Promoting Behavior Change among Teenagers

Introduction Substance abuse among teenagers is increasingly becoming a common phenomenon in the community. Substance abuse involves the use of drugs such as alcohol, tobacco and marijuana. Research on the use of drugs among teenagers indicates that majority begin using the drugs as early as the age of 9 years (Fisher and Harrison 43). The use of drugs among teenagers is responsible for the poor academic performance among those who use them. Advertising We will write a custom essay sample on Promoting Behavior Change among Teenagers specifically for you for only $16.05 $11/page Learn More Besides, substance abuse has led to an increase in diseases such as lung cancer among teenagers (Fisher and Harrison 56). The efforts made by the government and the parents to address this problem have yielded little results. It is against this backdrop that I intend to organize a social event that aims at sensitizing teenagers on the effects of substance abuse. The Eve nt The Participants The event will be held on 25th of January 2011 at the community’s social hall. The preparations will begin a day earlier. The preparations will involve advertising the event through posters and decorating the venue (Kilkenny 78). The event will start at 9: 30 am and end at 5:30 pm. The speakers will include parents, teenagers and community health officers. The speakers will be asked to volunteer and offer their advice for free. All participants will be asked to carry packed foodstuffs and drinks. However, the guest speakers will be given free food and drinks. Apart from the education, there will be entertainment activities such as singing competitions. The entertainers will be the participating teenagers who have a talent in singing and can volunteer to perform within a short notice. The Agenda of the Event The theme of the event will be â€Å"promoting behavior change through social networks†. The event aims at persuading teenagers to stop substa nce abuse in the neighborhood. The first step will involve sensitizing the teenagers on the negative effects of substance abuse. This will be followed by an explanation on how to cope with the problem of substance abuse. This aims at helping those who are already involved in substance abuse to manage their conditions. Finally, the teenagers will be educated on how to avoid the use of drugs. The education will focus on how teenagers can use social networks such as twitter and facebook to share information on the dangers of substance abuse and how to avoid or cope with it.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Objectives The event aims at achieving three main objectives. First, it aims at creating awareness among venerable teenagers on the dangers of substance abuse. Second, it seeks to equip the teenagers with the knowledge and skills that they can use to avoid substance abuse. The skills w ill also help them to cope with the problem. Finally, the event aims at promoting responsibility among teenagers through sharing information with the help of social networks and peer education. The main goal is to reduce cases of substance abuse among teenagers. Time Table Item Time allocation Speeches 9:30 am -12:00 pm Lunch 12:00 pm- 1:00 pm Group discussions 1:00 pm- 3:00 pm Entertainment 3:00 pm- 5:30 pm Budget Item Cost ($) Remarks Printing posters 150 Fixed Decorating the venue 250 Can be increased if necessary Guest speakers’ food 250 Can be increased if necessary Cost of the venue 300 Fixed Miscellaneous 50 Fixed Total 1000 Works Cited Fisher, Gary and Thomas Harrison. Substance abuse: information for school counselors. New York: Pearson, 2008. Print. Kilkenny, Shannon. The complete guide to successful event planning. New York: Atlantic Publishing Company, 2006. Print. This essay on Promoting Behavior Change among Teenagers was written and submitted by user Maximilian Andrews to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Diacope Rhetoric

Diacope Rhetoric Diacope is a  rhetorical term for the repetition of a word or phrase broken up by one or more intervening words. Plural diacopae or diacopes. Adjective: diacopic. As Mark Forsyth has observed, Diacope, diacope ... it works. Nobody would have cared if Hamlet had asked, Whether or not to be? or To be or not? or To be or to die? No. The most famous line in English literature is famous not for the content but for the wording. To be or not to be (The Elements of Eloquence, 2013). Etymology:  From the Greek, a cutting in two. Examples of Diacope Scott Farkus staring out at us with his yellow eyes. He had yellow eyes! So help me, God! Yellow eyes!(Ralphie Parker, A Christmas Story, 1983)I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.(Bella Wilfer in chapter four of Our Mutual Friend by Charles Dickens)It is the tragedy of the world that no one knows what he doesnt know; and the less a man knows, the more sure he is that he knows everything.(Joyce Cary, Art Reality, 1958)It is explained that all relationships require a little give and take. This is untrue. Any partnership demands that we give and give and give and at the last, as we flop into our graves exhausted, we are told that we didnt give enough.(Quentin Crisp, Manners From Heaven, 1984)Life is not lost by dying! Life is lostMinute by minute, day by dragging day,In all the thousand, small, uncaring ways.(Stephen Vincent Benà ©t, A Child Is Born, 1942)Their entire lives had been spent in the deification of the unessential, in the reduction of puttering to a science. They had puttered their lives away and were still puttering, only, as they grew older, with a greater intensity, and from the first their lives had been extremely happy.(Charles Macomb Flandrau, Little Pictures of People. Prejudices, 1913) There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.(Thornton Wilder, The Bridge of San Luis Rey, 1927)All happy families are alike, but an unhappy family is unhappy after its own fashion.(Leo Tolstoy, Anna Karenina, 1877)I am neat, scrupulously neat, in regard to the things I care about; but a book, as a book, is not one of those things.(Max Beerbohm, Whistlers Writing. The Pall Mall Magazine, 1904)He wore prim vested suits with neckties blocked primly against the collar buttons of his primly starched white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.(Russell Baker, Growing Up, 1982)Put out the light, and then put out the light.(Othello in William Shakespeares Othello, the Moor of Venice, Act Five, scene 2)And now, my beauties, something with poison in it, I think. With poison in it, but attractive to the eye and soothing to the smell.(The Wicked Witch of the West, The Wizard of Oz, 1939) Of course, in an age of madness, to expect to be untouched by madness is a form of madness. But the pursuit of sanity can be a form of madness, too.(Saul Bellow, Henderson the Rain King. Viking, 1959)Youre not fully clean until youre Zestfully clean.(advertising slogan for Zest soap)I knew it. Born in a hotel roomand goddamn itdied in a hotel room.(last words of playwright Eugene ONeill)Tourettes teaches you what people will ignore and forget, teaches you to see the reality-knitting mechanism people employ to tuck away the intolerable, the incongruous, the disruptiveit teaches you this because youre the one lobbing the intolerable, incongruous, and disruptive their way.(Jonathan Lethem, Motherless Brooklyn. Doubleday, 1999)[British Prime Minister] Blair sounded like a man who had spent the morning riffling through handbooks of classical rhetoric: This indulgence has to stop. Because it is dangerous. It is dangerous if such regimes disbelieve us. Dangerous if they think they can use w eakness, our hesitation, even the natural urges of our democracy towards peace, against us. Dangerous because one day they will mistake our innate revulsion against war for permanent incapacity.(Anthony Lane, The Prime Minister. The New Yorker, March 31, 2003) Diacope in Shakespeares  Antony and Cleopatra Cleopatra: O sun,Burn the great sphere thou movest in! darkling standThe varying shore o the world. O Antony,Antony, Antony! Help, Charmian, help, Iras, help;Help, friends below; lets draw him hither.Antony: Peace!Not Caesars valour hath oerthrown Antony,But Antonys hath triumphd on itself.Cleopatra: So it should be, that none but AntonyShould conquer Antony; but woe tis so!Antony: I am dying, Egypt, dying; onlyI here importune death awhile, untilOf many thousand kisses the poor lastI lay upon thy lips.(William Shakespeare, Antony and Cleopatra, Act Four, scene 15)Throughout the text [of Antony and Cleopatra] we find not rational and syllogistic logic, but persuasive figures that indicate tension, friction and explosion. . . . The play is filled with exclamations of vehemence and hyperbole, made more emphatic by the undercurrent of the colloquial. For example the iteration of thou at 4.2.11, the device ploce, works to construct conversational ease; at the same time the repetition of words with one or more in between, or diacope, although similar to ploce, has a very insistent and desperate effect, as in Cleopatras help at 4.15.13-14.(Sylvia Adamson, et al., Reading Shakespeares Dramatic Language: A Guide. Thomson Learning, 2001) Types of Diacope Diacope comes in a number of forms. The simplest is the vocative diacope: Live, baby, live. Yeah, baby, yeah. I am dying, Egypt, dying. Game over, man, game over. Zeds dead, baby, Zeds dead. All you do is chuck in somebodys name or their title and repeat. The effect is to put in a bit of emphasis, a certain finality, on the second word. . . .The other main form of diacope is the elaboration, where you chuck in an adjective. From sea to shining sea. Sunday bloody Sunday. O Captain! My Captain! Human, all too human. From harmony, from heavenly harmony . . . . or Beauty, real beauty, ends where intellectual expression begins. This form gives you a feeling both of precision (were not talking about fake beauty) and crescendo (its not merely a sea, its a shining sea).(Mark Forsyth, The Elements of Eloquence: How to Turn the Perfect English Phrase. Icon Books, 2013) The Lighter Side of Diacope Someone ate the baby,Its rather sad to say.Someone ate the babySo she wont be out to play.Well never hear her whiny cryOr have to feel if she is dry.Well never hear her asking, Why?Someone ate the baby.(Shel Silverstein, Dreadful. Where the Sidewalk Ends. Harper Row, 1974)Im gonna cut out now with this unusual song Im dedicating to an unusual person who makes me feel kind of unusual.(Christian Slater as Mark Hunter in Pump Up the Volume, 1990)I can picture in my mind a world without war, a world without hate. And I can picture us attacking that world, because theyd never expect it.(Jack Handey, Deep Thoughts) Pronunciation: di AK oh pee Also Known As: semi-reduplication

Whan were the foreign policy successes, and what were the failures, of Essay

Whan were the foreign policy successes, and what were the failures, of the Truman administration - Essay Example There’s no even attitude to Truman’s foreign policy course. Some consider him as a president who surrendered millions of people to communism and sent thousands of Americans to death in Korea. Some believe that he contributed to the reconstruction of Europe and Japan, resisting Communism to the extent possible and creating NATO as body of collective security. To determine how successful or unsuccessful was international activities of Truman administration, we adopt the viewpoint of realist school which considers the U.S. as an ordinary country in pursue of self-interest the same way as other powerful countries. Truman had to consider many issues in after-war period. Geo-political post-war landscape changed and the U.S had an opportunity to get a control of international situation of the day. On the other hand Truman had to consider how his foreign policy could effect domestic economic interests and influence public opinion of government officials, media and other powerful groups within the country. All in all Truman faced very difficult situation to handle. The competition between the Soviet Union and the United States began at the end of World War II. Both of the states attempted to align the post-war international order with their interests. The focus of interest for the U.S. after the war was control over Europe, namely Truman was interested in Poland and future of Germany. Truman viewed Germany important to balance the power in Europe. Rising nuclear power of the U.S. gave Truman unprecedented confidence to â€Å"press European negotiations to impasse by refusing the Russians access to the Ruhr, rejecting even their low bid for $4 billion in industrial reparations, and withdrawing the Yalta accords.† (Offner, 1999) However, Truman missed long-term benefits which he lost because of this policy. Zonal reparations, which America insisted on, hindered development of common economy for Germany and contributed to the further

Analysis of Nursing Leadership Term Paper Example | Topics and Well Written Essays - 1750 words

Analysis of Nursing Leadership - Term Paper Example Transformational leadership occurs when a leader put the interests of his employees first without overlooking the consciousness and recognition of the purpose and mission of the group. It also encompasses a leader who encourages employees to look beyond self interest but instead prioritize organizational goals. In doing so together, dedication and finely tuned capacity of the organization will lead to increased overall productivity. The so called transformational leader focuses on raising people from low level of need to, considered to be needed to survive state, to high level. They not only encourage their people to transcend their personal interests for other collective purpose, but also help them achieve a many personal needs as well. Transformational leaders are known to foster conviction, gratitude, commitment and respect amongst their followers. This calls for the leaders to perceive their followers or staff as whole people but not just as employee. This has made it possible fo r both the leaders and their followers raising each others ethics and motivations to levels which could not have been possible. Understanding of a transformational leader can be best through the outcomes. ... It is done by heightening follower’s keenness to environmental variations and challenges. For the case of a hospital, involving other stakeholders to give their mind on the services will be a better tool for gauging the success of this institution. Inspiration speeches given by transformational leaders to their followers makes them look forward to a new and better future. This needs ideological perception rather than just economical terms. This can be achieved by involving the whole staff in shaping and reshaping the hospitals strategic plan on a habitual basis. Surveillance on the staff in order to establish their needs will be advantageous to the workers as this makes them perform their duties with minimal destruction. Achievement of shared vision will be realized through coaching offered by transformational leaders. Working with a transformational leader instills sense of urgency. Collaboration need to be advocated for and self esteem be promoted. The existing environment h as to be one which is conducive for knowhow creation and sharing. Leaders who recognize their followers based on the achievement instill self confidence amongst their followers which helps in improving the overall productivity. Incorporating change into the system goes along way in encouraging hard work amongst followers or staff. This can be done through monitoring advancement, changing evaluation and prize systems, and hiring employees with an obligation of collaboration. For the case of working without a transformational leader, all the above mentioned privileges will not be enjoyed by the workers. Prospects of growth that are linked with the efforts of transformational leaders will never be achieved in their absence. The overall productivity of the

Heart of Change with reference to Jack Welch and GE Case Study

Heart of Change with reference to Jack Welch and GE - Case Study Example It is evidently clear from the discussion that with the help of the open and honest system, feedback should result in more and more people getting converted in favor of the change that is being introduced in the organization. In such case, the organization needs to help an employee to align his individual goals with the organizational ones. If we look at the result of the Best Practices Program in GE we can find out the impact it had on the thinking of the managers in the organization. It changed their fundamental approach to work. People who worked as corporate audit staff have admitted that they started looking at bigger scales and heights looking for more and more improvement areas. The effectiveness of the change can be enhanced through an individual or a group of individuals who make the change physically happen in front of others. It triggers the feeling of â€Å"I did it and you can do it too†. Canadian GE operations that observed and followed practices of a New Zealand shipping firm became an example to follow. The change was so evident that the other GE branches made it a point to visit this unit and implement the changes accordingly. The difficulties in implementing these steps would be 1. Any change that needs to be initiated at the management level has to be associated with the proper delegation of authority. Responsibility without adequate authority is of no use. It holds especially true at the managerial level. It is observed that managers or employees often generate ideas but fail to implement them as they do not have the power to implement nor the ideas are taken into consideration. In such a situation, the enthusiasm of an employee vanishes over a period of time. This becomes a point of danger and caution for an organization. Nongeneration of ideas leads to stagnation and eventual downfall. 2. Creation of a trustworthy environment takes a lot of time. Employee skepticism is usually the main ingredient which stops changes from getting imp lemented.

The Beveridge Report of 1942: Aims and Impact

The Beveridge Report of 1942: Aims and Impact (The Making of the Welfare State, 1942 1951) Examine the extent to which the AIMS of the Beveridge Report of 1942 had been achieved by 1951. From the Cradle to the Grave In 1941 the wartime coalition government ordered Sir William Beveridge[1] to write a report suggesting policies that could be implemented to assist people on low incomes in the United Kingdom. In December 1942 Beveridge published his findings in his Report to Parliament on Social Insurance and Allied Services.[2] The Report proposed that people in employment should pay a proportion of their pay into a fund which would then be distributed in the form of benefits paid to people who were unemployed, sick, widowed or retired. Essentially, Beveridge argued for a comprehensive system of social insurance from cradle to grave. Beveridge reasoned that this system would establish a minimum standard of living ‘below which no one should be allowed to fall’. His proposals proved immensely popular among the British public and his suggested reforms were introduced by the Labour Government that was elected by a landslide vote (after adopting the objectives of the Beveridge Report in its manifesto)[3] at the end of World War II in 1945. The period under discussion in this paper extends from publication of the Beveridge Report to the end of the post-war Labour Government, which was led by Clement Attlee. The principle aims of the Beveridge Report were addressed to counter the five so-called ‘giants’ of illness, ignorance, disease, squalor, and want. The Report considered the broad question of social insurance, contending that social ‘want’ could be met by a state organised system of social security for the benefit of individual citizens. Beveridge proposed the establishment of family allowances, a national health service, a scheme for national insurance and assistance, and lobbied for policies to secure full-employment. The Achievements of the Beveridge Report Attlee’s Government introduced three acts of key significance and others that proved instrumental in pursuing the aims of the Beveridge Report. The 1946 National Insurance Act, implemented the Beveridge scheme for social security creating a comprehensive system of unemployment, sickness, maternity and pension benefits funded by employers, employees and the government. It is submitted that the Act represents a significant reforming achievement on any given set of criteria. By June 1948, prominent Labour Minister of Health Aneurin Bevan had steered the National Health Service Act through Parliament and into force. This legislation provided the British public with free diagnosis and treatment of illness and disease, in hospital and at home, and also made comprehensive dental and ophthalmic services available. Again, it is argued that this Act constitutes an important achievement for the Beveridge agenda, indeed, with the benefit of hindsight and from the full perspective of 2005, it is hard to overstate its significance. The 1948 National Assistance Act was the third of the key Acts inspired by Beveridge. The Act abolished the Poor Law and made provision for welfare services, enacting a raft of measures designed to relieve poverty in the United Kingdom. All three of the above Acts entered into force on the same day, 7th June 1948. The 1948 Children Act was another important reform inspired by Beveridge. This Act established a childrens committee and a childrens officer in each local authority adding, it is submitted, an important perspective to the Beveridge agenda. Full employment also became government policy as a consequence of Beveridge. This goal has never been sustained for any long period, but it is submitted that it is unfair to judge Beveridge by the success or failure of this aspiration, given that so many socio-economic factors impact on the level of employment. Together, the achievements of Beveridge created a welfare state for the United Kingdom: a system of social security guaranteeing a minimum level of income, health and social services for all. Returning to office in 1951 under Churchill, the Conservative Party pursued an agenda of pragmatic social modernity and accepted almost all of the social reforms, including all the key reforms, instituted by the former Labour government. This demonstrates that not only had the Beveridge Report achieved its primary objectives, but also that it had engineered a shift in the political norms and received social wisdom of the country. Concluding Comments Although securing almost one and a half million more votes than the Conservatives, Clement Attlee’s Labour Party, as stated above, narrowly lost the 1951 General Election. However, it is argued that the post war period of Government was by most measures a great success. Vigorous reform based largely around the model established by Beveridge was achieved. The goal of full employment has and will probably remain an elusive one for the foreseeable future, but great strides were taken during the period under review and the social superstructure of the United Kingdom changed out of all recognition and for, it is submitted, the better. It is a testament to the influence and success of the Beveridge Report that some forty years after its publication, Margaret Thatchers Conservative government in terms of its political stance poles apart from Beveridge and Attlee which as a consequence opposed many of the principles behind Beveridges work, recognised his report as by any measure a landmark in a white paper on social security reform[4]. In summary it is submitted that the British welfare state of 2005 is recognisably the progeny of Beveridge. This grand social system retains all the basic characteristics of the system created by the Labour Government between 1945 and 1951.[5] Thus it can be claimed that the Beveridge Report achieved many of its aims, and, moreover, that those achievements have stood the test of time and proved both durable and effective. Beveridge deserves a place of prominence in the political pantheon of the twentieth century. In terms of his lasting influence on modern Britain, it is arguable that he surpasses even his far more famous political contemporary Churchill. The following quote strikes an appropriate closing note. â€Å"The welfare state, arguably the greatest achievement of European civilisation in this century.† Marquand, 1997. p127[6] BIBLIOGRAPHY Report to the Parliament on Social Insurance and Allied Services (Cmd. 6404) London: HMSO, 1942 ISBN: 0108502767 George V. and Wilding P. (1999) British Society and Social Welfare, London, Macmillan. Marquand D. (1997) The New Reckoning, Cambridge. Polity. The National Archives: http://www.nationalarchives.gov.uk/ 1 Footnotes [1] (1879-1963). [2] (Cmd. 6404) London: HMSO, 1942 ISBN: 0108502767. [3] It should be noted that the Conservative Party also supported much of the Beveridge Report. [4] See for comment: http://www.nationalarchives.gov.uk/pathways/citizenship/brave_new_world/welfare.htm [5] George V. and Wilding P. (1999) British Society and Social Welfare, London, Macmillan. [6] Marquand D. (1997) The New Reckoning, Cambridge. Polity.

Crime and Punishment :: essays research papers

Crime and Punishment   Ã‚  Ã‚  Ã‚  Ã‚  Injustice is defined as an unjust act; or wrongdoing. Poverty, illness, and death are all considered acts of injustice. Crime and Punishment written by Fyodor Dostoevsky examines all these areas of life. Death is the greatest injustice, especially when it comes by murder. In the novel two murders occur and the man that commits these acts of injustice believes that he had every right to do it. Though he is punished for his actions the time that he has to spend in prison is not comparable to the time that he has taken away from the women. Although his social punishment does not fit his crime, the mental punishment that he puts himself through makes up for societies lack of punishment.  Ã‚  Ã‚  Ã‚  Ã‚  Raskolnikov who is a poor student commits these murders as a way to obtain money. He convinces himself that it is okay to murder the woman because she is an old lady who doesn’t seem to share her wealth. The fact that her sister had to be killed because she wa lked in at the wrong time shows just how unjust the murder was in the first place. Raskolnikov wrote an article while in school, the article argues that certain men are above the general rules of humanity, thus they have a right to commit murder. These ideas are what he used to justify his killings.   Ã‚  Ã‚  Ã‚  Ã‚  Once Raskolnikov confessed to the murders he was put on trial. At the trial many of his friends and family testified that he really was a good human being. They gave examples of his good deeds towards the community, such as saving young children from a burning fire. Even though he was poor, he gave his money to others in their time of need. The police officer that suspected him all along even lied and said that Raskolnikov confessed on his own and was never suspected. Psychologists testified that he was not physically or mentally healthy at the time of the murder. All of these actions contributed to his sentence being very minimal. He received eight years of hard labor in Siberia. During this time he was allowed to see the girl that he loved everyday. His prison sentence did not meet the severity of punishment that he felt was needed for the women’s murders.   Ã‚  Ã‚  Ã‚  Ã‚   The mental punishment that Raskolnikov put himself through was harsher than any social punishment could ever be.

Critically Evaluate Maslow’s Hierarchy of Needs as Way of Understanding Employee Motivation in Contemporary Chinese Business

Critically evaluate Maslow’s hierarchy of needs as way of understanding employee motivation in contemporary Chinese business. Because of the great developing and consume potentials in China, more and more multinationals are attracted. Companies who had rich successful experiences in west have difficulties to manage in this unfamiliar emerging market (in Alas, 2008). To define the way of understanding employee in China, needs and motivations of Chinese employees should be considered first. Maslow's hierarchy of needs as one of the most discussed theories which related to people motivations should be included.According to Maslow’s model, individuals have the same order of needs all over the world. Some criticisms pointed out that needs would change under different cultures. Furthermore, following the great changes of China, employee motivations between new China and contemporary China changed as well. Due to the reform in China, Chinese people have more chance to communic ate with western which gave a important impact on Chinese employees’ work values and motivations. This essay will evaluate Maslow’s hierarchy of needs as way of understanding employee motivation in contemporary Chinese business.From Maslow’s perspective (in Geren, 2011), human needs are the same worldwide. It indicated that the hierarchy of needs which developing based on U. S. society can be applied all over the world. Whereas the research of Hofsted (2001) reported that people under different cultures have diverse values which have a motivational influence on life choices and behaviors (in Alas, 2008). Compared with the individualism culture in U. S. , China exists as a collectivist society due to its long history of traditional culture and the dominant position of imperial power.Individuals in the individualistic society are concerned more about self-success, but for Chinese people, maintain harmony within their social environment is more significant. Accordi ng to Kirkman and Shapiro (in Alas, 2008), there are some crucial links between cultural values and job attitudes which can be the approach to study employee motivations between U. S. and China deeply. A diagram about the hierarchy of needs of the People's Republic of China by Nevis (in Gambrel and Cianci, 2003) showed that the order of needs of Chinese people and employees are: social belonging, physiological, safety and elf-actualization. Employees in China tend to emphasize social needs more over individualistic needs which means the status and identity were concerned more in a society, while employees in more individualistic society such as America stress more on individualistic needs. A famous case was at Lenovo when Chinese and American employees worked as a group, Chinese employee considered the team as the key for company’s successful. However, The Americans were trying to identify individual high performers (Gallo, 2008).The hierarchy of needs model seems not appropr iate for understanding the employee motivations in China business. However, an ambitious reform program was launched in China. Instead of a relatively closed system previously, an open, market-driven system had been set up. A series of actions including entering the WTO, opening the western region of China and building up an information network have given dynamic to support the system and take the way to develop. As a result of these great changes of China, employee motivations and work values between new China and contemporary China changed as well.According to studies by Ralston et al. (in Jaw, 2007), Work values of contemporary Chinese leaders who get a higher score on individualism differ from those older generation of the past. It indicated that new generation of Chinese manager characterized more individualistic. Furthermore, because of the experiences to western thought and management practices, Chinese employees who ever had under western cultural influence are more aggressi ve (in Jaw, 2007). It stated that work values are different between Chinese employees who have western cultural experiences and those who have not.Chinese employees who have western cultural exposure experiences focus more on individual values, especially self-esteem and self-actualization which can be applied in Maslow’s model. As the number of those employees increasing, this tendency will become more obviously. For those Chinese employees who do not have a western background, they put more emphasis on the material standard of living and work conditions which can be seen as the first level of Maslow’s model. For example, high wages have been seen as one of the most significant factors to attract employees in contemporary Chinese business.In order to motivate employees more effectively, Google’s office in China not only provide fresh fruit and high quality food, but also create relax and comfortable working environment (Marre, 2011). The ANOVA test of work valu es in 4 areas showed that Chinese respondents pay more attention to the provision of welfare than employees in the other areas (in Alas, 2008) . When employees’ age is old enough to retire, they need the welfare to support daily life without working. It reflected the importance of the security of their work.The reasons behind their needs were attributed to the different developments in the economy after experiencing a centrally planned economy in China and low material standards of living (in Jaw, 2007). Although China has been seen as the emerging market with full of power, the country had experienced a socialist regime which have considerable less wealth than traditional capitalist countries and started to develop only around 30 years. That caused most of Chinese employees still strive for the lowest need and also explain the rationality of Maslow’s hierarchy of needs in China. To sum up, as the representer of U.S. middle class values during the period of individual achievements were stressed, Maslow’s model is not applied across all cultures (in Jaw, 2007). However, as a result of the reform in China in 1978, links between China and the world connected. By the influence of western culture, Chinese manager and employee who had a background in foreign countries shown more aggressive and ambitious which closer the stage of self-esteem and self-actualization among Maslow’s theory. On the other hand, general employees focus more on income, work environment and welfare which explain Maslow’s model in a practical way.Although Maslow’s model is not apply in a collectivistic society, it becomes more proper to express Chinese employees motivations after 30 years’ development. Word count:1004 References: Alas, R. (2008) Attitudes and values in Chinese manufacturing companies: A Comparison with Japanese, South Korean and Hong Kong companies. Chinese Management Studies Vol. 2 No. 1 pp. 32-51 Marre, W. (2011) Is GOOGLE Emp loyee Heaven? Available from: [March 2012] Gambrel, P; Cianci, R. (2003) Maslow’s Hierarchy of needs: Does It Apply In A Collectivist Culture. Journal of Applied Management and Entrepreneurship; Apr 2003; 8,2; ABI/INFORM Global pg. 43 Gallo, F. (2008) Business Leadership In China: How to Blend Best Western Practices with Chinese Wisdom, Publisher: Wiley; (August 1, 2008) Geren, B. (2011) Motivation: Chinese theoretical Perspectives. Journal of Behavioural Studies in Business Vol. 3 [online]. Available from: [March 2012] Hofstede,G. (2001) Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nation(2nd ed. ), SAGE Publications: Thousand Oaks, CA Jaw, B-S; Ling, Y-H; Wang, C. Y-P; Chang, W-C. (2007) The impact of culture on Chinese employees' work values. Personnel Review Vol. 36 No. 1, 2007 (pp. 128-144)

Identofy the Main Types of State and Independant Schools Essays

Identofy the Main Types of State and Independant Schools Essays Identofy the Main Types of State and Independant Schools Essay Identofy the Main Types of State and Independant Schools Essay 1 Identify the main types of state and independent schools. * Primary * Grammar * Comprehensive * Religious * Voluntary aided * Voluntary controlled * Specialist * SEN * Academies 1. 2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance. Primary, Secondary and Grammar schools are all governed by the Local Education Authority (LEA). These schools determine their own admissions policy. Local groups such as childcare classes and adult education may develop the use of the school facilities. Foundation schools (such as religious schools) are not run by the LEA but by their own governing body. This governing body determines its own admissions policy in consultation with the LEA. The governing body or a charitable foundation will own the schools, the land and buildings. As these schools are not governed by the LEA they have to buy in any support services. The decision on becoming a trust school will be made by the governing body and consultation with parents. There are two types of voluntary schools, voluntary aided and voluntary controlled. Voluntary aided schools are mainly faith or religious schools although pupils of any religion can attend. Much like a foundation school they are run by their own governing body, although the buildings and land are normally owned by a charity or organisation. These schools are funded partly by the LEA which will provide support services. Voluntary controlled schools are very similar to voluntary aided schools, although they are funded and run by the local authority. The local authority will employ the staff and provide support services. A charity, which is often a religious organisation, will usually own the land and buildings. Specialist schools are generally secondary schools that have applied for specialist status to develop one or two subject specialisms. They will receive additional funding from the government for this. Special schools can also apply for specialist school status to be given for a special educational needs (SEN) specialism under one of the four areas of the SEN Code of Practice. (Burnham etal, 2010, page 73) Academies are set up by sponsors from businesses and are independently managed schools which jointly fund the buildings and land. They are not maintained by the LEA but have close links with it. Private Independent Schools are funded by fees paid by parents and also income from investments, gifts and charitable endowments which sets them apart from the local authority. This means that just over half of independent schools have charitable status, meaning they can claim tax exemption. The Head Teacher and governors decide on the admissions policy and they do not have to follow the National Curriculum. These schools are obliged to register with the Department for Education (DfE) so that they can be monitored on a regular basis by the Independent Schools Incorporate (ISI) 2. 1 Describe roles and responsibilities. School Governors School Governors are made up of a variety of different people who will link somehow to the school and also the local community. They are generally in a team of 10 to 12 people and they have the responsibility of running the school. In addition to the Head Teacher there should be at least one staff governor and at least one parent governor. There can also be a support staff governor. There will also be a local authority (LA) governor who will be appointed by the LA, and a local community governor who generally works or lives in the community served by the school. Governors work closely with the Senior Management Team and the Head Teacher. Governors are based on various committees which are responsible for various areas of school management for example, personal issues or the school site. They will meet in the committees and then report back to the full governing body. Their main duties are: to set aims and objectives for the school. * to adopt new policies for achieving the aims and objectives. * to set targets for achieving the aims and objectives. (Burnham etal, 2010, page 74). Senior Management Team The schools SMT (sometimes known as Senior Leadership Team) works closely with the Head Teacher. In a primary school the team will usually consist of more experienced staff who have management positions (i. e. Deputy Hea d, SENCO and Foundation Stage Leader. In a secondary school it may also include a year group leader or subject area leaders. During their meetings which are held on a regular basis they discuss any arising issues and make decisions concerning implementation of the school improvement plan and the running of the school. It is also their duty to discuss how best to share this information with teachers and support staff. SENCO Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with pecial educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targ ets and planned strategies that are implemented for pupils with special educational needs. Teachers Every teacher has the responsibility for the preparation and planning of the curriculum for their class. This will usually be for all subjects under the National Curriculum in a primary school. They will also usually have another area of responsibility in the school such as being a member of the senior Management Team. In every school each subject will need to be represented so there is a person responsible for it. In smaller schools that have fewer teachers, staff may be responsible for two or three subjects each. They will need to know of any developments to the curriculum in their area and in staff meetings feed back this information. The local authority will arrange subject leader forums which they will be expected to attend. They will also need to be available to offer support and advice to other teachers in their subject and also teach pupils in accordance to their educational needs, together with communicating and consulting with parents. Teaching Assistant A teaching assistant will be strongly guided by the teacher. They will be expected to plan and prepare work alongside the teacher, assess pupils work, support learning activities as directed by the teacher, report any queries or problems to the teacher, and to give feedback to the teacher after planned activities. Other Support Staff There are a number of other support staff roles that ensure the effective running of a school such as midday supervisors who ensure the smooth running of eating areas and playgrounds, care takers who ensure the school and its grounds are clean and safe, office staff who deal with the administrative ide of things within a school, late arrivals etc. 2. 2Describe the roles of external professionals who may work with a school. Schools have a wide range of external professionals who work on a regular basis such as: Educational Psychologist These are allocated through the local Special Educational Needs department and will provide assessments and observations to pupils who have additional needs. Speech and Language Ther apist Most Speech and Language Therapists (SLT) are based an at alternative location outside the school but will come into school to work with children, teachers and parents. They will work with pupils on speech, language and communication problems. Specialist Teacher Specialist teachers may attend schools for a variety of different needs such as behaviour support, social and communication needs for example autism, and English as an additional language needs. They will offer advise and support to pupils. Education Welfare Officer The Education Welfare Officer (EWO) is usually based within the local authority. They visit schools and work with the Head Teacher monitoring pupil attendance and providing support around absenteeism if there are any issues. They are also involved in working with parents to help and support excluded pupils on their return to school. School Improvement Partner School Improvement Partners (SIP) work alongside the local education authority and support Head Teachers at looking at ways of developing the school through both the school self-evaluation (a document that looks at and evaluates the school’s progress) and pupil attainment and progress. Academic factors are focused on as well as looking at extended school provision (out of school activities such as after school, breakfast clubs) and parent liaison. Physiotherapists/Occupational therapist Although these healthcare professionals do not work in schools they may be asked to attend for meetings and discussions relating to pupils who they see outside school. Teachers may also visit schools other than the ones they work in for meetings such as ‘cluster groups’. These are useful meetings and are to encourage teachers who have similar roles to meet and discuss their ideas and practices. 3. 1Define the meanings of Aims and Values. Aims Most schools will have their particular aims/visions within their prospectus and in other school literature. It will state what the school sets out to achieve and is usually set by the Head Teacher, with input from staff, parents and the community. Values The values of a school can be described as it’s moral code or ethos in which pupils as well as staff are expected to adhere to. Although each schools values may differ slightly they will generally include things such as respects for self and others, respects for property etc. Bibliography Louise Burnham, Brenda Baker, 2010, Supporting Teaching and Learning in Schools, Level 2 Certificate, Harlow, Essex, Heinemann. www. direct. gov14. 10. 12

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