came Margie, a full-bosomed redhead, a new comer from England and an expert dress designer. She had made it her life work to lure men into Communism. Then Mildred, a honey blonde with a Vassar degree. She was the gay and sophisticated type on the surface, but underneath she was deadly serious about her radical beliefs. She had a cozy apartment and seemingly plenty of money. She liked to discuss the social significance of Shakespeare over cocktails and make converts to the "cause." Then Terry, Betty and several others whose names I have forgotten. And lastly, Gladys, a banker's daughter who had run away from home, landed in New York's Greenwich Village and become the most radical of all the Communist girls I met. Talk about free love! This was really something. You tired of one, and there was always another at your beck and call. No Turk could boast a more variegated harem.

Tuesday, September 17, 2019

Amitav Ghosh Essay

Amitav Ghosh (born July 11, 1956), is a Bengali Indian author best known for his work in English fiction Life : Amitav Ghosh was born in Calcutta on July 11, 1956 in a Bengali Hindu family, to Lieutenant Colonel Shailendra Chandra Ghosh, a retired officer of the pre-independence Indian Army, and was educated at The Doon School; St. Stephen’s College, Delhi, Delhi University, India; the Delhi School of Economics and St Edmund Hall, Oxford, where he was awarded a D. Phil. in social anthropology under the supervision of Peter Lienhardt. His first job was at the Indian Express newspaper in New Delhi. Ghosh lives in New York with his wife, Deborah Baker, author of the Laura Riding biography In Extremis: The Life of Laura Riding(1993) and a senior editor at Little, Brown and Company. They have two children, Lila and Nayan. He has been a Fellow at theCentre for Studies in Social Sciences, Calcutta and Centre for Development Studies in Trivandrum. In 1999, Ghosh joined the faculty at Queens College, City University of New York, as Distinguished Professor in Comparative Literature. He has also been avisiting professor to the English department of Harvard University since 2005. Ghosh subsequently returned to India began working on the Ibis trilogy, of which two volumes have been published to date, Sea of Poppies and River of Smoke. He was awarded the Padma Shri by the Indian government in 2007.In 2009, he was elected a Fellow of the Royal Society of Literature. Work Ghosh is the author of The Circle of Reason (his 1986 debut novel), The Shadow Lines (1988), The Calcutta Chromosome (1995), The Glass Palace (2000), The Hungry Tide(2004), and Sea of Poppies (2008), the first volume of The Ibis trilogy, set in the 1830s, just before the Opium War, which encapsulates the colonial history of the East. Ghosh’s latest work of fiction is River of Smoke (2011), the second volume of The Ibis trilogy. Most of his works deals with an historical setting, especially in the context of Indian Ocean world. In an interview with Mahmood Kooria, he said: â€Å"It was not intentional, but sometimes things are intentional without being intentional. Though it was never par t of a planned venture and did not begin as a conscious project, I realise in hindsight that this is really what always interested me most: the Bay of Bengal, the Arabian Sea, the Indian Ocean, and the connections and the cross-connections between these regions.† Awards and recognitionsThe Circle of Reason won the Prix Mà ©dicis à ©tranger, one of France’s top literary  awards.The Shadow Lines won the Sahitya Akademi Award & the Ananda Puraskar. The Calcutta Chromosome won the Arthur C. Clarke Award for 1997. Sea of Poppies was shortlisted for the 2008 Man Booker Prize.[10] It was the co-winner of the Vodafone Crossword Book Award in 2009, as well as co-winner of the 2010 Dan David Prize. River of Smoke was shortlisted for Man Asian Literary Prize 2011. Ghosh famously withdrew his novel The Glass Palace from consideration for Commonwealth Writers’ Prize, where it had been awarded the Best Novel in Eurasian section, citing his objections to the term â€Å"Commonwealth† and the unfairness of the English-language requirement specified in the rules. Subsequently, he landed in controversy over his acceptance of the Israeli literary award, the $1 million Dan David Prize. Ghosh’s notable non-fiction writings are In an Antique Land (1992), Dancing in Cambodia and At Large in Burma (1998), Countdown (1999), and The Imam and the Indian (2002, a large collection of essays on different themes such as fundamentalism, history of the novel, Egyptian culture, and literature). Bibliography Novels The Circle of Reason (1986) The Shadow Lines (1988) The Calcutta Chromosome (1995) The Glass Palace (2000) The Hungry Tide (2005) Sea of Poppies (2008) River of Smoke (2011) Flood of Fire (2015) Historical Factors and Their Narratives in Amitav Ghosh’s The Shadow Lines: A Critical Study Amitav Ghosh has won many accolades for his fiction that is keenly intertwined with history. His fiction is characterized by strong themes that may be sometimes identified as historical novels. His themes involve emigration, exile, cultural displacement and uprooting. He illuminates the  basic ironies, deep seated ambiguities and existential dilemmas of human condition. He, in one of the interviews, has observed, â€Å"Nobody has the choice of stepping away from history† and â€Å"For me, the value of the novel, as a form, is that it is able to incorporate elements of every aspect of life-history, natural history, rhetoric, politics, beliefs, religion, family, love, sexuality†. Amitav Ghosh’s success as historical novelist owes much to the distinctiveness of his well-researched narratives. He remarkably manifests a bygone era and vanished experiences to life through vividly realized detail. The better reference in this context is his celebrated second novel, â €Å"The Shadow Lines† (1988) which was published four years after the sectarian violence that shook New Delhi in the aftermath of the Prime Minister, Mrs. Indira Gandhi. This constitutes a logical background in the novel, and it makes readers probe various hammering facets of violence. Also, his treatment of violence in Calcutta and Dhaka in this novel is valid even today. The novel is largely set against the backdrop of major historical events such as the Swadeshi movement, the Second World War, the partition of India, the communal riots of 1963-64 in Dhaka and Calcutta, the Maoist Movement, the India-China War, the India-Pakistan War and the fall of Dhaka from East Pakistan and the creation of Bangladesh. It is the story of the family and friends of the nameless narrator which has its roots in broader national and international experience. In the novel the past, present and future combine and melt together erasing any kind of line of demarcations. The text harps on the concerns of our period, the search for identity, the need for independence, the difficult relationship with colonial culture. It magnificently interweaves fact, fiction and reminiscence. It is a continuous narrative which replicates the pattern of violence not only of 1964 but also of 21st century. The fragmentary narratives unfold the narrator’s experiences in the form of memor ies which move backwards and forwards. While focusing upon the text of The Shadow Lines the paper aims at examining and elaborating Ghosh’s historical touches and their implications. Amitav Ghosh has dealt with various themes in his novels. Some of the them include search for identity, traditions versus modernity, contemporary social problems etc. Ghosh attempts to perceive the lives of his contemporaries in lands as diverse as India, Bangladesh, Egypt, England etc. His canvas is often large and his novels are peopled with a variety of characters, though not in the range of a Tolstoy or a Dosteovesky. Every significant characters is delineated realistically, As a post colonial writer, cultural heritage and identity have become important facets of Ghosh’s personality. The ability of deep research that is seen in this novel is a quality not associated with Indian writers writing English.