Combating Compassion Fatigue Essay

The nursing profession is a complex field that can challenge you mentally, physically, emotionally, and spiritually. People who go into the field of nursing have daily interacts with patients’ and families in need of medical help and guidance. Nurses face numerous challenges on a daily basis and must be able to handle not only their patients’ issues, but remain strong and healthy to avoid compassion fatigue and burnout. Compassion fatigue is defined as emotional, spiritual, and physical exhaustion resulting from â€Å"witnessing and absorbing the problems and suffering of others† (Wisniewski, 2013). Compassion fatigue can lead to burnout with one’s professional career and affect home life. Caregivers can also be affected by compassion fatigue and burnout from the roles that they play with their loved ones. It is vital to be able to identify the warning signs of compassion fatigue and burnout. This is a battle that can be â€Å"fought with a commitment to personal health and well-being† (Chapman, 2007). Health care professionals and caregivers need to be able to find a balance and maintain health in their own spiritual, physical, mental, and emotional lives to assist patient’s to optimal care. Strategies on stress management, healthy lifestyle choices, and resources available will be discussed to help prevent and manage these issues. â€Å"Nurses are the backbone of the medical system and act as the first line of patient medical care† (Chen et al., 2009). Dealing and coping with stress is vital for nurses to maintain to provide adequate care. Compassion fatigue is a feeling of hopelessness and a loss in the sense of meaning in one’s life. Symptoms can be â€Å"strong feelings of anxiety, difficulty concentrating, being jumpy or easily startled, irritability, difficulty sleeping, excessive emotional numbing, and intrusive images of another’s traumatic material† (Portnoy, 2011). These symptoms need to be recognized to receive help or they can progres s to long-term effects and  complications. There are five concepts of compassion fatigue that need to be addressed to help with prevention and burnout. The first concept is cognitive; symptoms can be apathy, disorientation, trouble concentration, and harshness. The second concept is emotional; signs can be anxiety, fear, helplessness, feelings of powerlessness, depression, having bad dreams, and shock. The third concept is behavioral which can be lack of sleep, moody, change in appetite, withdrawn, and repeatedly having bad dreams. The fourth concept is spiritual. This area can lead the individual to question their role in life and their profession, feelings of being lost, and questioning faith and personal beliefs. The last concept is somatic, meaning affecting one’s voluntary nervous system. This can cause rapid heartbeats, trouble breathing, headaches, aches and pains, trouble staying or falling asleep, and sweating (Portnoy, 2011). There are numerous factors that can lead up to and cause compassion fatigue. Triggers can be issues with management such as nursing acuity, patient to nurse ratios, overworked nurses, personal issues, lack of support from coworkers or bosses, and loss of the feeling that the nurse is making a difference. To combat these factors in nurses and other employees in health care, managers and organizations need to be aware of this dynamic issue and offer help (Portnoy, 2011). Creating an open environment along with education and training on how to deal with these complex issues is the first step to addressing compassion fatigue within the workplace. Group meetings within the workplace will offer the nurses a chance to share their thoughts and feelings, realizing that they are not alone. Building bonds with coworkers and sharing patient experiences will help to encourage positive healthy habits. Self-care is vital for nurses to maintain to keep life in balance and to adequately take proper care of our patients. Everybody has stress, learning how to deal with it is the key to happiness and a healthy well-being. Nurses are constantly educating our patient’s on lifestyle changes needed to maintain health such as a proper diet, exercise, and a strong support system. We in turn need to practice what we preach and maintain our health to be at our best to help our patients achieve their best. Burnout and compassion fatigue are sometimes talked about as one, but there are differences. Burnout is â€Å"state of emotional, mental, and physical exhaustion caused by excessive and prolonged stress† (Preventing Burnout, n.d.). Signs of burnout can be depression or  detachment, emotions are rigid, loss of hope and motivation, and a feeling of not worthy of living. Burnout can be caused by lifestyles or work-related issues. Working in an environment that you feel like you have no control or lack of resources can lead to burnout. Self-care is needed to maintain positive outlets to express one’s stress to avoid burnout in one’s personal life. There are physical, emotional, and behavioral signs of burnout. Physical signs are feelings of being tired all the time, being sick a lot, change in sleeping habits, body aches, and frequent headaches. Emotional signs can be loss of motivation, feelings of helplessness, feelings of detachment, sense of doubt, and an increased negative outlook in life. Behavioral signs can be isolation from others, avoidance of responsibilities, drug or alcohol abuse, missing work, and anger directed at others (Preventing Burnout, n.d.). There are several ways to help prevent burnout. Learning how to manage stress and adopting a positive healthy eating, sleeping, and exercising habits are good examples to start with. It is important to know when you need help and that it is available. Burnout can lead to compassion fatigue within your professional career. Nurses who are tired, overworked, and stress out over time without help can suffer from burnout and in turn fall into compassion fatigue. Nurses need compassion to help guide patients in their medical situations, if the nurse is stressed out and needing help herself then how can she guide the patient? Burnout can be healed, addressing the issues and finding â€Å"your balance by reassessing priorities, making time for yourself, and seeking support† (Preventing Burnout, n.d.). There is a three â€Å"R† approach when dealing with burnout; recognize, reverse, and resilience. Recognition of burnout, reversal of the damage caused from stress, and building resilience to deal with the stress by taking care of one’s emotional, mental, physical, and spiritual health. Identification is one step into addressing compassion fatigue and burnout. One can recover from burnout. There are three strategies that one should remain mindful of, slow down, get support, and reevaluate your goals and priorities (Preventing Burnout, n.d.). When dealing with job burnout there are a few options that you can do to improve the circumstances. Taking time off, asking for a new assignment, speaking with management about issues, and clarifying your job duties are a few suggestions to start with. Caregiver burnout can happen to anyone at any  given time. The roles of caregivers are equally important like that of nursing. Caregivers are responsible for the direct care of a loved one and can experience compassion fatigue as well as burnout. Being involved with a loved one’s care can cause physical, mental, emotional, and spiritual distress. The health of the caregivers is important for the success of the one who is receiving the care. Promoting policies and interventions that will help the caregivers to avoid emotional exhaustion is the goal. Caregivers need to remain aware of their needs and beliefs and know when to ask for help should they need it. Education is the start to helping patients, families, and caregivers; talking about compassion fatigue and burnout allows people to see that they are not alone and that help is available. There are numerous resources available to assist those seeking help such as The Gift from Within organization that specializes in helping people deal with trauma and stress. There is also a Compassion Fatigue organization that aims at educating people on how important self-care is and how vital it is to know the signs and symptoms (Portnoy, 2011). In conclusion, compassion fatigue is the loss of self and burnout is the emotional exhaustion that one can feel. Nurses and health care professionals are at higher risks of having these issues come up; however caregivers can suffer from these issues just as easily. The goal to combating these topics is to bring awareness to them and to continue educating people on the ways to handle them. Sometimes asking for help is hard, but it is the first step in the right direction to becoming a healthy well-being who can handle stress. Seeking guidance from professionals will benefit the person in distress as well as their families. To be emotionally, physically, mentally, and spiritually sound one must take care of themselves in all aspects of life. One must have compassionate caring, empathic boundaries, self-awareness, spirituality and hope, and self-forgiveness to succeed in life (Bush, 2009). References Bush, N. (2009). Compassion fatigue: are you at risk? Oncology Nursing Forum, 36(1), 24-28. doi:10.1188/09.ONF.24-28 Chapman, E. (2007). Radical loving care: Building the healing hospital in America. Nashville, TN: Vaughn Printing Chen, C., Lin, C., Wang, S., & Hou, T. (2009). A study of job stress, stress coping strategies, and job satisfaction for nurses working in middle-level hospital operating rooms. Journal Of Nursing Research (Taiwan Nurses Association), 17(3), 199-211. doi:10.1097/JNR.0b013e3181b2557b Portnoy, D. (2011). Burnout and Compassion Fatigue Watch for the Signs. Journal of the Catholic Health Association of the United States, 47-51. Retrieved January 20, 2015, from http://www.compassionfatigue.org/pages/healthprogress.pdf Preventing Burnout. (n.d.). Retrieved January 20, 2015, from http://www.helpguide.org/articles/stress/preventing-burnout.htm Wisniewski, L. (2013, February 5). What is Nursing Stress, Burnout, or Compassion Fatigue? Retrieved January 20, 2015, from http://www.nursetogether.com/what-is-nursing-stress-burnout-or-compassion-fatigue

Grocery Retail Industry Essay

The first Tesco shop opened in Edgware, North London in 1929; although the creator of Tesco was a man called Jack Cohen who sold the first own-brand product in 1924, this product was ‘Tesco Tea’. Now 82 years on Tesco currently operates in 14 countries across the globe. The name Tesco comes from TE Stockwell who was a shared partner of the tea firm which created the tea Jack Cohen sold. Therefore taking the initials ‘TES’ from Stockwell’s name and the first 2 initials of Cohen’s surname ‘CO’ this then creates ‘Tesco’. By using marketing theories and strategies I am going to analyse Tesco as an organisation. Tesco’s current market The retail industry is a very competitive industry due to customers not always being loyal but being persuaded by price, quality and range of products. In order to gain customer loyalty Tesco’s must ensure they keep costs down and offer a wide range of products. As previously mentioned Tesco’s have stores in 14 countries, the shops are built where there are high demands and where communities allow buildings to be constructed. Location of Tesco shops Figure 1 – World map of where. Analysis Pest Analysis Using the PEST analysis (Political, Economic, Social and Technological) this will show how Tesco works within the grocery retail industry. P – Tesco works close within the local communities of their stores. A quote taken from the corporate responsibility section of the website states; â€Å"We want to be a good neighbour in all the communities in which we operate† This means that within local communities they make a long term difference and showing interest in activities around the community. By doing so this gains customer loyalty. A national political issue is the increasing rates of unemployment, due to Tesco still growing more jobs become available as a result reducing the rate of unemployment. Expand on more issues. E – Due to Tesco being a large retailer selling named branded products as well as home branded products there are able to appeal to all types of markets. As Tesco is just one of the major retailers with competition such as Asda and Morrisons, as well as the current recession, Tesco are required to be very competitive with their prices. Socially there has been an increase in fitness and healthy eating therefore products such as fruit/vegetables/smoothies etc should be on the increase but due to the financial issue at the moment customers buy pre-prepared products or frozen meals for convenience and cost. T – Tesco offers an online service in order for customers to purchase grocery shopping online via the internet which they can then get delivered. An example of a technological factor in store would be the introduction of self service checkouts which entitles a customer to scan and pay for their own shopping. Internal SWOT Analysis Strengths Weaknesses Home branded products Capacity of staff Online services Worldwide company Opportunities Threats Play area Other supermarket chains Hair and beauty salons in store Tesco food platters Figure 2 – SWOT Analysis table Strengths Home brand products – By Tesco selling home branded products they are able to make a bigger profit on products. Branded products are purchased from the producer and it is then up to Tesco to sell these on for a profit as well as keeping costs down. Any amount of profit made on a home branded product is completely profited by Tesco. Online Services – Tesco operates online and due to the internet being a massive part of economy today this is a massive strength. Tesco also offers other services such as ‘Tesco direct’ which is a catalogue shop where products can be ordered online and either collected in store or can be delivered. Worldwide Company – Tesco is known all over the world which increases acknowledgement of the store. Customers tend to trust shops with they are familiar with. Opportunities Tesco food platters – Tesco’s could offer a service of creating food platters to be delivered. This would be very successful within businesses who order buffets regularly. This could include creating different ranges of buffet which vary in price and then delivering. Sainsbury’s offer a similar service called ‘Instore party platter service’ although their buffets are to be collected in store whereas if Tesco deliver the buffets then this is an advantage above the competition. Weaknesses Capacity of Staff – Within the UK stores there are 293,676 members of staff working in Tesco Stores (figure correct as of 10/1/12 according to Tesco Plc. com). Due to the mass amount of staff employed by Tesco as an organisation the personal relationships which can be found in a small organisation aren’t likely to be present. Employees may feel like ‘just a number’ within the organisation therefore rubbing off a negative attitude onto customers. Threats Other supermarket chains – Retail is a competitive business and there are several popular supermarket chains. One of Tesco’s biggest competitors is Asda, Asda has the guarantee of ‘If we’re not 10% cheaper on your comparable grocery shopping we’ll give you the difference. Guaranteed. ’ This puts the pressure on Tesco to offer deals to keep their current customers and to gain potential new ones. Tesco also have smaller stores called ‘Tesco Extra’ which are more for convenience shopping and in smaller areas of town. Asda have now started building convenience stores named ‘Asda Supermarket’ therefore not only are Asda a competitor with the larger stores but also with the smaller stores too. Micro-environment Analysis Porters Five Forces Figure 3 – Porter’s five forces 1. Existing competitors – Tesco’s main competitors are Sainsbury, Asda and Morrisons as they are all large supermarkets. Tesco offer an online service in order for customers to order their shopping online and for it to be delivered. This is a service that Asda also offers although Morrisons hasn’t yet developed online. If these organisations have the same strategic ideas then this increases the level of competition. â€Å"Operating in a mature, flat market where growth is difficult and consumers are increasingly demanding and sophisticated, large chains such as Tesco are accruing large amounts of consumer information that can be used to communicate with the consumer† Ritz (2005) Relating to exit barrier it is difficult for an organisation such as Tesco known as a grocery retailer to move into non-food areas although they offer a range of different services within retail. In order to respond to customer behaviour Tesco is left as having to reduce its prices to the lowest possible amount. 2. Bargaining power of customers – This is very high as it’s the customers who profit the company. If a price is too high then customers may go to another large supermarket for the same product or an alternative. This may also apply if a product is out of stock. Also within a large supermarket like Tesco there are many different bands or products which leave the customer in a lower ratio than products. Threat of new entrants – It is very difficult to enter into the large Supermarket chain as it’s a limited business. Also Tesco is already set up with it’s suppliers with lower prices making it hard for a new business to find cheaper suppliers. A new business would require starting out small in order to build customer loyalty, also they would have limited stock of brands or less products yet bought as a higher price. 4. Bargaining power of suppliers – Within a small organisation a supplier would have a lot of power and demand that there products are bought at a set  price, this leaves small retailers at a disadvantage as they need to make a profit on items. Whereas with large Supermarkets they can determine what price they will pay for a product, if a supplier disagrees they are automatically reducing the product market. 5. Substitute products – In the larger stores there are many like-for-like products including own brands within Tesco which can reduce sales of products. â€Å"General substitution is able to reduce demand for a particular product, as there is a threat of consumers switching to the alternatives† Porter M. Therefore larger supermarkets like Tesco have opened their stores but to a smaller scale which offers customers many of the same popular products but a limited range. Segmentation, Targeting, Positioning (STP) Consumer Segmentation Tesco have a great advantage of finding out customer data using the Tesco Clubcard scheme. When a customer registers for a Clubcard they must fill in their basic information in order to enter the scheme. When a customer uses their Clubcard during a transaction then Tesco is able to see what the customer has purchased. After a while when a customer has made several transactions then Tesco are able to collect data about that customer and compare to see which items are commonly purchased and what brand/type of items. By doing so Tesco is able to determine the lifestyle of that particular customer and create a profile. Once this has been done then Tesco are able to provide each individual customer with the appropriate promotions and special offers so that customers can relate good prices for the products they regularly buy to Tesco, therefore staying loyal. An example of this would be if a customer bought items such as ‘Quorn’ or ‘vegetarian sausages’ then they wouldn’t expect to receive meat discount vouchers from Tesco Clubcard. Targeting Tesco targets all types of markets. Price bands – dependant upon where the store is situated – upper class, middle class, lower class will depend upon a price band. Price band 1 being the cheapest, price band 4 being the more expensive. Eg if store located in Westcliffe, would be price band 1 to keep the lower class people shopping. If store located in an upmarket neighbourhood, would be price band 4 to take more money off the upper class people for same products. Dependant upon store size will depend upon price bands also, because a larger store will have a bigger buying in margin ( where tesco will get discount off a product for buying more in bulk) where as a smaller convenience store will have a smaller buying in margin so will not be able to give the customer a discount like the bigger stores. Positioning In 1997 Tesco were known as a large retailer within the grocery retail market. They then developed the marketing strategy of becoming â€Å"as strong in non-food as in food†. 15 years on from when this challenge was set Tesco now deal in services such as; Tesco Direct F&F – Tesco Clothing range Tesco Fuel Tesco Bank Tesco Mobile Tesco Opticians Tesco Entertainment Tesco Direct – This service provides customers with a catalogue which contains Tesco’s range of Electrical appliances, home furnishings, toys and many other products. Once selected these products can either be delivered or arrange to be collected from a local direct desk. This sort of service competes with that of Argos who is also a direct catalogue retailer. Tesco Clothing F&F range – This is a difficult market for Tesco to enter into with a high entry barrier. The clothing retailer market is a very competitive business as you have the expensive designer shops ranging right down to the basic value for money clothing. Tesco tend to focus there clothing range on school clothes for children as this is something that appeals to parents. Parents aren’t prepared to spend lots of money on clothes which have to sustain a lot of wear and tear. In august 2011 Tesco promoted a back to school offer of a ? 15 bundle which includes trousers, skirt or a pinafore, a coat and a 3 pack of shirts or polo shirts.

Innocent LTD Essay Example | Topics and Well Written Essays - 2000 words

Innocent LTD - Essay Example According to Triandis (1990), individualistic cultures emphasise independence, achievement, freedom, high levels of competition, and pleasure; whereas collectivist cultures tend to embrace interdependence, family security, social hierarchies, co-operation; and low levels of competition. UK has an individualistic culture, which constitute the main factors of independence, achievement, freedom, high levels of competition, and pleasure. That's why the Innocent drinks give very much importance to taste. With the increasing awareness among the target population regarding the problems of obesity and other health diseases Innocent drink emphasises on the purity and the neutrality of the ingredients. These qualities correctly aiming at the demands of the customers make Innocent drinks the largest player of smoothies market in UK capturing 65% of the total market share. Advertising, as a form of social communication, is particularly reflective, and indicative of culture and its norms. To the extent that advertising does reflect cultural differences, and there exist clear differences between distinct cultural patterns, advertising appeals, which are specific approaches advertisers use to communicate how their products will satisfy customer needs (Arens & Bovee, 1994), should manifest such differences across these countries. "Taste remains the company's number one priority. ... ste test awards than its competitors, scooping Best UK Soft Drink in the Q Awards, the UK's principal food industry competition, every year since 2002." (Farr, 2006) "The Company sells 70,000 fresh, healthy drinks each day everywhere from Boots to Sainsbury's to a local deli. The company has the only range of 100% pure fruit smoothies that uses fresh, rather than concentrated juice." (Innocent drinks, 2004) SWOT Analysis of the Coca-Cola Company STRENGTHS Strong Brand name. Extended customer in more than 200 countries. Use of SAP R/3 Enterprise Resource planning software Low threat of new entrants. Continuous training programs for employees. High budgets of advertising and promotion. Good relations with media. Web based presence. WEAKNESSES Low ROE Subsidiaries create legal and territorial problems. Lack of funds for regional bottlers to continue expansion Old image still exists. Inconsistent marketing message. OPPORTUNITIES Expansion in shape of introduction of new and innovative products. Expanding market due to globalisation. THREATS Current economic climate. Over reliance on the bottlers. Results to be achieved in future can be less than projected "The Threats-Opportunities-Weaknesses-Strengths (TOWS) Matrix is an important matching tool that helps managers develop four types of strategies: So Strategies, WO strategies, ST Strategies, and WT Strategies. SO strategies use a firm's internal strengths to take advantage of external opportunities. WO Strategies aim at improving internal weaknesses by taking advantage of external opportunities. ST Strategies use a firm's strengths to avoid or reduce the impact of external threats. WT Strategies are defensive tactics directed at reducing internal weaknesses and avoiding environmental threats." (David,

Introduction to Organisations and Management Essay - 7

Introduction to Organisations and Management - Essay Example The labour force is the one of the most crucial resources for a business organisation and its productivity depends on the organisational culture, structure, leadership, motivation, communication etc. Therefore, management has to take these necessary factors into account for bringing enhancement in productivity level contributed by the labour force. Traditionally, the business owners used to perceive the employees’ related expenses as an added cost of the company; whereas, as per the post-modern organisational concepts, the managements have realised the employees as vital investments for a company which will have return in future. Therefore, the nature structure and process of for completing a task has changed significantly in comparison to the earlier periods (Sole and Costa, 2001, p.2-3). Dodgson, Gann and Salter have identified the two paradigm of managements based on traditional and modern concept. The following the table depict the old paradigm of the managements and the c hanged paradigm of management. Table 1: Old and New Paradigm of Management (Source: Dodgson, Gann and Salter, 2008, p.42) As per the above table, it can be observed that the organisation in the post-modern age become very flexible and growth oriented. The organisations that have successfully understood and incorporated these changes are successful in an industry in comparison to companies following old paradigm of management (Dodgson, Gann and Salter, 2008, p.42-43). This paper will attempt to discuss organisation management of the separate companies i.e. Watsons Engine Components and H & M Consulting based on two case studies. The paper will focus on comparison of the certain areas of the both companies through analyses by using models and theories. The major areas relating to organisation management of the two companies will be organisational design and structure, teams and team working, approach to leadership and management, and approach to leadership and management. 2. Organisat ional design and structure The first step in the successful managing organisation is to create a healthy and smooth management decision making process which is crucial for achieving the organisational growth. Senior and Fleming has described that â€Å"the structure of an organisation is the formal way of identifying who is taking responsibility for what; who is to execute authority over who; and who is to be answerable to whom† (Senior and Fleming, 2009, p.78). Therefore, the organisation structure mainly focuses on the process of the decision making and it involves the top managements who are responsible for taking critical management decisions. For designing a growth oriented organisation, a favourable organisation structure is mandatory and each of the top level management must identify the plays their responsibility considering prevailing scenario for achieving the best possible outcome. Mcshane and Travaglione have identified two fundamental essentials for developing or ganisational structure. These two fundamental requirements are division of labour and coordination. The division of labour is helpful in shaping the specialized skills and coordination means the relationship status among the employees and top level managements. The coordination can be achieved through â€Å"Informal communication†, â€Å"Formal hierarchy†

Discuss an Ethical Issue in Nursing Term Paper Example | Topics and Well Written Essays - 1000 words

Discuss an Ethical Issue in Nursing - Term Paper Example cupational therapy services based on medical necessity, yet the payer-source (Medicare) coverage criteria for services to be delivered at home was questionable. That is, should one continue to treat the client and uphold the principle of beneficence yet run afoul of the laws or should one discontinue treating the patient to uphold the law but possibly cause harm to the client?† Nurses are hired to assist physicians. In the scenario described, the nurses can also be tapped to assist and/or complement the occupational and physical therapists. This will likely apply most to new nurses coming from developing country who can be hired at less expensive rates compared to US nurses as well as other nurses who have stayed long in the US. Thus, a nurse can be a potential party or direct participant to the situation described by Wells. In view of rising medical costs, tapping nurses from developing countries to either assist or substitute for occupational or physical therapists can emerge as a trend in the United States. Thus, an ethical dilemma for a nurse is whether he or she will allow himself or herself to be a party to the dilemma described by Wells (2007). In the case described by Wells, the patient encountered difficulties in keeping up with appointments with the health providers. Medicare rules for client to receive home health require that the patients meet certain criteria (Wells, 2007, p. 31). Directly quoting Medicare sources, Wells said that a homebound patient situation exists when â€Å"there exists a normal inability to leave home, and, consequently, leaving home would require considerable and taxing effort† (2007, p. 31). Wells also said that although his case was definitely homebound, ethical principles were at risk because his moral duty to provide treatment was in conflict with institutional interpretations of the Medicare regulations or guidelines of what constitutes a homebound patient (2007, p. 31). In other words, the case described by Wells

The value of liquid based cytology compared to conventional smear in Essay

The value of liquid based cytology compared to conventional smear in fine neddle aspiration of cytology - Essay Example Also termed as Fine Needle Aspiration Cytology (FNAC), it is a simple, quick and inexpensive method used to diagnose superficial surface masses, and is especially useful in sampling the accessible head and neck masses in outpatient department (Pilotti et al 1993). Masses located within the region of the head and neck, including salivary gland and thyroid gland, cervical masses and nodules, and intraoral lesions can be readily diagnosed using this technique. It is the procedure of choice in outpatient departments, especially for the lesion of head and neck. Some of such studies have been considered here to comprehend the differences and efficacies of each of the two techniques FNAC proves to be better than conventional smear in a number of ways. It is relatively safe since it is pretty much noninvasive when it comes to diagnosing malignancies, to which the only alternative before the advent of FNA was open excision biopsy. The most commonly encountered lesions in this area are lumps or swellings. The differential is important to rule out the malignancy, which is the most suspected diagnosis (Lee et al 1987, Skoog et al 2009). The technique is relatively easy to perform, fairly accurate and well tolerated by the patients. It is associated with low morbidity as it causes minimal suffering and carries next to no risk of complications. Its accuracy turns out to be the major reason for its preference over the conventional Pap smear. Numerous studies have been conducted in the area to analyze the advantages and pitfalls of both the techniques. The critical review below will outline various studies and help establish a view point about the two and reveal the superiority of FNAC. 1. Parfitt et al (2007) conducted a research to analyze the accuracy given by the two techniques. CS offers more accurate diagnosis more often. Accuracy offered by CS was 57% as compared to just 42% with that of thinprep. Thinprep has a higher

Immigration Essay Example | Topics and Well Written Essays - 1250 words - 5

Immigration - Essay Example Despite the fact that the force to search for better fortunes across the borders is too powerful to resist, it is not always gratifying since problems also exist in the US for the immigrants. To illustrate this, Nazario (12) reckons that Enrique decides to travel to the US since his mother’s expectations of changing their life are foiled with time, to an extent that she even stops calling home. Life in third world countries around the world, particularly those in South America, Central America and neighboring Mexico is difficult due to underdevelopment. The difficult conditions at home for the immigrants make the case for immigration powerful such that not even immigration laws can stand in the quest for a better life across the border. Lack of proper services in home countries of the immigrating population when or poor service delivery when compared to the US triggers survival interests for instance when involving food and medical services. As an illustration, child protection services are poor or inexistent such that children struggle to look for their parents who leave them behind. â€Å"What kind of desperation, I wondered, pushes children as young as seven year old to set out, alone through such a hostile landscape†¦Ã¢â‚¬  (Nazario xiii) Other services such as safety and security as well as justice are not as advanced in the third world setting, which compel movement in search of delivery of such in the US (Brick and Rosenblun 5). Several immigrants seek to reunite with their family members such as children in search of their parents who leave them and immigrate to the US never to return home. Under the circumstances of family reunion reasons, blood ties form a very strong force propelling immigrants to cross over the borders despite strict legal regulations. The seriousness of some of the above risks to living a normal life as a

Enterprise and Innovation in Practice Essay Example | Topics and Well Written Essays - 2500 words

Enterprise and Innovation in Practice - Essay Example The company was formed in 1938 by Byung-chull lee as a grocery, and later into a textile in 1947 (Michell, 2011). The company started a diversification strategy that became the company’s growth strategy, swiftly expanding to securities, insurance and retail business. The company further developed a redevelopment strategy with the key focus being industrialization, following Korea destruction after the Korean War. In 1960, Samsung ventured into the electronics industry with the creation of divisions focusing on electronics. These included the Samsung electro-mechanics, Samsung semiconductor and telecommunications that produced black and white TV sets. The growth strategy continued in 1980 when Samsung ventured into telecommunications industry, building telephone switchboards, phone and fax systems and mobile phones. This resulted in heavy investments in research and development, which resulted in cross border expansions to places like New York, England and Portugal. Byung-chull ’s death in 1987 led to the split of the Samsung group into four business groups; engineering, construction, electronics and high-tech products. Growth throughout the 1990s saw Samsung secure high profile construction projects like the Burj Khalifa Tower in UAE. Samsung underwent a reorganization in 1993 that entailed selling off of some auxiliaries and downsizing, with a growth focus on electronics. This made Samsung the largest LCD panels’ manufacturer in the globe (David and Foray, 2005). In 2011, Samsung acquired Sony’s stake in their 50-50 LCD supply partnership and took full control. The future’s focus for Samsung is centered on electronics, mobile and biopharmaceuticals. The most common imperative for firms and businesses entails the need to grow. All firms need to grow, and those that do not struggle to find new human resources and capital. The reason is that, a firm that does not grow is an unattractive investment, and will only

Determine how our society decides gender and what elements you believe Research Paper

Determine how our society decides gender and what elements you believe are the most influential in this construction - Research Paper Example er couple from Jayme Poisson’s article â€Å"Parents Keep Child’s Gender Secret† consider a social gender as a stereotypic and tyrannical issue, scholars of social science, particularly Thomas D. Steensma in â€Å"Gender Identity Development in Adolescence† and Curt Hoffman and Nancy Hurst in â€Å"Gender Stereotypes: Perception and Rationalization?† are looking for a scientific explanation of a social gender prejudice. Gender firstly should be given a correct definition, and Steensma describes gender in â€Å"Gender Identity Development in Adolescence† as a very complex issue. It’s different from sex, because sex is an inborn biological characteristic which usually matches with genitals differentiation, while gender can be revealed during life (Steensma 289). Gender constitutes of biological inborn characteristic and gender identity, which is a personal revelation of gender, and of a gender role, which is determined by social expectations on males and females (different behavior, social roles and different personal characteristics are expected) (Steensma 291). Thus, gender depends on biological (hormones, chromosomes and genitals) and psycho-sociological (nurturing) factors. It doesn’t seem possible to reveal gender without social interference in a process. Society affects a gender identity by imposing different natures of male and female nurturing: parents and a social environment both tend to raise male and female children with a view of their future social roles (Hoffman & Hurst 197). A nurturing starts early, already from a new born period, and society behaves differently towards babies of different sex, starting from a lexicon used when talking about a baby to different toys and activities imposing. It seems important for society to define gender from the very first days of life. Witterink and Stocker who raise a transgender child admits, â€Å"When baby comes out even the people who love you and are close to you firstly ask if it’s a boy or a girl†

The Morality of Animal Testing Essay Example for Free

The Morality of Animal Testing Essay Animal testing is undoubtedly one of the most controversial issues in modern society. This practice began in the 19th century; animals were used to test dosing of certain drugs and chemicals. In the 1920’s, animals were also being used to test pesticides and food additives (Fano, 11). Today, animal testing is used to study everything from cosmetics to cancer. With such a wide range of opinions on animal rights and human priority, it is no wonder that this topic is so controversial. There are people who have an extreme view on the issue and are either completely pro or completely con. In my opinion, the issue of animal testing is far too complex for one simple answer; its morality lies somewhere in between the two poles. Animal testing is acceptable if it results in saving people’s lives. It is not acceptable, however, if it results in personal or cosmetic products that are far from vital to the human race. Those who are in favor of animal testing justify it many different ways. Thomas Hamm, a toxicologist and veterinarian, argues that, â€Å"We can’t protect the environment, or people in general, without doing some animal testing. If you’re pro-environment but opposed to animal testing, you’re on shaky ground, because the two positions just aren’t compatible with each other† (Fano, 44). In order to have a safe and successful society, he argues, we must use animals to test chemicals, drugs, treatments, and anything else that will further our knowledge of improving the world, at least for humans. Many people are of the same mind as Hamm. Animal testing reduces the risks of many products, like cosmetics and medication, among many others. Scientists can put safety standards in place for products based on their findings via animal testing. Often, animals will react badly or even die from certain chemicals or combinations, make the humans that use the products far safer. But the most important argument of those in favor of anima l testing is its reliability and comprehensiveness. By using another living being, it is much easier to understand the effects of a drug or chemical on the body and assess its risks. Another positive aspect of animal testing is its convenience. Rodents are the most common test subjects in laboratories. Mice in particular have a relatively short lifespan. This allows scientists to observe a single organism’s life in its entirety in a reasonable time. You could see how a drug, when taken as a baby or adolescent would affect the animal later on in its life. Because many test subjects are bred specifically for the testing purpose, Scientists are able to manipulate, observe, and control every aspect of that animal’s life. This reduces the risk of other variables affecting the outcome of the experiment, making it more accurate. A researcher would know the animal’s entire medical history, which would be necessary in understanding the outcome of several different experiments. Scientists are allowed to kill these animals after the experiment is completed, allowing them to look at how the drug or chemical affected the animal’s entire body system , instead of just its visible affects. For instance, a researcher might observe a given vaccine to have been safe on the mouse, as it was healthy and lived a long life, even though it could have had a hidden negative effect only visible inside its body (Fano, 45). However, the opposition has equally strong and numerous arguments against animal testing. A very popular argument for those against animal testing is its inaccuracy. While it is true animal testing allows you to observe the effects of a drug on an entire body system, some argue that people and the animals used in testing are just too different (Blue). A drug’s safety for a mouse or rabbit cannot ensure safety for humans, who are genetically and biologically much different. This argument has obvious validity; dog owners consider it common knowledge that dogs cannot eat chocolate for safety reasons, and humans in general clearly have no health problems with chocolate. The same could be argued for various medications and products. The main arguments for those who are anti-animal testing is simple: it is inhumane. As an animal lover, some of the research I did included testimonies and photographs that were completely horrifying. Some animals had tufts of fur missing, obvious infections, and missing body parts, like arms and eyeballs. The basic assumption behind animal testing is that animals are lesser than humans (Hayhurst, 10). Those opposed to animal testing have conflicting beliefs and think that, â€Å"other animals have the same rights to life that human animals have† (Hayhurst, 10). Many people, myself included, have opinions somewhere in between these two extremes (Hayhurst, 11). Using animals as test subjects is not so black and white; there are many grey areas. Animals should have the right to live, but not to the same degree as the human species. As awful as it sounds, we view this idea at work everyday. Killing a person obviously has more serious consequences that killing an animal. Animals’ lives are simply not as valued as those of humans. So if the result of using animals as test subjects is a cure for a deadly disease that affects the human race, like cancer, many people believe this is a justified act. In other words, it is acceptable to kill animals if it helps save people’s lives. If animals were used as test subjects for just these types of purposes, it is likely that the animal rights debate would not be nearly as controversial. But the problem is that animal testing is used for much less necessary purposes. Countless cosmetic companies use animals to test their products, such as eye shadow, shampoo, and contact lens solution (Hayhurst, 10). These products are not even coming close to saving people’s lives, yet animals often suffer and die for their production. Many cosmetic companies have either stopped or never started using animals as test subjects. The European Union banned animal testing on personal cosmetic products and the import of products that do use animals. So it is clear that producing these types of products without using animal testing is possible, as many companies do it. However, other companies continue to make animals suffer and often die in the production process (Ellin). The animal rights debate has a long history and has no end in sight. Everyone has a different opinion about the morality of using animals as test subjects. Some are pro, some are con, and some are in between. Those in between believe the purpose of the tests determine its moral rightness or wrongness. To put it simply, it just depends on the situation. If animals must suffer or even die in order to save a human life, then it is justified. But making even one animal suffer to produce unnecessary products, as discussed earlier, is completely immoral and should be brought to an end. Because animal testing encompasses many touchy topics, like an animal’s right to life and the differing importance of animal and human life, people will continue to debate it until there is an alternative that is equal parts ethical, useful, accurate, and convenient. Work Cited: * Hayhurst, Chris. Animal Testing: The Animal Rights Debate. New York: The Rosen Publishing Group, 2000. print. * Fano, Alex. Lethal Laws: Animal Testing, Human Health, and Environmental Policy. New York: Zed Books Ltd., 1997. print. * Balls, Michael. â€Å"Alternatives to Animal Testing: Toward Reducing Uncertainty and Unintended Consequences.† AATEX 16.3 (2011): 101-110 * Blue, Laura. â€Å"How Much Does Animal Testing Tell Us?† Time Magazine 17 June 2008. online. * Ellin, Abby. â€Å"Leaving Animals Out of the Cosmetics Picture.† New York Times 28 December 2011. online.

Investment in Training

Investment in Training Training is a key component of the present and future of HRM. However, why in the case of the United Kingdom are there so many concerns with this issue regarding organisational commitment to it? Are those concerns valid? Britain seems to have a poor record concerning its investment in training which has resulted in todays skills gap problem. The British governments goal is to bridge this gap by raising the bar on the workforce development. More precisely it envisages that promotion of workforce learning will enhance its competitiveness and will help her create an economy that will make her world leader. It has resorted to initiatives and strategies aiming at solving the so-called â€Å"training problem but obtaining the high-added value route has proved to be challenging and difficult. This paper attempts to present several dimensions of this training problem in the UK. It also tries to assess the severity of the skills gap as well as its chances of being resolved. It shall start by presenting some facts that have triggered a change in Britains attitude concerning the promotion of learning and the investment in training. After that it shall present the initiatives and strategies launched by the British government in its effort to improve the Vocational Education and Training framework as a means of encouraging people to assume their own learning and development and as a means of attracting employers interest in the countrys effort to foster its economy through human resource development. After examining a certain number of training policies and institutions facilitating them, this essay shall endeavour to point out potential flaws and weaknesses of the system. Then we will study some other aspects of the so-called â€Å"training problem† in the UK. One of th ese aspects is employers attitudes which also seem to play their own negative part in Britains desire to become a high skills society. We will also have a look at the â€Å"training apartheid† phenomenon and the inequality of training provisions in the British workplaces. Finally this paper will discuss the emergence of informal training practices, the importance of soft skills and the difficulties in assessing both the former and the latter. Britain is deemed to be trapped in a low-skills equilibrium (Finegolf and Sosckice 1988), meaning that its firms have low-skilled labour force and they produce inexpensive products and services to the detriment of quality. This is the strategy of differentiation that UK firms have been pursuing in their efforts for competitive advantage. That is also the reason why they insist on refusing to invest in the training of their workforce and on employing low-qualified workers (Marchingoton and Wilkinson 2008). This under-investment on workforce learning on the part of employers as well as the governments failure to properly invest in the Vocational Education and Training (VET) throughout the years has resulted in the so-called â€Å"training problem† which is inextricably linked to the skill shortages Britain has been experiencing. The breath of the problem is mirrored in reports and surveys conducted by governmental bodies. What is particularly worrying are the international compa risons which testify that due to this problem, the UK economy has been left behind by its international competitors. (Marchington and Wilkinson 2008) That is the reason why Britain has decided to rely of Human Resource Development in order to solve its problems and obtain the competitive edge against its rivals. Stuart(2007) cited in Stuart and Cooney (2008) explains that nowadays systems of training and skills are considered to impact positively on firms performance and ultimately on national economies. Therefore countries utilise them as weapons to improve their competitive position and to face challenges posed by the globalisation, technological change and the rise of the so-called knowledge economy. Britain has realised that in order to bridge its skill gaps and to move towards the creation of a high skills economy it has to maximise the skills and knowledge of its people. This dimension of Human Resource Management, that is to say training, and more broadly, learning and development has therefore drawn Britains attention as it is said to be the key that will offer the country the competitive edge in the global economy. As a result the government has decided to undertake training initiatives aiming at fostering the learning and development of its workforce. Therefore the state has assumed a more interventionist role in order to improve the VET (Vocational Education and Training) framework. It has designed many strategies as well as established many institutions whose goal is to facilitate Britains trajectory towards the creation of a knowledge economy. The creation of this type of economy is not only desired by Britain but it is also a legal request stemming from the European Un ion for its members. The European Unions wish to transform into the most competitive, knowledge-based economy in the world by 2010 is reflected on the â€Å"Lisbon Goals†. In other words Britain will not only be struggling in order to tackle its national skills deficiencies but it will be doing so in order attain the conditions set by the â€Å" Lisbon Goals â€Å" and its mutual targets with the European Union (Beardwell and Claydon 2007). Beardwell and Claydon (2007) mention that there is a proliferation of government-driven initiatives and they attempt to itemise a few. It has introduced a number of vocational qualifications such as the National Vocational Qualifications (NVQ) which have several levels and which depict the skills and knowledge which are indispensable for an employee wishing to exercise a specific job. Moreover, there are Apprenticeships which provide work-based training and which permit to the trainee to pursue a qualification at the same time. It has set up the Learning and Skills Councils whose duty is the implementation and finance of educative and training programmes (with the exception of higher education) for sixteen year olds and above. It has also established the Sector Skills Development Councils whose primary role is to deal with skill shortages and to act as voice mechanisms which give employers the opportunity to express themselves and to address the skills and productivity problems of their own businesses (Beardwell and Claydon 2007). Additionally, it has launched the Investors in People Standard which according to Hoque (2008) provides a benchmark for training practices and which prompts organisations to design and put into place training practices addressing their skills gaps. If they manage to meet the Standards criteria they are granted the Investors in People award. However the significance of the whole process lies in the fact that it is meant to increase organisational effectiveness and to entail profits . Finally Britain has followed the example of the dual German VET system which involves many stakeholders in its national learning strategies, including the trades unions. The government has passed legislation leading to the formation of Union Learning Representatives whose main responsibilities is to analyse training needs of the union members, to provide information and to advice on training, to arrange training practices, to promote the value of training and to consult the employer concerning these activities (Hoque and Bacon 2008). Despite the efforts of the government to maximise the skills and knowledge of its people by reforming the VET system, the VET framework is characterised by many weaknesses. According to Keep (1999) the most important one is that the government continues relying on a voluntaristic approach which allows employers to choose not to engage in learning policies and investment on training if they do not want to. On the contrary other European countries utilise coercive measures backed by legislation. He considers the dearth of governmental mechanisms and of regulation able to enforce the provision of training as problematic because this means that each employer follows their own strategies dealing with their own needs and do not partake to the countrys aims for the creation of a knowledge workforce. Another flaw is that the VET is so complicated and inconsistent that employers tend to be unaware of the training programmes available (Harrison 2009). The initiatives launched by the government are also deemed to suffer from limitations. Grugulis (2003) makes a strong case against the National Vocational Qualifications and questions whether they are accurate certification depicting indeed the abilities of their holders to practice an occupation. She suggests that their level is lower than the level of the qualifications they replaced and that they do not offer financial returns to their holders. Marchington and Wilkinson (2008) explain that Apprenticeships have been also heavily criticised on the grounds of low completion rates, bureaucracy and lack of flexibility. Nonetheless, the main argument against them is that they do not respond to employers needs. As a solution, in 2007 the government took the decision to authorise the accreditation of in-house training schemes of major companies in order for the vocational qualification system to fit better employer needs and in order for employers to be able to run their own accredited training schemes (Harrison 2009). A case in point might be Tesco which has created its own internal training scheme that has been accredited by the Qualifications and Curriculum Authority and that has become eligible for public funding (Marchington and Wilkinson 2008). Another example is McDonalds which became one the first employer s who had their in-house training schemes accredited by the Qualifications and Curriculum Authority in January 2008 and whose target was to form loyal and committed staff able to provide high quality service. The course was equivalent to an A-levels (Brockett 2008). Governmental actions such as the accreditation of the firms in-house training raise two issues: The first problem is the possibility that the whole vocational qualification system will lose its credibility (Harrison 2009: 84). Moreover, the accreditation of in-house training demonstrates that the government endeavours to satisfy employers. Thereby the question raised is whether it is correct for the government to carry on financing training tailored to employer needs, such as in-house training (Marchington and Wilkinson 2008). The authors argue that these training schemes which are designed by companies themselves aim at developing skills relevant to their needs, thus excluding education and other skills emphasised by the government. In the end this runs counter to the governments aims. Finally, Britain being a liberal market economy, there is a bias against vocational qualifications in comparison to academic qualifications. Academic qualifications are deemed to be superior whereas vocational training systems as Bosch and Charest (2008) argue suffer from poor reputation and low social status in liberal market economies. Notwithstanding the existence of vocational routes the UK carries on overestimating tertiary education. Marchington and Wilkisnon(2008) claim that this has as subsequent repercussion the fact that many young people opt for the academic pathway but many of them drop out before qualifying and end up in low low-skill and poorly paid jobs. Other impediments to Britains struggle to bridge the skills gap come from the employer side. From the employers perspective there seems to be an unwillingness to cooperate with the government in their endeavour to upgrade the skills of the workforce (Harrison 2009). This reluctance to invest in training is due to several reasons. Harrison (2009:30-31) attempts to list a few such as the fear of poaching, the fear of the unpredictable market conditions as well as the fact that the benefits of the investment in training are difficult to be foreseen as they come in the long term. Loyds (2002) cited in Marchington and Wilkinson (2008) mentions other reasons such as the lack of time and the lack of information on the economic benefits of training. Finally, Beardwell (2007) explains that employers hold an unfavourable position towards employee learning and they seem reluctant to invest in the training of their workforce on other grounds: the likelihood that employees will stop being committ ed to their employer because their skills will be desired by other employers and the likelihood that employees will be poorly trained. A research study conducted by Matlay (1999) in 2000 businesses, among which the overwhelming majority were micro-, small- and medium sized companies demonstrated the â€Å" training paradox â€Å" in the small business sector. According to this paradox even though the vast majority of small businesses acknowledge the importance of and adopt a positive attitudes towards training practices, most of them had failed to provide them over a period of 12 months before the interviews. They respondent also recognised some direct reasons such as market positioning, prevailing economic conditions and availability of relevant firm-specific training as well as indirect reasons such as costs of training, time constraints, lack of in-house trainers, lack of motivation and interest. The owners/managers of these firms also claimed that some training initiatives in the UK lacked the necessary focus, coherence and clarity and suggested that the government should encourage the training industry, throu gh subsidies, to offer cost-effective training solutions tailored particularly for the need of SMEs. Hoque (2008) deals with another aspect of the training problem in Britain which is the inequality of training provisions in the British workplaces, a problem labelled â€Å"training apartheid† . According to this problem there are disadvantaged employee groups which suffer discrimination regarding access to training. Almeida-Santos and Mumford (2005) cited in Hoque (2008) argue that this discrimination takes place against women as well as members of ethnic minorities. Hoque (2008) also cites Arulampalam and Booth (1998) who dealt with reduced training provided to temporary/fixed-term and part-time employees and Addison and Belfield (2004) who included older employees to these disadvantaged groups. Furthermore Harrison (2007: 269) added disable people to this long list. Moreover, Westwood (2004) cited in Hoque(2008) claims that firms invest more in the training of their professionals and already qualified employees rather than the training of their low-skilled employees. The â€Å"training apartheid â€Å" is an issue which undermines Britains attempt to tackle its skills gap problem which remains unsolved despite the reform of the NVET institutions and the launch of strategic initiatives by the government aiming at the upskilling of the workforce. Hoque (2008) offers an example which might illustrate the failure of the Investors in People (IiP) Standard to tackle this phenomenon. After the launch of its revised version in 2000 the Standard was meant to guarantee equal access to training to all employee groups. Nevertheless his study which was based on the analysis of data collected from the 2004 Workplace Employment Relations Survey indicated that the Standard did not contribute to the resolution of the problem but to make matters worse it also demonstrated that inequality of training opportunities was more common in IiP workplaces than in non-Iip workplaces. There is also the issue of the assessment and evaluation of training provision in todays economies, which has become very difficult as firms tend to resort to informal training in order to cover their training needs. Beardwell (2007:289) explains that many companies might adopt learning strategies which are not systematic or planned. Nowadays firms have in their disposition several types of training which are usually informal. A case in point might be e-learning which enjoys wide popularity because it is flexible and easily accessible as it allows employees to learn with the help of technological tools. Moreover mentoring can also be informal and that takes place when an inexperienced employee is guided and advised on learning and development issues by an older and more experienced colleague. Informal learning is also linked to tacit knowledge. Myers and Davids (1992) define the notion of tacit skills as skills which are obtained through experience rather than training and which are embedded in the context where they are acquired. Both informal and tacit knowledge cannot be gauged which implies that they cannot be certified by qualifications. Apart from the technical and tacit skills there is also the need for the development of soft skills which is also of a great importance. Keep (2006) takes the service sector as an example where the development of generic and interpersonal skills and of some attitudes such as self-discipline, loyalty and punctuality are of vital importance. Nevertheless they cannot be measured which means they cannot be certified. However they continue to constitute skills even though they cannot be represented as qualifications. Thus, Marchington and Wilkinson(2008) argue that there is no appropriate proxy for measuring skills because they are not as qualifications. Most importantly Britains reliance on international comparisons in order to assess its skill shortages is highly debatable because if informal training cannot be measured and i f tacit and soft skills cannot be assessed either there is no way of reaching accurate conclusions concerning which country has the most skilled labour force and thereby the most competitive economy (Keep 2006). A case study is provided by Abbott (1994) whose study in small service sector firms demonstrated that people who work in the services are required to possess friendly and lively personalities and other personal attributes and generic skills which are indispensable for their work. His study also demonstrated that vast majority of small service sector firms provide informal training which is often considered to be of inferior level of training in comparison to formal training. Sometimes it is not classified as â€Å"training† even by employers themselves. According to him informal training is linked to tacit skills because they are usually learned informally and tacit skills are associated to some forms of soft skills such as inter-personal skills and cooperativeness. Soft skills and tacit skills cannot be measured but this does not underestimate their importance for people who work in the sector. This paper has reviewed the major aspects concerning the â€Å"training problem† in the UK. It has managed to study the setting where it takes place and to understand the factors that have prompted the UK to acknowledge the problem. International comparisons clearly indicate that the UK workforce is poorly educated and trained. This also accounts for the low skill equilibrium in which the UK has remained trapped. The solution for the economic strength of the nation is the creation of a learning society. Britain has embraced the strategic role of human resource development and its potential to offer the country the competitive advantage. The governments goal of upgrading the skills of its workforce depends on the VET framework which has gone through changes. Nevertheless it is still characterised by significant weaknesses. The most important mistake is that even though the government has assumed a more interventionist role than in the past it continues to make mistakes such as its insistence on relying on voluntarism which prevents it from coming into conflict with employers. The severity of this approach lies in the fact that the government has ended up conceding power to the hands of employers. With this sort of power employers will have the opportunity to seek strategies and aims covering their needs and therefore diverging from those adopted by the government. This and many other unsolved issues illustrate that the UK has still a long way to go before becoming a high skills society. REFERENCES Abbott, B. (1994). Training strategies in small service sector firms: employer and employee perspectives. Human Resource Management Journal, 4, 70-87. Beardwell, J. and Claydon, T. (2007). Human Resource Management: A contemporary approach. 5th ed. Pearson Education. Bosch, G. and Charest, J. (2008), Vocational training and the labour market in liberal and coordinated economies. Industrial Relations Journal, 39(5), 428-447. Brockett, J. (2008). HRs role in â€Å"McA-levels†. People Management, 14, 3, 7 February:9 Finegold, D. and Soskice, D. (1988). The failure of training in Britain: analysis and prescription. Oxford review of economic policy, 4(3), 21-53. Grugulis, I. (2003) The contribution of the National Vocational Qualifications to the growth of skills in the UK. British Journal of Industrial Relations, 41(3), 4557-475. Harrison, R. (2009). Learning Development. 5th ed. CIPD Hoque, K. (2008). The impact of Investors in People on employer -provided training, the equality of training provision and the â€Å"training apartheid† phenomenon. Industrial Relations Journal, 39(1), 43-62. Hoque, K. and Bacon, N. (2008). Trade Unions, Union Learning Representatives and Employer-Provided Training in Britain. British Journal of Industrial Relations, 46(4), 702-731. Keep, E. (2006). Live and Learn. People Management , 12(15), 27 July:7 Keep, E. (1999). UKs VET Policy and the â€Å"Third Way†: following a high skills trajectory or running up a deal end street? Journal of Education and Work, 12(3), 323-346. Marchington, M. and Wilkinson, A. (2008). Human Resource Management at Work. 4th ed. CIPD Matlay, H. (1999). Vocational education and training in Britain: a small business perspective. Education + Training, 41(1), 6-13. Myers, C., and Davids, K. (1992). Knowing and doing: tacit skills at work. Personnel management, February:45-47. Stuart, M. and Cooney, R. (2008). Editorial: training and the limits of supply-side skill development. Industrial Relations Journal, 39:5, 346-353.

Comparing War in the Poems, Dulce et Decorum est and Who’s for the Game

The two poems, 'Dulce et decorum est' and 'Who's for the game?' are both very different war poems. Although they were both written about the First World War, they both had different purposes. The poems have aspects in which they are similar, but they also have very big differences. One similarity between the two poems is that they both have titles which express positive feelings about war. However, the titles are both used in different ways; 'Who's for the game?' is an extended metaphor, as it is repeated again during the poem, ‘Who’s for the game, the biggest that’s played†¦Ã¢â‚¬â„¢ Also it is comparing the war to a game, which is a euphemism as well as a metaphor. It is a euphemism because war is a very serious, dangerous matter; whereas a game is something that people enjoy and never get seriously injured in. By using this euphemism, Jessie Pope - the poet – lessens the severity of war, and makes her readers’ think of it as enjoyable, and something that they want to do. On the other hand, 'Dulce et decorum est' is quite a sarcastic and ironic title. 'Dulce et decorum est' literally translates as ‘It is sweet and fitting’, and it is a quote from the Roman poet Horace. It is repeated in the last line of the poem, which is ‘†¦Dulce et decorum est Pro patria mori.’ This means ‘It is sweet and fitting to die for one’s country.’ But in Wilfred Owen’s opinion it is a lie, because during his poem he expresses his feelings on war, and gives the impression that you shouldn’t go. ‘And flound’ring like a man in fire or lime†¦ Dim, through the misty panes and think green light, as under a green sea, I saw him drowning.’ This is showing one of the appalling ways in which soldiers in the war can die. Also this man dying is not going to save t... ...ch high zest†¦Ã¢â‚¬â„¢ Although he does directly address his reader too, he is saying completely opposite things to Jessie Pope. In conclusion, the two poems, 'Who's for the game?' and 'Dulce et decorum est' treat the war very differently. This is mostly because of the different purposes both poets had for writing them. Jessie Pope was enrolled by the government to write poems for newspapers as part of the propaganda trying to make young men sign up for the army. Whereas Wilfred Owen was a soldier who fought in the war himself, and he wrote 'Dulce et decorum est' as a response to Jessie Pope, because he saw her as a typical unfeeling civilian who was supporting the war from the relative safety of the Home Front. Jessie Pope had a limited viewpoint, never having been on the battlefield herself, whereas Wilfred Owen wrote about his first hand experience in the trenches.

Humorous Best Man Speech -- Wedding Toasts Roasts Speeches

Humorous Best Man Speech The hotel management have asked me to ask you not to stand on the tables or chairs during the standing ovation at the end of my speech. Now, I asked around for an idea of how long my speech should last, and the general response was about as long as it takes the groom to make love. So with that in mind, thank you, you have been a wonderful audience. (Sit and then get back up) I think an introduction is worthwhile. For those of you who do not yet know me my name is Whatwouldvouliketodrink. I hope as many of you will come and say hello at the bar later, but I do insist you use my full name. At this point I would like to thank the groom for his kind words. I would also like to add my own appreciation. I think you'll all agree the bridesmaids both look lovely today in their dresses and I know the bride wants me to thank them for the help they have provided, not only today but in the weeks and months leading up to the wedding. I would like to propose a toast. Ladies and gentlemen, the bridesmaids. I'm sure a number of the guys here today have been a best man at a wedding before, but I wonder how many of you have ever received written guidelines from the bride to be. I would like to read you an e-mail that the bride sent me prior to the wedding. (Produce e-mail) Wouldyoulikeanotherdrink (Remember that is my name) I was very pleased when you were asked to be best man at our wedding. I have known you for some time now and I cannot think of anybody more charismatic, intelligent, better looking or downright sexy than you to fulfill this crucial role on our big day. As we get close to the wedding day, most tasks have been... ...tion?" Big & Bouncy magazine.) Obviously my toasts are going to focus on the most important people here today. The people we all feel a great love for and without whom today wouldn't be possible. At some stage in the evening I’m sure we will all be sharing with them our thoughts from this special day and giving them our love and best wishes so I would like to propose a toast to: the bar staff. Now the real version. I would like to thank the groom for asking me to be his best man. It has been a pleasure helping them prepare for today. For all the banter that has passed between us it should be fairy obvious that we are the best of mates. I am going to finish now by asking you to join me in wishing them many years of happiness. Ladies and gentlemen, the bride and groom. That's the end of my speech. I am sure you will be as glad as me that there is no more.

Measuring Quality Health Care

{draw:g} {draw:g} {draw:g} Why is a patient the most important thing when it comes to healthcare? Without a patient, there would be no healthcare. What do patients look for when it comes to getting care they need? I feel that cost is one thing, but the most important thing a patient wants is quality care. A positive patient outcome is one of the measures of quality health care. Additionally, health care workers have many roles when determining quality care. The main factor to a positive patient outcome is providing the patient with the best care that can be given. This includes what ever it takes medically to keep this person healthy. Many people are denied certain medical procedures due to the insurance company not providing the payment. Therefore, the billing clerk should try and see if there is a charity that is available or set up a payment plan. This is another approach that I feel is necessary in providing a positive patient outcome and quality care, watch for medical errors. Why? According to Stevens, there are over 50,000 people that die every year in a hospital or healthcare institution due to a medical error. Training employees and having an administrator over parts of the facility would help improve on errors. Training is the key to the problem. If an employee gets adequate training, then there is less of a chance for a mistake. Roles that health care workers have when determining quality care vary. The main role is assessing the patient, diagnose, monitor, observe treatments, and respond to changes. Other roles that are played if the patient is at home are making sure the patient is in a safe environment, communication with all parties involved, making sure the patient is eating and drinking well, keeping an eye out for changes, and make sure the patient is using proper hygiene. Measuring quality care is important for the patient as well as the facility. Without the patient, there is no facility. Keeping a patient happy, comfortable and healthy is important. There are many different roles provided by health care workers that are involved in a patient’s care, depending on the care the patient needs. The main thing is a positive patient outcome. What makes something positive? A positive health care worker makes a big influence on a positive outcome. References: Stevens, A. (2008) http://blog. sunbeltstaffing. com/medical-ethics/what-role-do-healthcare-worker

Biography of Jean Jacques Rosseau

Rousseau was born in Geneva, the son of a watchmaker. His mother died shortly after his birth, and his aunt and uncle raised him. At 16 he set out on into the world which brought him into contact with Louise de Warens, who became his patron and later his lover. She arranged for his trip to Turin, where he became a Roman Catholic convert. After serving as a footman in a powerful family, he left Turin and spent most of the next dozen years at Chambery, In 1742 he went to Paris to make his fortune with a new system of musical notation, but he failed. Once in Paris, however, he became friends with Denis Diderot. Diderot later commissioned Rousseau to write articles on music for Diderot†s Encyclopedia. In 1749, Rousseau won first prize in a contest, held by the Academy of Dijon, on the question: â€Å"Has the progress of the sciences and arts contributed to the corruption or to the improvement of human conduct? † In 1765 he was expelled from Bern and accepted the invitation of David Hume to live at his house in England; there he began to write the first part of his Confessions, but after a year he quarreled violently with Hume, whom he believed to be in league with Diderot and Grimm, and returned to France in 1767. After wandering through the provinces, he finally settled in Paris, where he lived in a garret and copied music. The French authorities left him undisturbed, while curious foreigners flocked to see the famous man and be insulted by him. At the same time he went from salon to salon, reading his Confessions aloud. In his last years he began Reveries du promeneur solitaire, descriptions of nature and his thoughts about it, which was unfinished at the time of his death. Shortly before his death Rousseau moved to the house of a protector at Ermenonville, near Paris, where he died. In 1794 his remains were transferred to the Pantheon in Paris. Few people in the Enlightenment Period equaled Rousseau†s influence on politics, literature and education. Rousseau†s thoughts begin with the fact the he believed we are good by nature but when put in society we begin become more disorganized. According to Rousseau, humanity†s only flaw was social behavior as he stated in his book â€Å"The Social Contract. † â€Å"But human nature does not go backward, and we never return to the times of innocence and equality, when we have once departed from them. † (The Social Contract, Book I, Ch. ) Going along with his idea of social order was Rousseau†s aim at freedom. He believed that the purpose of law and government was to expose the people†s wishes for the ideal government. Rousseau†s theory was, since the people decided if a ruler is fair or not, it was up to the society if the government was able to grant the people their liberty and well being. Basically, the government was only as strong as the people worked for it to be. If society didn†t like the tactics used by the ruler, the government would not gain control. Rousseau†s ideas on education are still used today. Rousseau outlined in his book, Emile, that education shouldn†t be viewed as trying to get a child to understand everything, but to draw out what was already in the child. Education was to be monitored and controlled very carefully and in the end, the process should result in the natural development of a child†s potential. Rousseau†s writings were always personal, describing his deeply keep secrets and thoughts. During the Enlightenment Period, Rousseau†s writings were incredibly popular. His book, Heloise, was one of the most popular and his book Confessions is still widely read today. His knowledge of musical theory was amazing because it was self-taught. Although his work did not have an effect on Enlightenment music, his compositions live on today. Rousseau†s influence on the Enlightenment was just as great as many of the more well know philosophs. Rousseau expanded on John Locke†s theory that a society has the right to question the authority of an unjust ruler. Rousseau highly influenced German and English romanticism, a movement in the 18th century that was marked by an emphasis on emotion and imagination. His thoughts about the rule of the government had a profound impact on French revolutionary thought. During the Enlightenment, people were beginning to become more independent and question authority. Society was starting to move away from conventional thinking and Rousseau social contract was the beginning to this revolution. Rousseau†s social contract was an addition to Thomas Hobbes†s social contract. Rousseau†s version stated that the contract was an agreement between free individuals to create a society and a government while Hobbes believed the ideal relationship was between a society and its government. Rousseau contributed greatly to the movement in Western Europe for individual freedom and against the absolutism of church and state. Rousseau†s ideas were a stepping-stone onto which the American colonists followed. Using Rousseau†s ideas on individual freedom, the colonists declared their independence from Great Britain and formed their own colonies. Rousseau†s ideas on education not only reflected the movements of his time, his ideas started a new movement. His thinking has not only influenced our ideas on education, they have formed the basis for what we believe in. Rousseau believed every child had the potential to become great, but it just a matter of releasing their knowledge. Teachers today use Rousseau†s thinking of allowing the free development of human potential to guide students through life. His ideas on education were new and different at the time. With these ideas, Rousseau added to the spirit of his time by creating new standards on education and learning. Rousseau†s thoughts can be summed up in a quote from his book, â€Å"The Social Contract,† (Book 2, Ch. 2) â€Å"Man is born free and everywhere he is in chains. Let us then admit that force does not create right, and that we are obliged to obey only legitimate powers. In that case, my original thought recurs, live free as equal individuals in a state of nature. â€Å"

Education teaching and learning process education essay

Different literatures were studied to specify and to warrant the importance of the different keywords as they relate to the survey every bit good as to hold a good background on the organic structure of cognition. This certainly will be good to the apprehension of the kernel of ICT tools in Education as they are merely referred as Educational Technology Tools. Technology is going an progressively influential factor in instruction. The usage of computing machines and nomadic phones as complements to educational patterns are really up-to-date development in the country as we are speaking about on-line instruction. The detonation of computing machine usage in different economic countries brought about the ICT dimension in about everything we do these yearss. The demand of new accomplishments and apprehension of pupils and Educators are enforcing itself as a world, besides the environment in which instruction and acquisition is taking topographic point is under changeless alteration every bit good as the direction of the pupils. It is of import to observe that, in order to put the context, by and large talking, there is no 1 accepted definition of what constitutes engineering. Technology is the word associated with anything that aims to ease the human life through alteration. Ursula Franklin, in her 1989 â€Å" Real World of Technology † lectures: defines engineering as a â€Å" pattern, the manner we do things around here † . The Merriam-Webster dictionary offers a definition of the term as: â€Å" the practical application of cognition particularly in a peculiar country † and â€Å" a capableness given by the practical application of cognition † .2.2 Education, Teaching and Learning ProcessEducation from the Webster ‘s 1828 Dictionary read as follows: The conveying up, as of a kid, direction ; formation of manners. Education comprehends all that series of direction and subject which is intended to edify the apprehension, correct the pique, and organize the manners and wonts of young person, and suit them for utility in their hereafter Stationss. To give kids a good instruction in manners, humanistic disciplines and scien tific discipline, is of import ; to give them a spiritual instruction is indispensable ; and an huge duty remainders on parents and defenders who neglect these responsibilities. Education is a construct in which Instruction, Teaching and Learning are major pillars: Direction refers to the facilitating of larning toward identified aims, delivered either by an teacher or other signifiers. Teaching refers to the actions of a existent unrecorded teacher designed to leave larning to the pupil. Learning refers to larning with a position toward fixing scholars with specific cognition, accomplishments, or abilities that can be applied instantly upon completion. For, instruction is any act or experience that has a formative consequence on the head, character or physical ability of an person. In its proficient sense instruction is the procedure by which society intentionally transmits its accrued cognition, accomplishments and values from one coevals to another. However at that place has ever been a treatment on the affair of guaranting continuity of go throughing on cognition and a affair of furthering creativeness, which propels the scholars to the universe of terra incognitas and forces the coming out of it with invention and inventiveness. Both of these maps relate every bit to knowledge and attitudes, to understanding and behaviors. They are the kernel of the teaching/learning procedure. We want creativeness, but we want it to emerge from what is known and understood. We want continuity and that excessively from what is known and understood. Learning environments in schools typically involve one or more grownup instructors connected with a figure of pupils, normally in good defined physical scenes. Physically it may be in a room, full of peculiar furniture and equipment. The topographic point of computing machines in larning for the bulk of kids is most likely to happen in the schoolroom and, for an increasing figure, at place. However, most experts in the field of educational calculating would characterize computing machines as synergistic and therefore acknowledge them a topographic point within the relationship constructions of the schoolroom acquisition environment, non merely the physical environment. The course of study is concerned with What is learned and taught: includes aims, content, and larning results ( the cognition, accomplishments and attitudes that pupils are intended to show ) . How this acquisition and instruction occurs: concerns teaching/learning methodological analysis, learning schemes and media resources. Most teaching/learning methods and schemes involve the usage of some equipment. Some learning methods may merely include the usage of a chalkboard and chalk while others may do usage of a telecasting or overhead projector. This equipment and its usage within the course of study are frequently referred to as educational engineering.2.3 Educational Technology and ICTEducational engineering concerns the engineering that is used to ease the teaching/learning procedure. As such it is included in the how portion of the course of study. We could see educational engineering as the tools of the learning trade, portion of the medium used to convey the course of study. Thus the engineering used is determined by the intended course of study. Besides portion of the context of the course of study concerns the function of the instructor, the physical scene and the general pedagogical positions of the instructor and instruction system. These are likely to impact the engineering used and may affect t he usage of computing machines. Technology can be seen to be impacting the course of study both in footings of content and methodological analysis, there are a figure of cases where the course of study has been changed due to alterations in engineering, innovation of new engineering has added content to the course of study ( e.g. engineering based on electricity ) or new engineering has made parts of the content obsolete ( e.g. utilizing reckoners alternatively of logarithms for computation ) . Information and communicating engineerings ( ICTs ) are a â€Å" diverse set of tools and resources used to pass on, make, circulate, shop, and manage information. † These engineerings include computing machines, the Internet, airing engineerings ( wireless and telecasting ) , and telephone. Nowadays there is an increasing involvement in how computing machines and the Internet can better instruction at all degrees. Older ICT engineerings, such as wireless and telecasting, have for over 40 old ages been used for unfastened and distance acquisition. There is a assortment of nomenclature that describes the ways computing machines are integrated into the acquisition procedure and in the schoolroom: technology-mediated acquisition, computer-aided direction, distance instruction, distance acquisition, educational engineering, place acquisition engineerings, computer-based instruction, instructional engineering, multimedia, communications systems, Web-based acquisition, educational m ultimedia applications, and computer-mediated communicating etc are merely a sample of those. This variableness in nomenclature is non a affair of dissension among research workers, but merely implies that engineering is a word that is used to depict different things to different people. Technology is a term that is used by many to depict, survey, and measure the assorted ways computing machines are integrated into instruction, both inside and outside the schoolrooms.2.4 Integrating Technology in TeachingFurthermore, there is no consensus about what constitutes engineering in larning or learning. However, the common nexus tends to be some usage of the personal computing machine to help instruction or acquisition in some signifier or manner. These engineerings run the continuum of integrating in instruction from full classs put on the Web to engineering integrated into a specific lesson. Though most research surveies focus on computer-based engineering, there are other learning and l arning engineerings that are non computer-based. These can include overhead projectors, papers cameras, optical maser arrows, robotics, telecasting, VCR, DVD, presentation equipment, sound systems, Cadmiums, tape recordings, simulation machines, and theoretical accounts. Some research workers even consider the traditional piece of chalk and chalkboard a type of engineering. Many pedagogues have argued that the appropriate usage of ICT by pupils can help instructors in finding and providing for the anterior cognition of pupils. Further, it is normally besides argued that ICT can help pupils in prosecuting cognitively to a greater deepness with cognition spheres. That is pupils are supported in using the full scope of believing accomplishments within reliable contexts. This is frequently discussed in footings of cognitive taxonomies such as that provided by Bloom ( 1964 ) . Knowledge The scholar must remember information ( i.e. convey to mind the appropriate stuff ) . Comprehension The scholar understands what is being communicated by doing usage of the communicating. Application The scholar uses abstractions ( e.g. thoughts ) in peculiar and concrete state of affairss. Analysis The scholar can interrupt down a communicating into its constitutional elements or parts. Synthesis The scholar puts together elements or parts to organize a whole. Evaluation The scholar makes judgements about the value of stuff or methods for a given intent. By and large talking, there is an premise that engineering Fosters larning simply by its usage in the educational procedure. Ehrmann ( 1999 ) sums up this premise really nicely: Technologies such as computing machines ( or pencils ) do n't hold predetermined impacts ; it ‘s their utilizations that influence outcomes. This statement seems obvious, but many establishments act as though the mere presence of engineering will better larning. They use computing machines to learn the same things in the same ways as earlier, yet they expect larning results to be better. ( p. 32 ) In his essay, Clark ( 1983 ) said compactly: â€Å" aˆÂ ¦media are mere vehicles that deliver direction but do non act upon pupil accomplishment any more than the truck that delivers our food markets causes alterations in our nutrition † ( p. 445 ) . â€Å" if learning occurs as a consequence of exposure to any media, the acquisition is caused by the instructional method embedded in the media presentation. ( p. 26 ) Further, he posited that different types of media could be substituted for each other, because media are non responsible for any acquisition that might take topographic point. Media are non the causal agents in the acquisition procedure ; instead, instructional method is the active ingredient or accelerator that causes larning to take topographic point. In contrast to Clark ‘s statement, Kozma ( 1994 ) believed that the more appropriate inquiry was non whether media do influence acquisition, but will they act upon larning. He besides contended that merely because we have non established a relationship between media and acquisition does non intend that one does non be. He believed that, since we do non to the full understand the relationship between media and acquisition, we have yet to mensurate it, and the failure to set up this relationship is caused in portion by our theories of acquisition, or more specifically, behaviorism, with its basic premise that a stimulus causes a r esponse. Therefore, if the stimulation is non present, there is no possibility for response. Kozma ( 1994 ) explained that in Clark ‘s position media are merely â€Å" mere vehicles † or conduits for an instructional method ( stimulation ) that elicit a response ( larning ) . Kozma argues that larning is a much more complex procedure than merely a series of stimulus-response connexions. Learning, in his position, is defined as â€Å" an active, constructive, cognitive and societal procedure by which the scholar strategically manages available cognitive, physical and societal resources to make new cognition by interacting with information in the environment and incorporating it with information already stored in memory † ( p.8 ) . Therefore, in Kozma ‘s position, since the definition acquisition has evolved to incarnate more of a constructive procedure, our measuring of this procedure must germinate every bit good. Still others have argued for a complete reframing of the argument over engineering and its consequence on acquisition. Jonassen, Campbell, and Davidson ( 1994 ) believed that the Clark/Kozma arguments focused excessively much on direction and media and non plenty on the properties of the scholar who finally constructs the cognition. With all the assorted sentiments on the relationship between engineering and acquisition, it begs the inquiry: who is right? It appears that each theoretician brings an of import position to the tabular array. Clark is right that engineering has non needfully revolutionise the procedure of acquisition. Technology has non helped worlds develop a new manner to larn. Learning is still something that is performed by the person. However, in Clark ‘s position, all an teacher would necessitate to make is implant the appropriate instructional method into his/her lesson and acquisition should take topographic point. We know, nevertheless, despite many teachers ‘ best attempts and superior instruction abilities, larning does non ever take topographic point. Kozma is besides right that we must analyze engineering and larning beyond a behavioristic context. Learning is an knowing act ( Jonnasen, 1994 ) and the human being making the acquisition should non be discounted. Research workers have established that there is no important difference between larning with engineering in distance instruction classs and larning in a traditional schoolroom, but they do non discourse how human motive is influenced by engineering. This could be a really of import losing component in the argument. Which side you take in this argument depends mostly upon how you define larning. If you subscribe to more behavioristic positions of acquisition, Clark will do more sense to you. If you conceive of acquisition as a more cognitive or constructivist procedure, you would be more likely to hold with Kozma or Jonnasen. From a pedagogical attack, Information-processing theories emerged from a subdivision of cognitive psychological science that focused on the memory and storage procedures that enable larning. Theorist in this country explores how a individual receives information and shops it in memory. The construction of memory that allows the acquisition of something new, relate to and is built on something learned antecedently and besides how a scholar retrieves information from short-run and long-run memory and applies it to new state of affairss. The well-known information-processing theoretician, David Ausubel, proposed that the manner a scholar receives and shops information affects the utility of the information, for illustration, by reassigning current acquisition to larning other accomplishments. On the other manus, the theoretical account of the behaviorist B.F. Skinner, infers that portion of the Educator ‘s occupation is to modify the behavior of pupils through positive support, therefore under puting behaviour alteration techniques in schoolroom direction and programmed direction. To this we may state that, the stimulus-response interaction between pupil and engineering can be introduced through computing machines so as to help direction, by supplying drills and patterns on antecedently learned accomplishments, from pattern and tutorial package. The cognitive constructivist, Jean Piaget ‘s theory has two major parts: one constituent that predicts what kids can and can non understand at different ages, and a theory of development that describes how kids develop cognitive abilities. The cardinal deductions to these are: First, acquisition is an active procedure where direct experience, doing mistakes, and looking for solutions is critical for the assimilation and adjustment of information. The presentation of information is of import, when it is introduced as an assistance to job work outing. It functions as a tool instead than an stray arbitrary fact. Second, larning should be whole, reliable, and â€Å" existent. † Therefore, in a Piagetian schoolroom there is less accent on straight learning specific accomplishments and more accent is laid on larning in a meaningful context. Technology, peculiarly multimedia, offers a huge array of such chances, with the support of educational package on videodiscs and CD-ROMs, Educators can supply a acquisition environment that helps to spread out the conceptual and experiential background of the audience. The societal constructivist, L. S. Vygotsky ‘s theory has much more room for an active and involved Educator. He claimed that the cardinal point of his psychological attack is mediation. Through mediation human cognitive growing and acquisition as equals and other members of his community engages in relationships with the stuff and societal environment. Thus the usage of engineering can be used to link pupils to each other via electronic mail, forum, newsgroups etc. Now, from here, which approach to take? Which is best suited to heighten larning? What hardware or package to utilize? There is no right or incorrect replies to these inquiries, geting hardware and package bundles will partially decide the job. It is up to the Educator, who knows the lesson aims, the expected consequences and the pupils, to take which attack to utilize and what engineering should attach to the attack. However the finding of the engineering ‘s worthiness for a given lesson could be answered by the undermentioned inquiries: Is the lesson content worthwhile? ( Are at that place clear aims, connected to criterions or important inquiries, etc? ) Make the lesson activities engage pupils? How does engineering heighten the lesson in ways that would non be possible without it? Educators should so look for the best agencies to ease a diverseness of larning manners, and need to be competent perceivers of the societal surroundings in which scholars interact every bit good as knowing about the content to which they wish to expose scholars. Hence, pedagogues ‘ development is perfectly indispensable if engineering provided to schools is to be used efficaciously. Simply by puting computing machines in schools, supplying cyberspace installations, passing on IT hardware and package, without financing the pedagogue professional development every bit good, is uneconomical. Educators ‘ preparation of the usage and application of engineering is the cardinal finding factor to better pupil public presentation for both knowledge acquisition and accomplishments development enabled by engineering. Information engineering professionals have an maxim that â€Å" an unsupported engineering is an fresh engineering. † In an article for The Chronicle of Higher Education titled â€Å" When Good Technology Means Bad Teaching, † Jeffrey Young made the instance that a ill supported engineering is really worse than no engineering at all. He argued that giving instructors engineering without preparation has frequently done more injury than good to learning and larning. This is doubtless true. At the teacher degree without proper preparation and back up the pedagogues are faced with: the fright of embarrassment in forepart of students and co-workers, loss of position and an effectual degrading of professional accomplishments ( Russell & A ; Bradley 1997 ) schoolroom direction troubles when utilizing ICT, particularly where pupil-to-computer ratios are hapless ( Drenoyianni & A ; Selwood 1998 ; Cox et Al. 1999 ) deficiency of the cognition necessary to enable instructors to decide proficient jobs when they occur ( VanFossen 1999 ) Educational engineering is non, and ne'er will be, transformative on its ain ; it requires pedagogues who can incorporate engineering into the course of study and utilize it to better pupil larning. In other words, computing machines can non replace pedagogues, as they are the key to whether engineering is being used suitably and efficaciously. They need to understand a topic adequate to convey its kernel to pupils. While traditionally this has involved talking on the portion, new instructional schemes put the pedagogue more into the function of class interior decorator, treatment facilitator, and manager and the pupil more into the function of active scholar, detecting the topic of the class. Even if pupils could larn independently with small or no engagement from their instructors on how to utilize engineering to heighten their acquisition and accomplishments development, they are extremely improbable to hold those chances if pedagogues do non allow them hold entree to the engineering. The term â€Å" computer-assisted acquisition † ( CAL ) has been progressively used to depict the usage of engineering in learning. Educators besides need professional development in the pedagogical application of those accomplishments to better instruction and acquisition. They should be empowered to develop their cognition and accomplishments actively and experientially, in a assortment of larning environments, both single and collaborative. This, include a assortment of larning schemes, embracing direct direction, tax write-off, treatment, drill and pattern, tax write-off, initiation, and sharing. Therefore accent in the classs should be on the ways engineering can ease and heigh ten his profession lives. Educators ‘ readying plans are indispensable and as described by Kook ( 1997 ) it is â€Å" the important issue to be addressed † ( p.58 ) . The instructor of the hereafter will depend on the computing machine for both personal productiveness and for instructional activities. Kook lists 33 primary computing machine accomplishments for instructors, runing from voyaging the Windows desktop environment, to utilizing IRC confab, to put ining package. Kook suggests that these accomplishments should be portion of the needed classs for prospective instructors and insists that in the following century â€Å" teacher instruction will be forced to suit a considerable sum of transmutation to let instructors to work efficaciously in the Information Age † ( p.59 ) . Computer engineering can non be effectual in the schoolroom without instructors who are knowing about both the engineering itself and about how to utilize it to run into educational ends. The most common barrier to adequate preparation is the disbursal involved. Without preparation, nevertheless, other engineering disbursement has a fringy consequence ( Boyd, 1997 ) . Learning to run computing machine hardware, turning comfy with many different package applications, developing direction systems for pupil computing machine usage, and redesigning lesson programs to do usage of engineering, takes a great trade of clip. When combined with thwarting hardware bugs and package bugs, the undertaking can go dashing for even the most determined. Often, what stops people is one small thing that they did n't cognize how to make. If you have a room full of childs when something goes incorrect, it discourages you from seeking it once more ( Zehr, 1997, p.3 ) . Leading to the inquiry why school instructors do n't utilize, and sometimes defy, the usage of computing machines? Hannafin and Savenye ( 1993 ) name some research-based possible accounts for instructor opposition to utilizing computing machines. These grounds include: ill designed package, uncertainty that computing machines improve larning results, bitterness of the computing machine as a rival for pupil ‘s attending, unsupportive decision makers, increased clip and attempt required of the instructor, fright of losing control of â€Å" centre phase, † and fright of â€Å" looking stupid. † in forepart of the category. Sing the instructor ‘s function as a continuum, Hannafin and Savenye ( 1993 ) besides put the function of traditional lector and imparter of cognition at one terminal and the function of manager, observer, and facilitator at the other terminal. They so generalize that the traditional terminal of the continuum embraces an objectivist larning theory while the other terminal is likely to encompass constructivism. The instructor ‘s position of acquisition, so, could be another beginning of opposition to classroom engineering. A instructor may be unfastened to engineering but resist the attach toing alteration in larning theory. This would propose that in add-on to supplying developing in engineering, schools and territories need to supply information, preparation, encouragement, and support to instructors in traveling toward a more constructivist position of instruction. The direction should defend the alteration, policies has to be adopted as from the direction degree down t o the pupils, everybody contributing and attach toing the reform for it to be successful and to be able to take out the maximal benefit. This issue is addressed with trouble, because â€Å" Principals, on norm, are 50 old ages old. We ‘ve got a coevals of people who are really barriers to the extract of engineering in school systems and are afraid of it themselves † ( Quoted in Trotter, 1997, p.1 ) . It has â€Å" become clear over the past decennary that simple motivational and short-workshop strategies are immensely deficient to enable veteran ( and even new, computer-generation ) instructors to learn otherwise, and to learn good with engineerings † ( Hawkins and Honey, 1993 ) . The grounds suggested that instructors who use engineering in their schoolrooms are more effectual if they have received preparation, if they have district-level support and if they have a web of other computer-using instructors to portion experiences with. Swan and Mitrani province that â€Å" computing machines can alter the nature of instruction and acquisition at its most basic degree † ( 1993 ) . We need to guarantee that we are utilizing our current cognition about the application of engineering in instruction as a footing for continuing in the hereafter. The direction has besides its portion in the integrating of the the educational engineering in the school. Policies and support plans must be initiated from the top direction and they must be portion of and attach to the alteration. The most of import barrier to this integrating is the fiscal barriers. They include the cost of hardware, package, care ( peculiar of the most advanced equipment ) , and widen to some staff development. Froke ( 1994b ) said, â€Å" refering the money, the challenge was alone because of the nature of the engineering. † The initial investing in hardware is high but the costs of engineering have to portion of the cost of direction. The integrating reveals the institutional support through leading, planning and the engagement of instructors every bit good as directors in implementing alteration.