Hungry for LOVE

Everyone has desires, and one desire, love, is one for which most people crave. Pablo Neuron's poem â€Å"l Crave Your Mouth, Your Voice, Your Hair,† describes how someone is hungry for love. Other poets express this craving for love as fatal as others will tend to kill to be loved. In â€Å"Sonnet 43† by Elizabeth B. Browning and â€Å"Sonnet 116† by Shakespeare also express how powerful love can be. Although there are many differences, they share similarities with the devices they used to convey their messages.They both used imagery to describe the measurement of love in a creative way. Also, they used diction to express the realness in undying love. This is also shown through figurative language. The two sonnets use a wide variety of literary devices to clearly say love is forever. For Elizabeth and Shakespeare, love is far more complex than romance. They each discuss the measurement that is put on love through imagery, which helps define the overall meaning i n the poems. In Sonnet 43, line 2, it reads † I love thee to the depth and breadth and height. Elizabeth found a creative way to depict images of space, time, and eternity. She's basically saying there's no set height of how much she loves his person. In sonnet 1 16, line 8, Shakespeare says â€Å"whose worth's unknown, although his height be taken. † He's clearly saying we don't know the value of love, but we're always trying to measure it. Nevertheless, the two sonnets use imagery to help clarify that if it is true love, then it can not be measured nor contained; it will forever prosper past limitations.In Sonnet 43 and Sonnet 1 16, the diction used is quite different in tones, but they both state the same overall meaning. In Elizabethan Sonnet, 43, her word choice voiced a tone of Joy, proud, and strength. The words she used like freely, grace, all my life, and passion all meant that her love was unconditional for this person. Unconditional means you love this person through all the bad and good times, and nothing can replace or alter that feeling.In Shakespearean Sonnet, 1 16, his word choice created a tone of confidence and more adamant. Words like remove, impediments, ever-fixed, and proved guided him in expressing that if it is true love then it will conquer and defy time and death by continuing on after people go away or move on. Although the tones are different, the diction used in both sonnets state hat love is undying by clarifying it does not change regardless of the best or worst situation. Both Browning and Shakespeare took a deeper spin on what love really is.They used a vide variety of figurative language, but the two sonnets contain similar hyperbole that exaggerated how powerful love can be. In Sonnet 43, she says † I love thee with the breath, smiles, tears, of all my life.. † This is hyperboloids because you can't love someone with everything in you before you even have met them. In Sonnet 1 16, Shakespeare wrote, à ¢â‚¬  but bears it out even to the edge of doom. This is overdone because we don't know what the edge of doom is. It's Just a more inventive way to say love is unaffected throughout time and remains so after death.The use of hyperbole explain how love is the most over the top feeling, and why it is the only real thing in people's lives. Love is the most complicated feeling, but yet the best one as well. Just like Elizabeth and Shakespeare, majority of poets write about how love is boundless and continuous. Through imagery, they both express that you can't measure the existence of love; limitations cannot delay or damage it. The declaration of love that will survive the grave in Sonnet 43 is similar to how love defies death in Sonnet 1 16, which is shown through diction.Elizabeth is articulating feelings of love about someone, but Shakespeare is persistence in explaining love in its most ideal form; however, they both used figurative language to stretch out in someway Just how real and pure love is. The connection between the two sonnets illustrates that love's actual worth is not known its remains a mystery. In conclusion, each poet did a phenomenal Job by using literary devices in similar ways to clearly state love is eternal.

Language and Culture Essay

Language and culture reciprocate a fluid relationship. They both interact and shape the structure through which individuals can mediate their lives within a social context. Language and culture are immanent forces that help to define and open up the way we understand various dimensions of our lives, whether through the mass media and advertising, science and technology, slang, diverse vocabulary, changes of meanings. This essay will aim to break down the specific forums through which language is useful to culture and how culture forms the mechanisms and strategies through which we use language. I will begin with a discussion of the relationship between language and culture and then move on to the different paradigms that contain specific uses of language. To begin, it will be helpful to lay a framework upon which to build a working definition of language. According to the University of Princeton’s online dictionary, language is â€Å"a systematic means of communicating by the use of sounds or conventional symbols† (Language). This is straightforward enough for us to understand that language acts as a medium for communicating. The key terms to highlight here are systematic as well symbols because they stretch the function of the definition to include the power that institutions have over language as well as the way that language can shift and change through semiotics. As a system, language relies upon a specific and formal set of rules in order to function. Grammar, syntax, slang, and meaning are all elicited from the rules of language. The institution of a particular language also varies greatly depending on socio-economic factors as well as through educational strategies. For example, with the rise of information technology and the internet as well as through global capitalism, the English language has taken center stage as a pseudo-global language due to its far reaching capacity and its prevalence in scientific and technological innovations. It will be interesting to see how the role of English changes as the world becomes smaller through interconnectivity and the rise of other global languages such as Chinese. Different cultures, through different languages, create different modes of expression and understanding that give rise to cultural diversity. Cultural diversity relies upon the comparing and contrasting mechanisms through which meaning is ingrained. Semiotics is the realm of language that is concerned with signs and signification. Language is the tool through which we identify particular signs and accord them a meaning, or a signification. This is important because through the sign, or symbol, a culture places specific connotations beyond the traditional denotative structure of language. Language both identifies and distinguishes. This is where varying mediums play a significant role on the way cultures digest and create their lives through language. To illustrate how this works, I will next discuss the role that the mass media has on both the language of culture and the culture of language. The dominance of mass media and advertising over the realms of cross cultural communication cannot be underestimated. Through advertisements, newspapers, television, radio, and the internet, people across the world have instant access to a constant stream of information that shapes the way we live our lives. This can have both positive and negative impacts. On the positive side, mass media acts a vehicle for cross cultural dialogue. It provides people with a common language and a common set of terms through which to discuss the pressing issues of the day. The information presented is current and has a specific point of focus. Depending on a person’s cultural condition and through which avenue of mass media they travel on the information highway, the meaning of the information changes dramatically. In this way, two people from different cultures can watch the same news clip and come away from the experience with two completely different understandings from the same language and information. On the negative side of mass media we can point to what cultural theorists beginning with Antonio Gramsci have termed cultural hegemony. This names a dual process through which competing ideologies are struggled out on the stage of culture and through which subversive or outsider paradigms are brought into the dominant arena of culture in order to assimilate and therefore neutralize the conflict of interests (Chandler). This applies to our discussion of language and culture because it helps explain how the role of the media frames certain issues in order to parlay a particular point of view. For example, here in America hegemony can be witnessed through the way Fox News presents its conservative political agenda against the way that Comedy Central portrays its progressive politics through shows like the Daily Show. The language presented and used in media relies upon subtle ideological functioning in order to suggest at an agenda or viewpoint instead of simply communicating said purpose. As mentioned before, language both identifies and distinguishes. As in the previous example of news presentation, we can see how Fox News identifies its audience through its conservative ideology. By identifying as they do, they also distinguish themselves from the liberal-leaning Daily Show audience. It will be interesting to see how much, if any, influence Fox News can have during the Obama presidency and the rise of liberalism after relying so heavily upon Republican and conservative politics through the Bush administration. The shift in the power of balance in American politics will sway the tide of public opinion in the arena of culture that hegemony frames. We can also witness the way science and technologies rely upon specific uses of language in order to elucidate communication and meaning. Perhaps this arena of culture illustrates the example best. Science and technology create paradigms of knowledge. By this, we can see how biochemists almost literally speak another language than nuclear physicists in their professional lives. Again, this is not a positive or a negative situation; it is a cultural practice that plays itself out through particular frameworks of understanding the world. Another interesting example of how science and technology play out in the realm of language is to consider the macro level. As hinted at earlier, science and technology, with their innovations originating largely from the United States and Japan, have consisted and evolved through the language of not just professional jargon, but specifically and nearly exclusively through English. In his innovative essay, Translingual Travel: The Discourse Practice of Cultural Hegemony, Chinese cultural theorist Dai Xun writes of the impact this phenomenon has in China, â€Å"The primary premise in the rise of cultural hegemony is the advantages and control western countries enjoy over science, technology and information (Xun). This is another form of cultural hegemony that phases out periphery languages at the cost of integrating English into the global vocabulary as well as forming the unbalanced socio-economic relationships of our age. Language is utilized for specific purposes through systematic controls and symbolic gestures. That being said, language is not a monolithic and static entity. Although language relies on specific grammatical and syntactical rules, cultures have always innovated and bent the rules of grammar in an effort to assert their unique cultural conditions. The rise of slang is one of the most important and culturally reinforcing tactics that marginal groups use to coalesce and self-identify. Slang is a part of language, and it follows that it serves again to identify as well as to distinguish. One of the most striking examples of slang can be witnessed in hip-hop music. Hip-hop is rapidly becoming a global phenomena and it goes beyond just the music to include fashion, dancing, music making and lifestyle. In this way, the slang the hip-hop community uses separates them from other groups while also helping them to identify with like-minded people. Hegemony in the realm of hip-hop can help explain how power relations work themselves out through culture. In its infancy, hip-hop was a culture unique to African-Americans in inner-city America. With its popularity and rise through mass media, white, middle-class teenagers are adopting hip-hop into their lifestyles and trying to identify with the conditions that gave rise to it. This is how dominant culture integrates what was previously a subversive and politically threatening subculture into the mainstream. Now we see hip-hop artists in children’s cartoons, at suburban schools and in the malls. In conclusion, language and culture maintain mutually reinforcing relationship. Both dominant and subversive forms of communication are played out on the arena of cultural hegemony. This condition goes beyond the traditional positive/negative paradigm of culture. What is important to some cultures can have very little significance to others. Works Cited Chandler, Daniel. (2000). Gramsci and Hegemony. Marxist Media Theory. Retrieved December 22, 2008 from http://www. aber. ac. uk/media/Documents/marxism/marxism10. html Language. (2008). Wordnet. Princeton University. Retrieved December 22, 2008 from http://wordnetweb. princeton. edu/perl/webwn? s=language Xun, Dai. (2008). Translingual Travel: The Discourse Practice of Cultural Hegemony. Southwest Normal University. Retrieved December 22, 2008 from www. ln. edu. hk/eng/staff/eoyang/icla/Translingual%20Travel

Race and ethnicity Essay Example | Topics and Well Written Essays - 2750 words - 1

Race and ethnicity - Essay Example The identity based on environmental, cultural or historical diversity should have no effect on the fact that human beings can and may live differently. All peoples of the world possess equal faculties and can attain the highest levels of intellectual, technical, social, cultural, economical and political development. The difference between the achievements of the people are entirely attributed to geographical, historic, political, economic, social and cultural factors and by no means should form the basis of rank-ordered or classification of peoples of different races. All human groups no matter what their ethnic origin contribute according to their own genius towards the progress of civilization and culture. Racism and racial prejudice have afflicted the world in ever-changing form. By continuing legislative provisions and administrative practices which are contrary to the principles of human rights, contempt and injustice continues to prevail for certain individuals and groups in a society. An understanding of the racial issue facing America needs to be viewed in a historical context. The African Americans arrived as slaves, shackled in chains and their social status was defined by their captivity. They were regarded as beings of inferior order and altogether unfit to associate with the white race, either socially or politically. They were deprived of the rights the white man was bound to enjoy and were considered by some as lawful to reduce them to slavery for their benefit. The criteria by which the social worthiness of individuals is judged and discriminations made are class, caste and the cultural history i.e. the legacy of slavery on race relations as in the case of blacks. The ways in which inequality is institutionalized or the ways by which the socially defined categories of person are rewarded unequally for their social contribution, is by ignoring the talents and abilities of individuals. The targeting and mistreatment of ethnic minorities has been a recurrent theme in the history of the modern world. The ethnic cleansing practiced by the Serbians in Bosnia is a recent example and the systematic massacre of the Jews by the Nazis in the Second World War even to this day, is considered a heinous crime by the whole world. Even some European countries have demonstrated very high levels of intolerance, especially towards immigrants of color who have entered their workforce in recent decades. The society we all live in, is an organic system in which various components work together to contribute to the health of the whole system and some of these systems are more important for the survival of the system as compared to others. Functionalism relies on the metaphor that society is a body or a living system. (Rigney 2001, p. 17) Just as a human organism consists of many parts like the brain, heart, kidneys and lungs etc. which work together for the survival of a person, in the same way the society also consists of multiple cooperative components. Functional analysis proceeds not by examining the details of specific interaction but by looking at the society as

Marketing in Luxury Cars Case Study Example | Topics and Well Written Essays - 2000 words

Marketing in Luxury Cars - Case Study Example The ad has a creative bent helped by the tag "Engineered Mischief" which shows the car driving along and in the process casting a shadow shaped like a pitchfork. The advertising copy reads: "Born with a silver pitchfork in its mouth." In terms of consumer behavior, the focus of the Porsche Cayman print ad is targeted on persons who have a heavy substance and style. The Porsche Cayman cars are known for quality and performance advantage over most American-made cars. This constant superior car performance of the Porsche Cayman puts a high premium on these brands of cars. The Porsche Cayman wants to reinforce their sophisticated, high-class image by advertising and promotion that is highly focused on persons with status and privilege. In terms of over-all strategy, the marketing of this car is directed to the wealthy businessmen and executives as shown by the ad copy. The ad is directed to both the young and mature businessmen and executives as shown by the visual image of the devil's pitchfork which connotes great excitement, fun, breaking the barriers and adventure for the targeted market. The distribution of the car is handled by well-trained dealers. The print ads that the being introduced, each focusing on one of the pillars of the campaign. The print ads appear in magazines, including Time, Newsweek, Fortune, Real Simple, and Architectural Digest. The ad cites the economic impact: it focuses on Toyota's new plant in San Antonio, Texas, which directly employs 2,000 people and adds thousands of other new jobs to the area. The headline reads: "Can a pickup give 2,000 people a lift Why not" The ad cites a strong environmental commitment: it presents Toyota's aspirations for zero emission vehicles and zero waste in its plants. The headline reads: "Can you have an impact by making none at all Why not" The ad stresses social responsibility: it highlights Toyota's Driving Expectations Program, which teaches valuable defensive driving skills to teens and their parents. The headline reads: "Can the most important safety feature in a car be a teen driver Why not The ad campaign has a "vision" The text of the ad reads: WHY NOT Two words that are filled with possibilities. They can turn a challenge into an opportunity. An obstacle into an inspiration. It's a question we ask ourselves at Toyota every day. Because we're continuously looking for new ways to improve what we do. By asking tough questions. Can we make a car that has zero emissions Can we improve the economy of a community Can we enrich the lives of people around us Why not Toyota Lexus focused on market research to determine why a particular consumer segment loses interest in one vehicle while maintaining interest in another. Toyota Lexus acts to unplug that bottleneck by presenting a special options package to car buyers at an early stage of consideration or by staging invitation-only test-drives for new models. Brands that become familiar to people early in their lives are more likely to be purchased by them when they first buy cars.Toyota Lexus targets high-potential segments. It uses market segmentation for the Lexus branding effort. Japanese carmakers are leaders of targeting. The Lexus team started with the styles, needs, and values--identified through consumer research--that motivated

Personal Leadership Development Plan Essay Example | Topics and Well Written Essays - 1250 words - 1

Personal Leadership Development Plan - Essay Example My desire is to be a successful leader, where I would sincerely attempt to focus on the need to understand myself and my followers in an appropriate manner. Moreover, as a leader my desire would be to lead an organization which has decentralized working procedure where employees participation is strong towards the decision making. There should be a mutual understanding between employees as well as hierarchies regarding any taken decision and also there must be a shared discussion among the employees (Forsberg, 2008). In relation to my career tracks, I hope to pursue a career where I am able to fulfill my potentialities in a comprehensive way and I am able to carry out my roles and responsibilities efficiently, which in turn would enable me to be regarded as an inspiration to others to follow. I aim to focus on being a successful leader in a decentralized organization where I would like to lead by example and guide my followers to attain the desired goals of the organization. In my ca reer path, I would attempt to follow a motivational and participative leadership style to motivate and bring out the best in others. One year after my graduation, I expect to hold a lower managerial level position where I may lead a small group of people. This job might be as a sales executive manager in an organization where I would be able to advise my team members regarding sales and marketing activities. Five years after my graduation, I expect to be employed at a middle level managerial position.... In my career path, I would attempt to follow a motivational and participative leadership style to motivate and bring out the best in others. One year after my graduation, I expect to hold a lower managerial level position where I may lead a small group of people. This job might be as a sales executive manager in an organization where I would be able to advise my team members regarding sales and marketing activities. Five years after my graduation, I expect to be employed at a middle level managerial position where I would play a significant role in the decision making aspect in the organization. Furthermore, ten years of graduation, I expect to attain a high level managerial position where I would be able to take managerial decisions for the betterment of the organization and to take the organization to greater heights. At this level, I also expect to lead and support my followers as a charismatic leader. Step 2: Assessment of Leadership Qualities Honesty and integrity are the crucia l components in my leadership style. In order to make people follow my direction voluntarily, it is necessary to make my followers to completely trust in my honesty. Moreover, I also make them believe upon my commitment, dedication and my unshakable ethics. My leadership style is based on the attributes such as openness, truthfulness and consistency by which I can inspire my team effectively. My leadership traits believe in taking responsibilities in every kind of situations. Moreover, my leadership qualities strongly depend on self-confidence and self-assurance by which I can take risks in any type of competitive situations. In order to inspire my followers to take up my guided path, my leadership style comprises genuine keenness, optimism, pragmatic viewpoints and enthusiasm

Neurology Essay Example | Topics and Well Written Essays - 1500 words

Neurology - Essay Example However, with advanced severity, the disease may result in mood swings, disorientation, poor self-care, and language problems. The nutritional concern is in enhancing quality and efficiency of care given. b. Aneurysm refers to a localized bulge in the shape of a balloon that occurs in the walls of blood cells due to blood filling them. Also known as cerebral aneurysm, the disease often goes unnoticed for lack of symptoms but may rupture and release blood into the brain skull; hence, cause stroke. A nutritional concern for the disease would be in relation to vomiting and nausea. c. Arnold Chiari Malformation is a skull malformation or structural defect on the cerebellum consisting of downward displacements of the cerebellar tonsils; hence, causing non-communicating hydrocephalus due to the obstruction of the outflow of the cerebrospinal fluid. The main nutritional concern is in relation to the lack of vitamins in the body. d. Bell’s palsy is a momentary form of paralysis to the face due to the dysfunction of the cranial nerve VII; thus, affecting the movement of the facial muscles. Nutritionally, vitamin therapy for vitamins B6, B12 and zinc are administered to restore nerve functions. e. Cerebral Palsy refers to a general word that is applied in describing a set of neurological disorders or conditions that affect the brain and nervous system; thus, affecting their functions like hearing, movement, thinking, learning, seeing and hearing. Nutritionally, such patients have poor nutrition with occasioned chewing and swallowing difficulties. The ultimate goal of nutritional intervention would be to optimize fitness, health, functions and growth among the patients. f. Chronic Inflammatory Demyelinating Polyneuropathy (CIPD) is a neurological disorder that is characterized by impaired sensory functioning and progressive weakness of one’s limbs. It is caused by the damage that is

Construction procurement and legal framework for construction Essay

Construction procurement and legal framework for construction operations - Essay Example It may be either small scale or large scale. For successful completion of the construction project, effective planning is crucial. There are various types of construction: 1. Residential building construction 2. Commercial building construction 3. Industrial building construction 4. Heavy civil construction. The type of construction is the chief determinant of the variety of approach to the procurement of construction services. Construction procurement is absolutely crucial to the delivery of a project on time, budget and high quality. Good procurement is synonymous with the success of the project (Fewings 2013). Suicide bidding relating to a very low bid at a tender age, spending, over budgeting and ex ended time frames may all lead to poor standardization. The loss of knowledge about procurement may cause clients to incur unnecessary additional costs that could be avoided by choosing the right method of procuring. Construction is also prone to other conditions such as weather, labo r availability, finance, topography, ground conditions, and logistics. Selecting the absolute optimal and most effective method is difficult as reliance is more based on past statistical evidence. The clients order the construction that may be for sale or for any other usage. The construction procurement basis include determining the criteria for the project, setting contractual framework, setting tender and selection process, inviting the tenders and awarding a contract. There are key priorities that are maintained, that is, standardization, sustainability, reduced cost of procurement and public accountability (Fewings 2013). Standardization There is a legal framework provided for since the conception of contract formation to its execution. The comparison of the standard of building is outlined in the construction contract law. There are qualities checks of the building process that have to be maintained. This includes efficient completion of the project within an agreed time frame . Execution of a construction project is a team work between the clients. The contractor and the consultant therefore advocate for the three or more parties involved to have mutual agreement on the responsibility and roles of each other for successful completion of the project. Sustainability It applies for both physical positioning of structural connections, structural beams, walls, roofs and foundation. The bilateral symmetry and articulation of the design is greatly considered during construction. Sustainability may also be mental, the willingness of the contractor to complete the project in good timing. Reduced cost of procurement All factors of production are taken into consideration during the procurement process. The main aim is to maximize efficiency and consequently, minimize delay. Public accountability The public does a follow up on the ongoing project. This is essential as the critic is deemed necessary for maximum productivity in a unique and efficient way. Importance o f construction procurement (i) Greater skill of worker The regular repetition of an undertaking by an individual firm makes its performance routine.

Social Prejudices against Divorced Women in Modern China Research Paper

Social Prejudices against Divorced Women in Modern China - Research Paper Example She initiates the divorce and is okay living her life as a single mother. However, in the eyes of society, this is not the case. To them, a divorced woman is an unhappy, miserable woman. According to that society, it is assumed that a woman must be left or dumped by her husband for a divorce to take place. An illustration is when everyone in her workplace condemns Zhu Xiaofen’s husband for leaving her, without even knowing the full story or letting her explain her side of the story. Another example is when her friend from college insists that Zhu is aging and looking sickly just because her husband left her. When her colleagues see her jumping the rope outside their office, they all think that she is jumping to impress them and trick them to believe she is fine, so as to suppress her real feelings. In the story, another form of prejudice noted is that for a divorce to take place the woman must be the cause and she must do everything to avoid the shame of divorce. This is best illustrated when Zhu’s former principle sees her on the train and tells her that women must behave well in order to make a marriage work and avoid the shameful act of divorce. She claims that if Zhu had taken things seriously, her marriage would work. Another form of social prejudice observed is that divorced women cannot be self-sufficient. This is illustrated in the story when her friend who was a ticket-taker at the train station assumed that since she was divorced, no one would come and pick her and she even suggested asking her husband to give Zhu a lift in his cab. This is an assumption that when a woman gets divorced, she lacks the support of her husband and so she cannot do some of the tasks on her own. They tend to insist on helping even when it is not necessary.  Ã‚  

Corporate Strategy - Analysis of Michael Porter Essay

Corporate Strategy - Analysis of Michael Porter - Essay Example Companies were not willing to take risks and venture into path that was not trodden earlier by some one else. In the information technology sector, imitation became inevitable as emerging economies allowed inwards flow of FDI. When multinationals started expanding to low cost countries they had to enter in joint venture with a local partner, which means they had to transfer technology. When firms entered India, they had to opt for joint ventures. While older technologies are transferred through licensing agreement, new technologies or those with fewer previous transfers or where the transferors have little experience with technology transfers opt for FDI (Eapen & Hennart, 2002). Porter further says, in high-tech industries this imitation phase often continues much longer than it should. This is because once the companies become established they do not plan for anything new and do not have any clear strategic. Stagnation occurs, which results in mediocre returns. Companies that come out with fundamental advantages prosper such as Toyota in the automobile sector. The Big Three in the US automotive industry namely, Ford Motor Company (Ford), General Motors Corporation (GM) and DaimlerChrysler (DC) played a prominent role in the evolution of the automotive industry till the 1990s. The industry adopted the lean production technique from Japan in the 1990s. The auto industry is the most globalized in the world and has undergone turbulent changes. The industry has been facing issues such as facing issues such as slow time to market, costly inventories, overcapacity, and low customer satisfaction and loyalty (Deloitte, 2003). The Big Three did not take initiatives to bring about fundamental changes as technology evolved. This allowed others such as Toyota and Hyundai to dominate the world market. Today Toyota is America’s third most admired organization and enjoy a 17.4 percent share of the US retail market (SD, 2007). Toyota has

Don Haskins on Racism Essay Example for Free

Don Haskins on Racism Essay The final buzzer rang off in Maryland’s Cole Field House basketball court. Many watched a game of Texas Western Miners and Kentucky Wildcats on March 19th, 1966, and yet most didn’t realize they just witnessed sports ethics redefine itself. It was a championship, an all or nothing statement for the players of Texas Western. The coach of the Miners, Don Haskins, had just won the NCAA title with five African American starters. They won a mere sports game, but it would prove to be much more than that. A hero of integration, Haskins revolutionized college basketball by the way he indentified a player, by skill and not color. The 1960’s was a time of many cultural controversies that aspired to what America is today. It was not only about Vietnam, the hippie escapades, or the latest eight-track of the Beatles. The decade has been dubbed the civil rights era. Culture was starting to see African American integration from the help of civil rights leaders such as Martin Luther King Jr. and Rosa Parks. However not all heroes are recognized immediately, and Don Haskins, whether he planned it or not, helped pave the way to equality in sports. Before Haskins started to coach at Texas Western, the college recruited and played African Americans when it was typical for teams to have full-white roster and oppose integration into basketball (Schecter, 1998). No one imagined the day when five blacks would start at a pre-dominantly white college. Many whites actually did not want to have African Americans on their team at all in fear that it would cause integration through all civil aspects. Frank. Fritzpatrick, author of And the Walls Came Tumbling Down, concurs, â€Å"When Negroes and whites meet on the athletic fields on a basis of complete equality, it is only natural that this sense of equality carries into the daily living of these people† (1999). Once they got on the court, the blacks were still held back and treated unfairly. One of the seven black Miner players, Harry Flournoy, stated â€Å"All the best players on the team were black, but there was this unspoken rule that no more than three blacks could play at once. It was rough, but that’s the way it was† (Schecter, 1998). However, once Haskins came to Texas Western he followed its footsteps of recruiting black players; he sought out only the best players while ignoring the color of the players’ skin. Gathering players around the country, Haskins found skilled African Americans such as David Lattin, Harry Flournoy, and the five other players of 1966 title game. Fitzpatrick explains â€Å"they wound up being the core players for a basketball backwater team from El Paso that would force the all-white team from â€Å"pedigreed Kentucky† to crack† (1999). For four years, Haskins coached the Miners and played black players. With the fifth season being wildly successful, Haskins struck awe in white crowds as he started all black players in the championship. I remember walking out that night listening to the Kentucky fans saying, We have to get some of them,' today’s Maryland coach Gary Williams said. Thats what they called the black players ‘them’ but they had to admit that they could play. Haskins changed the game of basketball when he started those five black players. Whether he knew that it was going to change civil rights from then on, he played them to prove Kentucky Coach Adolph Rupp wrong. â€Å"Coach Haskins told us that Rupp has said in a press conference before the game that five black players couldn’t defeat five white players. Coach Haskins decided only the African American players would play that night, said Litten. † (Championing Divsersity, 2006). Contrary to the public eye, Haskins stated I wasnt trying to make a statement, he often said about beating Kentucky. I was trying to win a game. However, Feinstein argues, â€Å" of course he was trying to make a statement. But Haskins had made it long before that night. Hed made it when he got to Texas Western in 1961 and began recruiting black players from everywhere† (2008). Some believe that night did not move Americans until it was brought up years later. Lattin just wanted to win a title, but neither he nor Haskins could have guessed it would help alter history. It never seemed to cross their minds until approached later as addressed in this newspaper article, â€Å" ‘it wasn’t a big, overwhelming event until years later when people looked back and said it was the sports equivalent of the board of education decision. The racial connotations and overtones weren’t really played out all that much at the time but I still think it was one of the most notable games I ever covered’, said photographer Rick Clarkson. †(Championing Diversity, 2006). With there being truth in what Clarkson said, it did not take until the event’s movie, Glory Road, for integration to ensue in the NCAA. Haskins and the Miners pushed the motion ever further that March night. â€Å"If you want to get down to the facts, we were more white-oriented than any of the other teams. We played the most intelligent, the most boring, and the most disciplined game of them all† (Fitzpatrick, 1999). No one could have said it better then the Miner’s Willie Worsley. They deserved the title. Haskins set out to be a basketball coach, not a hero. He recruited the best players he could find, knowing others would object their presence, but didnt care. Haskins wanted to win.

Methods and Practices of Performance Appraisal

Methods and Practices of Performance Appraisal This chapter provides the basis for the development of this study. It will give a general overview of the relevant literature and research on performance appraisal and organizational commitment in general but with a lot of emphasis on appraisal session, supervisory behaviours during appraisal and employees satisfaction with performance appraisal and affective commitment. A brief outline of performance management, performance appraisal and organizational commitment will first be discussed as a sort of general foundation followed by some relevant aspects of performance appraisal, affective commitment and ending with a summary of the chapter. The justification is that it will facilitate the conceptualization of the variables that will be examined in this study, indicate their envisaged relationships and further provide the basis for their empirical evaluation. Although the performance appraisal session is a component of the whole performance appraisal system (Giles Mossholder, 1990) however, it is still a major part of the appraisal system since it is the only avenue for gathering employees opinions and other information (Roberts, 2002). Similarly, supervisory behaviours during an appraisal session has been indicated to be a major aspect which contributes to the effectiveness of performance appraisal session (Martin Bartol, 1986) hence some key concepts of performance appraisal session and supervisory behaviours will be applied and used to formulate the argument that there should be a positive relationship between performance appraisal satisfaction and certain supervisory behaviours during a performance appraisal session. Similarly, extant literature and research (Dessler, 1999; Paul Anantharaman, 2004) has indicated that using performance appraisals to develop employees may increase their affinity to the organization hence this review will elucidate the logic for attempting to establish a positive link between performance appraisal satisfaction and affective organizational commitment and the significance of such a relationship to organizations. 2.2 A BRIEF OVERVIEW OF PERFORMANCE MANAGEMENT In the late 1980s and 1990s, organizations started implementing combined practices aimed at building a culture of performance which involved using strategies that were believed to enhance employees input towards the overall success of the organization referred to as performance management (IPM, 1992). However the majority of these practices (e.g. goal setting, assessment and review) were already being used by organization but as individual practices (Armstrong Baron, 2005). Armstrong (1998) sees performance management as a combined and well planned method used to further improve the success of an organization by increasing employees performance and developing the abilities of teams and individual employees however Fletcher (1993a cited in Armstrong Baron, 1998) sees it as a method used by organizations to invent and share their vision with the employees by enabling them appreciate their own part towards achieving the organizations vision and in so doing help to manage and improve the performance of both the employees and organization whereas Hendry, Bradley Perkins (1997) believe it is an efficient method used to enhance the performance of individuals and teams to realize the goals of the organization. The definitions above indicate that performance management is a tool used by organizations to achieve organizational aims by effectively managing the performance of employees and the organization as a whole. Some features of performance management include: different forms of appraisals (e.g. 360- degree appraisal, peer appraisal, self appraisal); reward strategies (e.g. performance related pay, competence related, contribution related pay); coaching and mentoring; career management/ succession planning and personal development plans. 2.3 OBJECTIVES OF PERFORMANCE MANAGEMENT According to Armstrong Baron (2005), the aim of performance management is to enhance the performance of employees and the organization by further improving good performance, having an idea of the visions of the organization, supporting individuals to achieve these aims and generally ensuring a conducive atmosphere for individual growth which will ultimately impact on the organization. Armstrong Baron, (1998) believe that the objectives of performance management could further be broken down to the following: A process which helps organizations to accomplish prolonged enhanced performance. It can act as a pillar of change towards building a more performance centred tradition. Improving employees motivation and commitment. Facilitating employee development, improving their work satisfaction and attaining their desired goals in a way that profits both employees and the organization. Strengthening team work and performance. Facilitating improved communication in the workplace amongst superiors and subordinates all year round due to continuous discussions. Affording the opportunity for employees to communicate their job desires and needs. Organizations assess the outcome of performance management by using opinions or attitude surveys of their employees, some factors used are: changes in employee attitude, motivation, productivity, achievement of financial target, changes in employees attitude, achievement of objectives, improved customer service, development of new skills and improved quality (Armstrong Baron, 2005). 2.4 DEFINITION OF PERFORMANCE APPRAISAL Performance appraisal is the process used to assess employees performance often times against some agreed work goals to enable organizations take some decisions. Performance appraisal is a formal process of supplying employees with an unambiguous feedback based on their work performance (Carroll Schneier, 1982 cited in Dobbins, Cardy Platz Vieno, 1992) but can also occur in an informal and sometimes highly biased form in any organization (Fletcher, 1997). Performance appraisal is believed to have originated from American but has been modified to suit the UK market (see Beer et al, 1978). An effective performance appraisal should seek to understand why goals have been / not been achieved to throw more light on the employees capabilities and by so doing understand what training/ development the employee requires (Anderson, 1991). Several definitions of performance appraisal have been put forward and some of them are: An opportunity for the individual and those concerned with their performance most usually their line manager to get together to engage in a dialogue about the individuals performance, development and the support required from the manager (CIPD ,2009). Performance appraisal is, the formal assessment and rating of individuals by their managers at, usually, an annual review meeting (Armstrong, 2006, p.9). A performance appraisal is a way to regularly record an assessment of an employees performance, potential and development needs. The appraisal is an opportunity to take an overall view of work content, loads and volume, to look back on what has been achieved during the reporting period and agree objectives for the next (ACAS, p.3). Performance appraisal is the process of defining expectations for employee performance: measuring, evaluating and recording employee performance in relation to those expectations; and providing feedback to the employee. While a major purpose of performance appraisal is to influence, in a positive way, employee performance and development, the process also is used for a variety of other organisational purposes, such as determining merit pay increases planning future performance goals, determining training and development needs and assessing promotional potential of employees. (Bartol Martin, 1991 p.421 cited in Coates, 1994). Performance appraisal is also defined as, a term once associated with a rather basic process involving a line manager completing an annual report on a subordinates performance and (usually but not always) discussing it with him or her in an appraisal interview (Fletcher, 2001, p.473) he further stated that though this description still holds true in some organizations that performance appraisal is now a general term used to describe so many practices used by organizations to evaluate employees and develop their capabilities, enhance performance and distribute rewards which implies that the use to which performance appraisal is put could impact on both supervisory behaviours and employees satisfaction. 2.5 PERFORMANCE MANAGEMENT AND PERFORMANCE APPRAISAL Although some organizations sometimes use the expressions performance management and performance appraisal to mean one and the same, there are differences between them. Performance management is, a comprehensive, continuous and flexible approach to the management of organizations, teams and individuals which involves the maximum amount of dialogue between those concerned (Armstrong Baron, 2005, p.14) while performance appraisal which is narrower entails supervisors assessing and scoring their subordinates in an appraisal review. Performance appraisal plays an important role in the performance management system because it is the medium used to explain the goals and objectives of an organization, it is also the main tool used for employees performance assessment and development. It is believed that with the emergence of performance management with its broader outlook, that performance appraisal now has a fundamental task in a more incorporated and vibrant set of human resources systems which implies that performance appraisal can accomplish more than it could on its own (Fletcher, 1997). Armstrong Baron (2005) highlighted some idealised features that differentiate performance management from performance appraisal since it has been noted that the two terms are often confused with each other (Bevan Thompson, 1991). Performance management Performance appraisal Joint process through dialogue Top down assessment continuous review with one or more formal reviews Annual appraisal meeting Ratings less common Use of ratings Flexible process Monolithic system Focus on values and behaviours as well as objectives Focused on quantified objectives Less likely to be directly linked to pay Often linked to pay Documentation kept to a minimum Bureaucratic- complex paperwork Owned by line managers Owned by the HR department Fig. 1- source Armstrong Baron, 2005 p. 15 2.6 DEFINITION AND COMPONENTS OF ORGANIZATIONAL COMMITMENT The phrase, organizational commitment is gradually becoming a vital organizational terminology because there is an indication that it has a positive relationship with employee behaviours that encourage organizational retention and performance (Chalofsky Krishna, 2009). OReilly Chatman (1986) defines organizational commitment as the foundation of an employees psychological attachment to the organization whereas Porter et al (1974) states that organizational commitment is comprised of three major elements: (a) strong conviction in and acceptance of the organizations aims, (b) readiness to go the extra mile for the organization, and (c) a strong desire to retain organizational membership. Meyer Allen (1991) noted that notwithstanding numerous researches, that there has been a lack of agreement with definition of concepts used in measuring organizational commitment. Moreover, the various definitions of commitment seem to point to three general components hence to minimise the issue of construct definition, they put forward three components of organizational commitment: 1. Affective commitment- the employee wants to stay because of an attachment and desire to identify and be involved with the organization. 2. Continuance commitment- the employee stays with the organization because of the need to after considering the costs related to leaving the organization. 3. Normative Commitment- the employee feels obligated to continue with the organization. These three components reflect the fact that commitment is a psychological condition that typifies the nature of the relationship an employee will have with the organization hence will affect the employees decision to exit or continue with the organization. (Meyer Allen, 1991), however they have dissimilar impact on employees behaviour (Lee Bruvold, 2003). The present study will focus on affective commitment because a Meta analysis of various researches that have tried to establish a link between work outcome and organizational commitment established that affective or attitudinal commitment showed the strongest relationship (Randall, 1990). Moreover, from the description of the three components of organizational commitment, it can be deduced that an employee that has an affective commitment for the organization will most likely exhibit more positive attitude, be willing to go the extra mile, be less likely to leave because of his/her attachment to the organization. 2.6.1 THE IMPORTANCE OF ORGANIZATIONAL COMMITMENT The importance attached to organizational commitment could be attributed to the fact that present day organizations lay much emphasis on teamwork, empowerment, and flatter organizational structures thereby making it a pre requisite that certain acceptable behaviours are required from employees which are often referred to as organizational citizenship behaviour. These behaviours are discretionary contributions that are organizationally related, but are neither explicitly required nor contractually rewarded by the organization, yet contribute to its effective functioning, (Meyer Allen, 1997 p.34). Although organizational commitment may be associated with certain aspects of a flatter organization (e.g. team working and empowerment) as mentioned above, however, it does not just happen because an organization operates a less bureaucratic structure. Organizations employ different outlook of organizational theory example, a unitarist view will elicit a different type of commitment from a pluralist view since these two outlook will employ different management control and forms of employees management (see Perkins, 1998 p. 14). Similarly, Caldwell et al (1990) noted that variations amongst organizations with respect to the human resources policies in place affect employees attitudes and reactions, a statement also echoed by Perkins (1998). Studies have indicated that commitment can promote the type of behaviours that yield desirable organizational outcomes (Dessler, 1999). Some of positive outcomes attributed to organizational commitment include: a positive relationship with motivation and involvement (Stumpf Hartman, 1984), affirmation of positive affect and loyalty (OReilly Caldwell, 1980), enhancement of some portions of job performance (Angle Perry, 1981) and a negative relationship with absenteeism (Angle Perry, 1981). 2.7 BASIC METHODS AND PRACTICES OF PERFORMANCE APPRAISAL Organizations differ in characteristics (e.g. management style, size, culture, technology and sector) which imply that they will most likely implement performance appraisal practice that they perceive will be suitable for them (Bretz et al, 1992). Similarly, Tolliday Zeitlin (1991) argues that the potential for performance appraisal with regards to its implications and definitions will be a consequence of the social and organizational stance of those who use them, however, an effective performance appraisal will be a gain for both the employees and the organization (Anderson, 1991). Some basic methods of performance appraisal according to ACAS (2008) include: Rating employees characteristics are rated on a scale ranging from outstanding to unacceptable. Comparisons with objectives employees are assessed based on how far they have met already agreed goals with supervisors. Critical incidents requires the supervisor to record employees positive and negative behaviour for a period of time. Narrative report the supervisor assesses the employees job performance using own words. Behaviourally Anchored Rating Scales involves the use of a number of rating scales which are tailored to suit each job. Most UK organizations use appraisal of personality, appraising job related abilities and rating scales (e.g. forced distribution and behaviourally based rating scale) which are methods used for assessment and comparison appraisal while result oriented appraisal and competency based appraisal are methods use for motivation and development appraisals (Fletcher, 1997 2004). His classification was based on the two broad uses of performance appraisal which will be highlighted below. Although management by objective (MBO) is also used in UK (*ANDERSON) it is widely used in the US to appraise senior executives and professional employees while the trait based rating scale is used for more junior employees Bretz et al, (1992). 2.8 PERFORMANCE APPRAISAL USES It has been stated that knowledge of the use to which performance appraisals is to be put is important to human resource development (Youngcourt et al, 2007) and essential to its design since different types of information may be required for different purposes (Cleveland, J.N., Murphy, K.R. Williams, R.E. (1989) and research has also shown that the use to which performance appraisal is put affects the rating process and results (Jawahar Williams, 1997; Ostroff, 1993). Organizations use performance appraisal to achieve numerous contradicting objectives (McGregor, 1957; Meyer, Kay French, 1965). However, some of the uses of performance appraisal are: taking reward decisions, performance improvement, employee motivation, improving communication between supervisors and subordinates, succession planning and as a formal assessment of inadequate performance (Fletcher, 1997). According to Youngcourt et al (2007) past literature/research (Cleveland, Murphy Williams, 1989, 2003) seem to point to the fact that there is a tendency for organizations to use appraisal to differentiate either among employees (the administrative use) or within employees (the developmental purpose). Cederblom (1982) also gave two broad classifications of performance appraisal use: counselling and development; evaluation and discussion of administrative decisions. Though it has been noted that appraisals can be put to multiple uses, the present study will use the two broad classifications listed above for ease of comparison with extant work. 2.9 A GENERAL SUMMARY OF PAST PERFORMANCE APPRAISAL STUDY AND LITERATURE Performance appraisals has received lots of attention from industrial and organizational psychologists (Nathan, Morhman Millman, 1991; Landy Farr, 1980) and most of these works especially the ones dealing with cognitive aspect of performance appraisal have been methodologically and conceptually sound (DeNisi, 1997 cited in Fletcher, 2001). Researchers have conceptualized rating instrument and process; characteristics of raters and ratees as a way of understanding cognitive aspect of performance appraisal but so far, have only been able to expound our knowledge of the rating formats (Landy Farr, 1980) yet, there is still no major positive impact on performance appraisal practice (Banks Murphy, 1985; Fletcher, 2001). There has been quite a number of review of extant literature and research on performance appraisal practice with their implication for future research (e.g. Levy Williams, 2004; Fletcher, 2001; Keeping and Levy, 2000; Arvey Murphy, 1998; Bretz, Milkovich Read, 1992; Cederblom, 1982). A brief summary of these reviews seem to indicate that researchers are still looking for ways of improving the practicality of performance appraisal process in organizations as stated by (Thorndike, 1949 cited in Bretz et al, 1992; Meyer, Kay French, 1965 cited in Fletcher, 2001; Kluger DeNisi, 1996; Fletcher, 1997 2001) but the direction so far shows that between 1950 and 1980, most research was dealing with ways to improve rating instruments used for appraisals which led to a call by Landy Farr (1980) for more studies on cognitive aspects of performance appraisal thereby resulting in a shift of attention in the early 1980s to a better understanding of the various behaviours exhibited by a supervisor during performance appraisal. The mid 1980s till late 1990s saw an increase in research dealing with how information is handled during performance appraisal (Arvey Murphy, 1998) which was brought to light by some researchers (e.g. Ilgen Favero, 1985; Dipboye, 1 985; Ferris Judge, 1991) when they noted that the social and situational factors affecting performance appraisal were being overlooked by researchers. In their review of extant performance appraisal research work of 1985 1990, (Bretz, Milkovich Read, 1992) writing from a US perspective noted that majority of these work were centred on supervisor/ subordinate personal qualities, psychometric issues, rating errors/accuracy, supervisor training, performance appraisal format, cognitive aspects of appraisal and feedback. They further stated majority of these work had taken place in the laboratory and had used students as respondents also, cognition has received the highest attention and even though it is quite understandable that researchers should focus a lot of attention on studying the rating aspects of performance appraisal since it entails difficult cognitive procedures, however, the performance appraisal process takes place in an applied social and political environment, hence it would be beneficial to assess the degree to which research is contributing to the performance appraisal process. This seems to be an echo of the call b y Banks Murphy (1985) that the huge focus on cognitive aspect of performance appraisal will most likely contribute to the widening gap between research and actual practice. Napier Latham (1986) noted that the lack of improvement in performance appraisal practice stems from the fact that researchers seem to focus on improving appraisal measurement rather than on the appraisal practicalities (Thorndike, 1949 cited in Bretz et al, 1992). Another review of existing study of performance appraisal from 1993 1998 carried out by Arvey Murphy (1998) further buttressed the issues raised in the Bretz et al (1992) review but Arvey Murphy also noted that research is now widening towards the notion of contextual aspect of job performance. Similarly, Fletcher (2001) writing from a UK perspective, while concurring with the views raised in the Bretz et al (1992) review also noted that there seems to be no considerable improvement in performance appraisal practice as most UK organizations indicate disappointment with their performance appraisal scheme which implies that performance appraisal not only yields unconvincing ratings but most likely is unsuccessful as an employee development and motivational tool as indicated by (Meyer, Kay French, 1965 cited in Fletcher, 2001). Keeping Levy, (2000), writing on performance appraisal reaction which is pertinent to the present work agrees with the views already noted by the studies above on performance appraisal practice in general but they further narrowed down their views to studies pertaining to appraisal reactions. They observed that performance appraisal effectiveness has been heavily researched with some of the work focusing on aspects like: appraisal frequency, faith in supervisor, participation, validity of ratings and employee reactions to performance appraisals. On the issue of appraisal reactions, they differentiated the various reaction measures that have received great deal of attention and they include: satisfaction, fairness, perceived utility, perceived accuracy but they pointed out that there seems to be some contradictions with measurements of reaction, concepts and the way some measures have been operationalized. They also noted that dependent variables should be of interest and use to human resource practice as indicated by Balzer Sulsky, (1990, cited in Keeping Levy, 2000) that most of the dependent variables so far used in extant studies are of little use to human resources practitioners while the important ones have so far been ignored by researchers. Cederblom (1982) had reviewed the appraisal session, another important area to the present study and stated that though some writers had indicated that there are some difficulties associated with an appraisal section that involves a joint discussion of development and salary, however most of these research had come up with inconclusive reports (e.g. Meyer et al, 1965; Cummings,1973 cited in Cederblom, 1982) thereby making it difficult to conclude on the noted difficulties, however some studies (e.g. Burke, Wetzel Weir, 1978 cited in Cederblom, 1982) indicated that certain discussion on reward during an appraisal session seems to increase employees satisfaction. Cederblom (1982) stated that there are some factors that have been shown to improve the effectiveness of a performance appraisal session which are: supervisors level of competence of employees job and performance; goal setting; supervisors support; encouragement of employees participation. 2.10 PERFORMANCE APPRAISAL SESSIONS The appraisal session involves the actual meeting of the supervisor and subordinate to discuss the subordinates past performance and possibly future goals, development and salary. It has been identified to be a key part of a performance appraisal system by contributing to its effectiveness since the appraisal session is the avenue for gathering employees opinion and other needed information Roberts (2002). There have been a number of researches on this area of performance appraisal (e.g. Burke Wilcox,1969; Greller, 1975; Burke at al, 1978; Fletcher, 2001; Asmub, 2008) however most of the studies have been centred on the appraisees experiences of the appraisal session though attention is now being directed towards the supervisors experience (Burke et al, 1978) Nathan, Morhman Millman (1991) noted that there are some shortcomings with most of the past researches as most of the them seem to have overlooked the interpersonal perspective in which appraisal occurs (Wexley Klimoski, 1984 cited in Nathan et al, 1991) and instead focused on pointing out the problems with supervisors even though they are the motivational impartial factors of the performance appraisal procedure and thus directing attention on how to reduce these errors with enhanced rating scale and training (Hogan, 1987, p.364). Their study substantiated the importance of the need for good interpersonal relationship as employees participation, the standard used to assess the employee and review of issues that are vital to the employees development are all affected by the type of supervisor/subordinate relationship. Similarly, Finn Fontaine (1984) put forward that supervisors and employees should relate together to categorize the major work attitudes that are very crucial to the appraisal which may likely involve the use of a well structured job analysis that will not only form the basis for measuring past performance but also form the foundation for building future performance. The organizational culture which affects means and manner of its communication will affect performance appraisal discussion (Maroney Buckely, 1992) since employees attitude is a function of their convictions which is guided by the organizations communication means and hierarchy (Nystrom Starbuck, 1984 cited in Maroney Buckely, 1992). Some guidelines given by Armstrong Baron (2005) for the appraisal session are: 1. Supervisors should come prepared by going through a list of the pre set goals and probably their record of employees performance for the year. They need to give consideration to the likely reasons that could have resulted in the employees high/low performance, changes that may have occurred between the last appraisal and the intended one. It is also advisable for employees to come prepared with their own records so they can contribute effectively. 2. The environment should be informal to allow for an open and honest discussion with less conflict. 3. The session should be carried out according to plans made earlier but should also allocate enough time for employees contribution. 4. Supervisors should ensure they give a positive, frank, and merited feedback which will motivate the employee especially when they are commended for high achievement. 5. The employees should have ample time to contribute so they can reveal the issues they are encountering and this also will make them feel the appraisal session was fair. 6. Allowing the employee to self appraise will afford the opportunity of seeing things from an employees perspective and will also form part of the appraisal discussion. 7. Employees performance that has been stated accurately should be the focus of the appraisal session rather than the supervisors personal view of the employee. 8. It is also advisable that both appraisee and appraiser jointly review probable causes of good/poor performance rather than it being just the supervisors views. 9. The supervisor as much as possible should stick to facts rather than discuss issues that will come as a surprise to the employee. 10. The agreed goals should be measurable and there should be a plan or discussion on how to achieve them and supervisors should ensure the session ends positively. The overview of performance appraisal uses; methods and practices; past performance appraisal research and appraisal session above is indicative of the fact that performance appraisal use, the discussion during an appraisal session (e.g. goal setting, feedback, participation, relationship between the supervisor and employee, rating score, salary and development discussion) will likely have an effect on employees satisfaction with the appraisal. Hypothesis 1: employees will be satisfied with their performance appraisal session when they have good interpersonal relationship with the supervisor, actively participate, adequate and constructive feedback, favourable rating and the appraisal discussion includes salary and development. 2.11 ISSUES AND CRITICISMS OF PERFORMANCE APPRAISALS Fletcher Williams (1992) noted that there have been issues regarding the use of performance appraisal which have lingered for years and a survey of some UK organizations (IRS, 2005, no 828, p.9) seem to buttress this point as most of the employees stated that there are issues in the way and manner performance appraisals are being delivered in organizations which they attributed to lack of training for line managers on how to develop effective performance appraisals, too much use of paperwork (IRS, 2005, no 828, p. 9). Similarly, Stroul (1987) stated that both management and employees are resentful of the mandatory yearly performance appraisal process (Stroul, 1987). Other issues noted with performance appraisal include Anderson (1993) also identified a number of problems related with performance appraisal: Classifying the standards that will be used for assessing performance. Gathering correct and sufficient data employee performance data. Managing conflicts between supervisors and subordinates. Defensive behaviour of most employees. The various issues noted above coupled with dissatisfaction with performance appraisal as indicated by organizations (Mount 1983; Stroul, 1987; Fletcher, 2001) has led to criticisms from several authors. Deeming (19

Nursing Assessment Of Blood Donation Practices :: essays research papers

A Community Assessment of Erie County Volunteer Firefighters and Blood Donation Department of Nursing Table of Contents   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I. Background Information on Affiliating Agency†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II. Definition of Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. III. Approaches Used to Assess Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. IV. Description of Survey  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. V. Assessment of Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  A.  Ã‚  Ã‚  Ã‚  Ã‚  People †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Age and Gender Distribution †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Ethnicity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Educational Levels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Language  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.  Ã‚  Ã‚  Ã‚  Ã‚  Religion  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.  Ã‚  Ã‚  Ã‚  Ã‚  Income  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7.  Ã‚  Ã‚  Ã‚  Ã‚  Occupations  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8.  Ã‚  Ã‚  Ã‚  Ã‚  Housing  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  B.  Ã‚  Ã‚  Ã‚  Ã‚  Community Structures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Government or Management   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Educational Agencies  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Agents of Social Control  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Informal Power Structures  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.  Ã‚  Ã‚  Ã‚  Ã‚  Production, Consumption & Distribution of Goods and Services  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.  Ã‚  Ã‚  Ã‚  Ã‚  Family Structures  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Other Aspects  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Geography  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Transportation  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Recreation  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Communication  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Health Risk Factors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E.  Ã‚  Ã‚  Ã‚  Ã‚  Resources for Dealing with Risk Factors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Social Changes Needed to Combat Risk Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F.  Ã‚  Ã‚  Ã‚  Ã‚  Stressors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis of Data  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. VI. Summary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VII. Conclusions  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VIII. Recommendations  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. IX. References  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ X. Appendices  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A. American Red Cross Web Site Home Page B.  Ã‚  Ã‚  Ã‚  Ã‚  Neumans Community Assessment Model  Ã‚  Ã‚  Ã‚  Ã‚   C.  Ã‚  Ã‚  Ã‚  Ã‚  Community Blood Donation Survey D.  Ã‚  Ã‚  Ã‚  Ã‚  Survey Results A Community Assessment of Erie County Voluntary Firefighters and Blood Donation The need for blood grows every day. Blood donation centers continuously request the general population to donate. Specific populations are expected to participate in community activities more, due to the nature of their work. One such group are the volunteer firefighters of Erie County, New York. These are the men and women who rescue victims of accidents and disasters daily. The purpose of this assessment, done in conjunction with the American Red Cross, is to determine whether and why volunteer firefighters participate in blood donation. The scope of this assessment will include a description of the Erie County volunteer firefighter population, the community structures of the Erie County, and other various aspects of the community as well. It will include health risks and stressors relative to firefighting. The identification of volunteer firefighter needs and recommendations to remedy these needs along with conclusions drawn from the research will be provided. An analysis of the data collected will be provided. Background Information on Affiliating Agency The affiliating agency used for this assessment was the American Red Cross. The American Red Cross began in 1881 as an offshoot of the European Red Cross by Clara Barton in Dansville, NY. Its purpose is to â€Å"provide emergency aid during civil disasters such as floods and earthquakes, offer humanitarian services for armed forces personnel and their families, and operate centers for the collecting and processing blood and blood products.† (Davis, 1993, p. 79) The name of the local chapter in Erie County is the Greater Buffalo Chapter (see Appendix A). Definition of Community Community, according to Anderson and McFarlane (2000), is described as a â€Å"complex webs of people shaped by relationships, interdependence, mutual interests, and patterns of interaction† (p. 93). Further, Anderson and McFarlane note â€Å"The community encompasses people in a particular time and place† (p.

American Caplitalist Governement Essay -- essays research papers fc

"We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness -- That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness." (Thomas Jefferson, Declaration of Independence) When Thomas Jefferson wrote these words, he wrote them with the intent of establishing a new government that would not give anyone favoritism over others. After 224 years, this idea is still believed in by the citizens of America, but not practiced by their government. As the year s passed, the values of America have slowly altered to materialism. The people trusted our government to make the best decisions for the entire country, but some decisions seem to favor the wealthiest citizens rather than all of the citizens. Not to say that the government is completely corrupt, but their priorities seem to have a monetary value, and they must pay for it some how. As a country with a capitalist government, one that has the main focus of making profit through free markets, money has an unfortunately big influence on policies that are made by the government. According to the public, which was based on middle-class adults in the US, business editors and college students, the general consensus came out to be that they believed that "capitalism must be altered before any significant improvements in human welfare can be realized." This can be seen throughout history in the positions taken by the government about free markets, unionization, and . The United State s of America's government is hyper-capitalistic, because the markets are freer than in any other country. We consume more and are more dependent on working. The markets in the US have not always been so free. In the beginning we had small markets that people did not depend so much on because of the fact that they were all farmers and sharecroppers. The existence of slavery was in very recent in history... ...d States put down its unions. In the United States, we have always believed that all men are created equal. Americans, however, know that even though we were created equal, we are not treated equally. The rich are the V.I.P to the government. They are taken care of well, and pampered with money and privileges that the other hard working Americans deserve more than them. We are in the age of profits, and if the government does not see any monetary value in something, they will not bother with it, even if it is its own people. Bibliography Peterson, Robert A.,Gerald Albaum, and George Kozmetsky.Modern American Capitalism. New York: Quorum Books, 1990. Perlo, Victor. Superprofits and Crises: Modern U.S. Capitalism. New York: International Publishers, 1988. Frances Fox Piven and Richard Cloward, Chapter 3 from Poor People's Movements: Why they Succeed, How they Fail,(Vintage, 1977), pp96-180. Lembcke, Jerry. Capitalist Development and Class Capacities: Marxist Theory and Union Organization. New York:Greenwood Press, 1988. Joel Roers and Joshua Cohen, On Democracy, (Penguin, 1983), Chapter Six, "Democracy", pp146-183. "Industrial Revolution" Encarta Encyclopedia

The Extraordinary Contributions of the Sisters of St. Joseph of Carondelet :: Essays Papers

The Extraordinary Contributions of the Sisters of St. Joseph of Carondelet There are commonly held stereotypes that women in the early twentieth century were passive or unimportant in affecting the development of the Western Frontier. However, women in Arizona during this time period helped shape history in a multitude of ways. One area impacted by the role of women during the early twentieth century was medicine. An area greatly dominated by males, medicine may not have advanced as successfully in Southern Arizona if it had not been for the efforts of seven women from St. Joseph, Missouri. The Sisters of St. Joseph of Carondelet made profound contributions to the Western Frontier in many ways. They severely impacted both areas of education and medicine in Arizona. By exploring the Sisters’ various contributions, this paper will uncover the significance of the Carondelet Sisters’ role in the development of the Western Frontier. In the early twentieth century, pioneers began to inundate the area of Southern Arizona. Among them were the Sisters of St. Joseph of Carondelet; Emerentia Bonnefoy, Monica Corrigan, Euphrasia Suchet, Hyacinth Blanc, Martha Peters, Ambrosia Arnichaud, and Maxine Croisat (Bryne and Cammack). In 1870, these seven women began the exhausting and rigorous journey from St. Louis to Tucson, traveling by rail, sea and wagon. The Sisters came to Tucson on a mission to help Jean Baptiste Salpointe, who was a Bishop in the area. They were to teach in Tucson’s first school, which would transform the ways of education in the Western Frontier. Before the Carondelet sisters’ arrival, little had been done in the state of Arizona in the means of education. The Sisters established education in the area and contributed to the demise of the negative attitudes that parents had about raising their children in the West. Before these contributions, many parents found it necessary to move to a town or settlement where there would be more advantages for their children. "Mother did not let any of the unusual life about us interfere with our bringing up," a young Arizona girl recalled. "Except for the desire of giving us a more extended education than we could get in the state at that time, I am sure my father and mother would have remained†¦instead of removing to New Mexico" (Myres, pg.

How evil is presented throughout the play Essay

Show how Shakespeare’s sense of theatre supports the presentation of evil in â€Å"Macbeth.† Shakespeare was born in 1564 at Stratford upon Avon, he was an English poet and playwright. He wrote 38 plays 154 sonnets. He began his successful career in London as an actor and a writer, and later became known as what many say to be the greatest writer in the English language. One of his most successful plays is ‘Macbeth’ it was written at the time king James I was on the throne at the time that the Gunpowder Plot that took place in 1605, and plotted against king James I and tried to blow up the houses of parliament. This is quite significant to the play as it links to people plotting against the king, as Macbeth does. In the end Guy Fawks is burnt, and at the end of the play Macbeth is also murdered. Shakespeare received patronage from the current monarchy if they were pleased with the play he had produced, so he made it appeal to the king or Queen he was writing it for. He did this when he wrote Macbeth, as he Put witches in the play and also based the play around witches and portrayed them as personifying evil this would have appealed to King James I as he wrote a book about witches called Demonology in this book he confirmed his conspiracy about witches being evil supernatural beings that made bad things happen. Shakespeare set the play in the 12th century when it was the17th century so that he could twist the facts of what happened to get across what he wanted to say, about the plot of the witches. Shakespeare tried to make things relevant in the play to King James I. He did this at the start of the play where he used Thunder and Lightening, before the three witches came on this would have appealed to King James I as he expressed very strongly that witches conjured up storms in the book he wrote. Another thing that portrayed evil at the start of the play is that the chant that the witches do ;†Fair is foul and foul is fair,† this shows that evil is about good being bad and bad being good. This links to Macbeth because when he first talks, he says â€Å"so fair and foul a day I have not seen†. He is echoing the words of the witches, and this alerts the audience and makes them think he is connected to them or of the same nature (also evil). Also when the witches say â€Å"when the hurlyburly’s done, when the battle’s lost and won† it makes you curious to think that they may know what is to happen in the future. It also gives you the feeling that the witches are peculiar and supernatural if they can make predictions with such certainty. Shakespeare is also trying to show the power the witches have to make evil happen, that their presence or their words can effect people make them think evil and then become evil, as Macbeth does throughout the play. Macbeth as a victim of supernatural conspiracy as it’s the witches who put the essence of treason in his mind.This is shown when Banquo asks Macbeth â€Å"Good sir, why do you start and seem to fear†. This shows Macbeth is not innately good because seeing the evil of the witches made him fear and a noble man was not to let evil get to him, like Banquo didn’t. This also shows he is susceptible to evil. He also started to have evil thoughts that even started to scare himself he says â€Å"I yield to that suggestion whose horrid image doth unfix my hair, and make my seated heart knock at my ribs†. Macbeth knows it is a sin against God to Murder or even hurt the Lords anointed King. At the start of the play he was honourable and favoured greatly by Duncan who gave him the titles Thane of Cawdor and Thane of Glamis for winning the battle and defeating the king of Norway, but Macbeth above all was a man of action and wanted to know how he could make the prediction of the witches come true and so he didn’t let his evil thoughts get in the way .He says in act 1 scene 4 â€Å"Stars hide your fires, let not light see my black and deep desires†, he wants the stars to stay dark so that he can hide his murderous thoughts. Also dark is associated with bad and evil and light with good and noble. He doesn’t want a starry night so that he can hide his evil thoughts in the darkness away from the light. Macbeth had lots of imagination but he lacked a strong will, when lady Macbeth allures him into Duncan’s murder he went along with the plans although deep down he knew it was morally the wrong thing to do., on the other hand lady Macbeth had a strong will persuading and brainwashing Macbeth, but has no imagination, she is the one who persuades him to commit the ghastly deed but is the one who goes mad. Another aspect of Macbeth’s imagination is when he sees daggers and apparitions before he goes to kill Duncan. Macbeth even Hallucinates when he sees the ghost of Banquo. When Macbeth goes to see the witches they make him feel invincible, they tell him â€Å"no man of woman born can touch him† hearing this he goes and kills all of MacDuffs family (his innocent wife and children) that is because he has descended to evil, he has reached the depths of evil and because evil never triumphs the audience knows he is going be caught, this is when he finds out that the witches tricked him but he does die a noble death because he is brave. Lady Macbeth is portrayed as an evil person in the play but also the source of all the evil from Macbeth. She personifies evil to Macbeth making him do wrong and she guides him into all that he does. This play is written to relate to the biblical story of Adam and Eve where God allows them to eat the fruit from all the trees except the tree of Knowledge of Good and Evil. A serpent persuades Eve to eat from that tree; she does so but also persuades Adam to eat from it. This relates to the story of Macbeth because Lady Macbeth persuades Macbeth to do evil. This is another thing that would have appealed to king James I as he was a religious man who strongly believed in what the bible said. When lady Macbeth reads the letter he has been sent by Macbeth she gets excited and starts having fantastical thoughts, yet she thinks her husband is too kind to do such a thing when she says â€Å"It is too full o ‘th ‘milk of human kindness to catch the nearest way.† She knows she will have to persuade him and she knows just how she will do this â€Å"that I may pour my spirits in thine ear, and chastise with the valour of my tongue.† She is saying she will use her language of persuasion and guide him into the evil to do what she wants him to do. She is the one who induces him and leads him to do it, at first he is reluctant but then she wins him over by saying that he should do it for the love of her, she also challenges his masculinity by doing this so in the end after arguing a won battle because lady Macbeth isn’t backing down, Macbeth finally goes to murder Duncan. Later she entices him by saying that the blame of the murder could be put on the king’s guards, so their crime won’t be discovered. Throughout the play Macbeth goes from noble and good with people referring to him as â€Å"noble Macbeth† and â€Å"valiant cousin† to evil led by the witches. Macbeth was a victim of an evil plot with the witches tricking him and leading him to evil and sin, but the blame can not be put entirely on the witches because although they lead him he was the one who choose to kill Duncan witch was the start of all the bad things that came from it. Macbeth comes to die a noble death, because of his bravery and of this and then the rightful order has been restored and the rightful king is on the throne. This makes stronger the belief that people have that the king is the lords anointed and nobody can do anything about it. The play justifies the position of James I as he is a noble and righteous king . Shakespeare ended the play this was to show that no good comes from witches and from evil and it is a lot better to be noble as you will get a better outcome, Banquo was noble and his son became the king in the end.

Education policy Essay

Education the basic need Object of Education: Importance of Education: Background of Pakistan’s Educational System Educational System in Pakistan: Key Performance Indicators for Education Systems PROBLEMS OF EDUCATION IN PAKISTAN 1. Medium of Education: 2. Disparity of System at Provincial Level: 3. Gender Discrimination: 4. Lack of Technical Education:: 5. Low allocation of funds: 6. Inefficient Teachers: 7. Poverty: 8. Corruption: 9. Social imbalance: 10. Mismanagement of System: 11. Infrastructure Problems: 12. Private school system: 13. Lack of educational policies: 14. Increase in population: 15. Lack of attention of the authorities: 16. Lack of uniform educational system: 17. Medium of Instruction: 18. Education as a business: 19. Delay in renewal of policies and syllabus 20. Political Interference: SUGGESTED SOLUTIONS FOR EDUCATIONAL SYSTEM: 1. English should be medium of Instruction: 2. Talented and qualified Staff 3. Fulfill the lack of teachers 4. Primary education should be made compulsory: 5. Increase in teachers incentives 6. Translation of foreign research to local language 7. Check on distinctive education:- 8. Scholarships and financial support to students: 9. Special Financial packages: 10. Betterment of education policies and teachers workshop: 11. Infused Technical Education: 12. Promotion of primary education: Conclusion Essay Education the basic need Education is the light of the life. Education proves to one of the most important factors for the development of human civilization. Education enhances human status and leads everyone to propriety. it is a continuous and lifelong process. It attributes most important, precious and permanent property of an individual. Education provides manpower, strengthens national unity and uplifts public awareness. It invites positive and constructive change in life. It makes our life really prosperous and meaningful. Everyone wants to be well educated. Life can be successful by the help of appropriate education. Educated person can only judge what is correct and what is wrong And takes the appropriate and right decision but uneducated person fails to do so. Object of Education: Robert Maynard Hutchins describes it as â€Å"The object of education is to prepare the young to educate themselves throughout their lives. † We should give our youth the way to educate themselves. Edward Everett said that â€Å"Education is a better safeguard of liberty than a standing army. † Importance of Education: We all know the importance of education. It is the most important aspect of any nation’s survival today. Education builds the nations; it determines the future of a nation. ISLAM also tells us about Education and its importance. The real essence of Education according to ISLAM is â€Å"to know ALLAH† but I think in our country we truly lost. Neither our schools nor our madrassa’s (Islamic Education Centres) are truly educating our youth in this regard. In schools, we are just preparing them for â€Å"Money†. We aren’t educating them we are just preparing â€Å"Money Machines†. We are only increasing the burden of the books for our children and just enrolling them in a reputed, big school for what, just for social status On the other hand in our madrassas we are preparing people who finds very difficult to adjust in the modern society. Sometimes it seems that they are from another planet. A madrassa student can’t compete even in our country then the World is so far from him. He finds very difficult to even speak to a school boy. It is crystal clear that Islamic Education is necessary for Muslims but it is also a fact that without modern education no one can compete in this world. There are many examples of Muslim Scholars who not only study the Holy Quraan but also mastered the other subjects like Physics, Chemistry, Biology, Astronomy and many more, with the help of Holy Quraan. I think with the current education system we are narrowing the way for our children instead of widening it. There is no doubt that our children are very talented, both in schools and in madrassas, we just need to give them proper ways to groom, give them the space to become Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni, Abnalhasam, or Einstein, Newton, Thomas Edison. The education system we are running with is not working anymore. We have to find a way to bridge this gap between school and madrassa. Background of Pakistan’s Educational System Numerous international assessments could explore that Pakistan is lagging behind many countries in achieving the Education for All goal (EFA). We were the signatory to the treaty under Dakar Framework where it was decided by all the developing countries that they will be trying to achieve the target of EFI in the meeting held in Senegal in 2000. UNESCO rates in Pakistan are at a lower EFA development Index (EDI) because of low; enrolment at primary school, adult literacy, gender equity and equality, equalities in education and quality of education. The adult literacy in Pakistan, in spite of concerted efforts, fail to go beyond the border line of 50 percent. The women literacy is much more belittling as thirty three percent of the adult women cannot even read. The more embracing would be that we would not be catching the target to achieve the adult literacy by 2015. Progress towards the achievement of the targets is exceptionally slow, while gender parity goal is at risk of not being achieved by 2015. Moreover, more than 6 million children are out of school. Educational System in Pakistan: Education system in Pakistan is really having a bad configuration at the moment. There is no doubt in accepting the fact that education stands the backbone for the development of nations. Looking at the history of nations, we may safely reach the conclusion that the advanced nations of the world could reach the zenith of prestige and power taking support from education. The allocations for education are too meager, and in spite of allocation, the amount is not spent for what it was meant for as the corruption is found in all the tiers of education and also because of the same delivery from the government institutions that is much below the desired and aspired levels. Private education in Pakistan is far reaching for the poor and the turnover of this quality education does not serve the country the way they are supposed to. Planning for education does not go in congruence with the needs and implement remains ever ignored, so by this way the system is getting more spoiled rather than flourishing. Our universities have failed to produce the planners, developers, implementers, and decision makers. Rather the turnover is a mismatch with the ground realities, the half backed persons we are producing are of no use to us. The students we come across are degree seekers rather than the knowledge. The increase in number of colleges and universities does not mean that we are going by the standards rather these are worsening, a simple evidence of which is that no Pakistani university could find a space among the top 1000 universities of the world. The socio-economic scenario is directly attached with the status of Education in the country. The developed world managed to scale up their education in line with the needs and market requirements. Despite the recent achievements, a lot more is needed to be done as the country still faces numerous challenges which cause deterrence. We are under obligation to raise the education of our population to the level of our South Asian neighbors, to combat our own social and economic wants to the satisfactory level. The very scale of Pakistan’s education sector — more than 150,000 public education institutions serving over 21 million students and a huge private sector that serves another 12 million – presents formidable challenges. Education is found to be the cheapest and tangible defense mechanism for a nation on the social, political, and economic fronts. But the down trodden condition of education in Pakistan bears an ample testimony of the fact that it is unable to defend its own sector. Over the span of 64 years, the nation has been given the 23 policies and action plans but we could not start the march towards success and are waiting for a savior who could take the system out of turmoil. There were ample spending in the government of Pervaiz Musharraf on education and due to which, we could see the visible positive educational change in Pakistani society. Currently the economic situation in Pakistan is under severe stress and education sector has received the highest impact in Pakistan. The Constitution of Islamic Republic of Pakistan has led to the fact in the following words, â€Å"The state of Pakistan shall remove illiteracy and provide free and compulsory secondary education within minimum possible period. † In Human development Report, Pakistan is placed at 136th position because its 49. 9% population comes under the definition of education. The dropout rate is alarmingly high at the primary level; consequently, it is revealed by the Data Center of UNESCO, that 33. 8% females and 47. 18% in males could pass through the most initial level of education. We may be conclusive about the ground reality that people in the 6th largest country of the world have no access to the basic education even. Key Performance Indicators for Education Systems The frequently used indicators for assessing education and its systems are adult literacy rates, male and female enrollment at different levels of education, participation rate in the different areas of the country; the dropout rates, the amount of resources allocated to education as a proportion of the GDP and some measures of the quality of education being pursued. At the moment, the workability of these indicators rests on the footing of authenticated and recent data so that the planning details may be worked out with confidence. Irony of fate, the indicators, their footings and the quality of data all want more authenticity, but unfortunately, Pakistan’s record lacks objectivity and rationality on all counts. PROBLEMS OF EDUCATION IN PAKISTAN 1. Medium of Education: The system of education in Pakistan is operative in match with the local needs and ground realities. It is almost a decisive factor that the education in the mother tongue surrenders more dividends but we have the system more segregated and diversified just contrary to our requirements. A good example of it is that we fail to decide about the Medium of education over the span of 64 years. Different mediums are operational in both, public and private sector. This creates a sort of disparity among people, dividing them into two segments. 21. Disparity of System at Provincial Level:: The Regions of Pakistan in the name of provinces are not at par as regards the infrastructure, availability of staff, their training, content mastery allocation of resources and their utilization. This develops a disparity not only in the system but in the turnover too. There is a need to revisit the schools in Baluchistan (The Largest Province of Pakistan by area) because these are not that much groomed as that of Punjab (The Largest Province of Pakistan by Population). In FATA, the literacy rate is deplorable constituting 29. 5% in males and 3% in females. The conditions are to be made more congenial about teaching and learning in all parts of the country without any discretion. 22. Gender Discrimination:: We should have know how of the population comprising females, unfortunately their education is not attended to the way it was deemed fit. The gender discrimination is a cause that is contributing towards the low participation rate of girls at the basic level of education. The male and female participation ratio is projected at the primary school in the shape of ratio of boys & girls as 10:4 respectively. In the decade passed, government invited private sector to shoulder the responsibility of education of the youth. The intent was also to provide the education at the doorstep to the children especially the female students. The private sector took up the challenge and there was an increase in the growth of private schools but this step didn’t cause the increase in the students or the quality. The masses could not be attracted because of precious education. It created clear cut tiers of society and created a gap among those with the haves and have not’s. 23. Lack of Technical Education:: There is a craze for the white collar jobs for the same pupils. Select the general rut of education, though they have the least tilt or the capacity to cope with the demands. China, Japan and Germany have the ruts for those who have a taste for and do not achieve the excellence in the general rut of education. We have kept the opportunities open for all to participate in general education at all levels especially the university level. We could not attract the general masses towards technical education making them to earn of their own act as the entrepreneurs and make their living without being the burden on the government. Education system is needed to be revamped making a space for the science, IT, management, and pupil with the excellence to go to the higher education pursuing the education of their own choice. Lesser emphasis on technical education means the lesser manpower for industry and hence the lesser finance generation. 24. Low allocation of funds:: The allocation of funds for education is very low as it never went beyond 1. 5 to 2. 0 percent of the total GDP. Even this amount was not utilized and had to be surrendered back to the government because of want of expertise and the knowledge of codal formalities and in time release of funds. There is a need to increase it around 7% of the total GDP keeping in view the allocations by the neighboring countries, there is also a need to rationalize the share at the different levels not ignoring any. 25. Inefficient Teachers:: Government fails to attract the potential candidates for teaching with the zeal vigor and excellent carrier. Teaching is rated as the lowest among the jobs for the youth, because of lesser incentives, slow promotions and lesser fringe benefits. The teachers in government schools are not well groomed and equipped with knowledge and training. People who do not get job in any other sector, they try their luck in educational system. There is a need to reorganize pre-service and in-service trainings making them matched with the requirements rather to keep them ideal, unique and novel. 26. Poverty:: Poverty is growing over the years. The average class is vanishing like anything. It happens to be a curse for the nation that exists without having the average income group. The escalation of poverty has restricted the parents to send their children to tasks for child labor or at least to public or private schools. In these schools, the drop out is very high because schools are not the attractive places, the curriculum is dry and the teaching does not match the live situations. Poor parents are constrained to send their children to madressahs where the education is totally free. 27. Corruption:: Corruption causes the educational policies, plans and projects to fail because of being the major contributing factor. There is no accountability and transparency in the system, the salaries are low, the incentives are too less to be accounted and even those are uneven. An estimated Rs. 2,594 million out of a total of Rs. 7,016 million provided for improvement of school facilities such as buildings, electricity, drinkable water, etc had gone unaccounted during the fiscal periods 2001-06 (UNESCO Bano, 2007). Similarly, more than 70% literacy centers in Punjab remained inoperative or exist only on paper (ADBP, 2007). The chances of ghost schools should be evaded by involving the community in the processes of inspection and monitoring. 28. Social imbalance:: The students from the elite class follow the â€Å"O† and â€Å"A† levels curriculum instead of Pakistan’s routine orthodox and stagnant curriculum. They have little or no awareness of their religion and culture whereas those passing out from Urdu medium schools are usually destined to work in clerical and lower level positions. Religious madrassas churn out yet another class that is usually unaware of the world outside their own perception. 29. Mismanagement of System:: Teachers’ absenteeism, poor professional training, sub-standard materials and obsolete teaching methods act as the major contributive factors towards the low enrolment in schools. Burki (2005), opines that most of the public schools are either mismanaged or poorly managed. They are found imparting education of second-rate quality through substandard textbooks and curricula that do not cater the needs of the 21st century. The education should be based on learning outcomes through suggesting multiple books rather than following a single book as an obligation. 30. Infrastructure Problems:: The dropout rate of those lucky enough to be enrolled goes beyond 45% as has been divulged by the several reports. Most of the public sector educational institutions stay in a status of poor condition lacking even basic facilities, resultantly shaking the presupposed standards of education. There are four areas that snivel for pressing concentration which are curriculum, textbooks, examinations, and teacher training (Hoodbhoy, 2001). The textbooks need be made more facilitating, student and learning friendly. 31. Private school system:: Private Schools in Pakistan enroll more students than in other countries of the region. They least bother about the capacity and facilities available, they rather over burden the teaching staff. The rapid mushroom growth of private schools and academies of teaching reflect the people’s lack of trust in the public sector schools coupled with a deficiency of sufficient educational institutions to cater to the needs of the fast growing population. However, there are certain private schools which are slightly better than the public ones. In the elite schools where the quality education is offered, heavy fees is charged that continues to be a problem. These private sectors schools are meant only for a special sector of the population and are out of the reach of general masses. The private sector schools should be brought under the control of rules making these somewhat accessible for the common population. 32. Lack of educational policies:: The National Education Policy (1998-2010) was developed prior to Dakar. It has a clear cut vision and direction to support the education department. Since the 2001, the Ministry of Education has developed a number of policy documents including that of National Education policy (2009) but the endeavors remain focused on paper work more rather than the operationalization, though the involvement of NGOs and international development agencies is very much there. The simple reason is that the plans are vicious and not the ground reality based. The policies should be environment friendly. . 33. Increase in population:: Literacy in Pakistan has risen from 45 to 54 percent within the span of 2002 to 2006, simultaneously primary enrollment rates have also increased from 42 to 52 percent. The population explosion could not enable to catch the targets. In spite of the increase in the certain parameters, the participation rate in Pakistan remains the lowest in South Asia. Alongside it, there are marked male-female, inter-regional and rural-urban disparities: Only 22 percent of girls, compared to 47 percent boys, complete primary schooling. Female literacy in rural Baluchistan is only 32 percent compared to high urban male literacy rates (and 80 percent among the urban male in Sindh) 34. Lack of attention of the authorities:: Most of the criticisms leveled against the education procedures and practices may be rationalized through improving governance and accountability. It would be tangible and workable if we could go for considering the merit, enabling capacity building, increasing investments in education as an industry and finally giving the heir and fire powers to the administrative heads. The private sector and the banks should finance the educational milieu with confidence, as at the moment, we are spending 2. 3 percent of GDP which is the lowest in South Asia. 35. Lack of uniform educational system:: There is a crying need for quality which calls for homogeneity among the procedural formalities like the observance of the curriculum. Had it been uniform the working for it, further extension becomes easier and getting the intellect skimmed out of masses becomes possible. Currently, the poor are deprived of education in the elite institutions which are causing the development of a special class. This class doesn’t work for the nation; they work elsewhere but are fed through the national resources. 36. Medium of Instruction:: We took a long period in deciding that what our medium of instruction would be, till now we don’t have a clear picture before us. It is good to have the National language as the medium of communication provided; we have a rich treasure of knowledge. In our case, we do not fail to develop Urdu to cope with the intellectual needs nor do we translate the treasure of knowledge available for our national use. 37. Education as a business:: Education has been pursued by some of the people as an industry but because of being illiterates, they fail to cope up with the stipulated standards. The leader with vision spoils the mission as well as the projects undertaken. Their only intent is money making that has caused the decay in the standards, induction of sub-standard staff, and depriving the deserving to grow. They don’t want to catch with the move of success but they try to be good entrepreneurs. 38. Delay in renewal of policies and syllabus/Political Interference:: There is a need to continuously update the curriculum because if it goes stale, it does not equip the beneficiaries with the saleable skills and expertise. At the first place, the problems cited have arisen due to lack of commitment and inefficient management on the part of state. The policies lack long term vision and its implementation strategies are being affected by undue political interference. In addition to it, the measures taken are not evidence based and geared by the vested interests of the authorities. Whatever strategies have been applied failed to promote the rational and critical thinking skills amongst the students. At the second place, we find lack of resource commitment and realistic implementation alongside poor allocated resource utilization. As relevant statistics are not available, implementation of the education policy has not been successfully executed. At the third place, we come across weak budgetary planning because of staggered data and least coordination among the data maintaining units (USAID, 2006). The coordination, match with the assessment, project design and implementation are not to the desired level within the government and with the donor agencies. The harmonization is missing too between the federal and provincial governments which cause drastic problems in the policy implementation. The policy formulating, planning and implementing bodies work in isolation as the water tight compartments. The government’s consultation is very much restricted and does not go beyond its specific quarters. It should have to be extended to non-state sectors to initiate and mobilize the action. Teachers does not normally form the part of policy making process, hence the process of sharing and consultation remains missing. It leads to implementation of educational policies without consultation, thus the efforts go in vain (UNESCO, 2007). Over the span of time, what we have learnt is to go for dialogue, and keeping the private and public sector on board. The matter of access to education and challenges to quality remain at stake as being unresolved despite much policy deliberation. Recently, Minister of Education announced a new Education policy for that next 10 years ignoring the fact that the previous educational policy span still persists that was from 1998 to 2010. The policy has projected new plans and promises to the nation pointing to the fact that all the public schools will be raised to the level of private schools within the shortest period of time. In the absence of a plan of action, the suggested plan of action would not work. The schools have been put under obligation to use the national curriculum and encourage the students of 5th and 8th class to take board exams. This has disturbed the students of private sector also. It is urged that the Universities should be the research centre’s and must not be allowed to act as the examining bodies for graduate or post-graduate examinations. Allocations are supposed to be made to the aspired levels as UNO suggests a country to allocate at least four percent of its GDP towards education but here in Pakistan we are just allocating less than two percents of GDP. Even that is not fully utilized because of procedural formalities. Suggested Solutions for Educational System: 13. English should be medium of Instruction: English language should be the medium of instruction from beginning to the higher levels of learning. National language should be a supporting language for communication facilitation and every day business. Efforts should be made to enhance the knowledge treasure in the national language through translation of the research based information. 14. Talented and qualified Staff Hiring should be made from amongst the highly qualified and the teachers should be paid not according to the level of education but the qualification of the staff. 15. Fulfill the lack of teachers: Efforts should be made to bring down the student-teacher ratio to 15:1 in lieu of current 40:1. Consequently, the number of teachers will have to be enhanced, leading to the rise in number of teachers and enabling the competent persons to be inducted to the system of education. 16. Primary education should be made compulsory: Primary education should be made compulsory and free (it is already free of cost but not compulsory). It should also be made appealing, impressive, interesting and utilitarian to attract the general masses. 17. Increase in teachers incentives Teachers should be offered more financial benefits by increasing their pays. 18. Translation of foreign research to local language University professors should be encouraged to conduct and share the research to the concerned stakeholders. They should also be asked to translate the foreign research into local languages for sharing it with the lower formations of education enabling them to implement/take benefit out of it. 19. Check on distinctive education:- Government should strictly check all private educational institutions for keeping a balance of standards and level of practices. 20. Scholarships and financial support to students: Students should be offered more scholarships and government should support the intelligent and outstanding students to prosper, develop and serve their local community rather than migrating to the big cities. 21. Special Financial packages: The dilemma here in Pakistan is that students are genius but they use their intelligence in negative way, hence, contributing nothing towards the development of country. Another problem with Pakistan is brain drain. Capable and outstanding professionals prefer foreign jobs instead of serving in their own country. This is due to the low financial benefits and indifferent attitude of government towards them. Recently Government should provide them facilities and special financial packages to encourage them to stay in their own country. 22. Betterment of education policies and teachers workshop: In the view of importance of education, the Government should take solid steps towards implementation instead of projecting policies. In this regard, the allocations should be made easy and timely from provinces to districts and then to educational institutes. Workshops must be arranged for teachers as a continuous feature for learning. 23. Infused Technical Education: Technical education should be infused into the regular system stream. The education board of Punjab has projected a plan to give tech- education to the children of industrial workers. 24. Promotion of primary education: Promotion of the primary education should be made possible by consulting teachers, professors and educationists while devising any plan, syllabus or policy for it. There should be a balance in reliance on public and private for enabling education to reach the general masses in its true shape. Students’ outlook is to be broadened by taking them out of the books into the practical realities. Education is the only cure of disability of the state and for bringing revolution through evolution and by eradicating the social evils through education. Conclusion Education serves as the backbone for the development of nations. The countries with the effective impressive need oriented, saleable and effective system of education comes out to be the leaders of the world, both socially and economically. It is only education which can turn a burden of population into productive human resource. Pakistan’s current state demands that the allocations for education be doubled to meet the challenges of EFI, gender disparity and provision of teachers in the work places earlier than 2018 as per stipulated qualifications. Millennium Development Goals are yet to be realized latest by 2015. The natural calamities, political turbulence, provincialisms, and political motivations make the best planned, fail. The allocations towards the sector of education could not be enhanced because of the earlier. We have to revisit our priorities to keep the country on the track of progress.