Appraising The Performance Of An Organizations Employees Essay

Appraising The Performance Of An Organizations Employees - Essay Example Indeed, making a business successful in a particular setting demands crucial and detailed studies and examination of the factors that will generate the best results that will serve the aims and objectives of the company. In this light, owners of big business organizations operating in a competitive business environment should be in constant look out with its competitors and the overall status and events in the industry. Taking advantage of the opportunities and intensifying the strengths while minimizing the risks and weaknesses of a business firm greatly helps in predicting the success in business enterprise. Graphic rating scale can be used in appraising the performance of an organization's employees. Ranking employees from best to worst on a particular trait, choosing highest, then lowest, until all are ranked. Another method is the Alternation ranking method - An appraisal method that aims at combining the benefits of narrative and quantified ratings by anchoring a quantified scale with specific narrative examples of good and poor performance. (bars) . Paired comparison method - Keeping a record of uncommonly good or undesirable examples of an employees work-related behavior and reviewing it with the employee at predetermined times. (critical incident). While in forced distribution method, uses a scale that lists a number of traits and a range of performance for each. The employee is then rated by identifying the score that best describes his or her performance for each trait. Similar to grading on a curve; predetermined percentages of rates are placed in various performance categories. (forced distribution) Management by objectives (MBO) - Involves setting specific measurable objectives with each employee and then periodically reviewing the progress made. Management By Objectives (MBO), is a traditional management approach to directing the efforts of managers and the organizational units for which they are responsible. It is intended to motivate stronger performance on the part of managers and employees through goal setting, participative decision-making, and objective feedback (Rodgers and Hunter, 1992). In its broadest construction, it is seen as a planning and control system which is designed to encourage self-control over an individual's work while assuring that managers' efforts are aligned with the organization's overall goals and priorities. According to Swiss (1991), the heart of a full-fledged MBO process is the negotiation between a higher level manager and a subordinate manager of a performance contract that has the components such as major objectives to be accomplished by the subordinate manager within specified completion dates, resource commitments to support these objectives, action plans and milestones for accomplishin g these objectives, periodic meetings of the manager and subordinate to review progress and make midcourse corrections if necessary, and an assessment at the end of the MBO cycle of the subordinate's performance, which should feed into both personnel appraisal processes and MBO planning for the next cycle. Swiss (1991) characterizes MBO as being particularly useful for providing direction and control over project oriented agencies where workloads shift and priorities tend to change frequently, as opposed to another major management approach, performance monitoring, which may be more appropriate for managing the continuing operations of organizations whose outputs are relatively stable. LearnInMotion.com: The Performance Appraisal Jennifer and Mel disagree over the importance of having performance appraisals. Mel says it's quite clear whether

If you were planning a new undergraduate nursing program, what is one Coursework

If you were planning a new undergraduate nursing program, what is one nursing theory( grand or middle -range) that you would incorporate into the curriculum Explain your reasoning - Coursework Example Therefore, in order to guarantee the establishment of an adequate foundation, the nursing curriculum should be designed to include Watson’s theory of human caring. Nursing revolves around the care, and the theory of human caring holds that human interpersonal relations are the primary aspects of caring (Watson, 2008). The primary ideas of Watson’s theory of human caring are grounded on the assumption that the principle and basis of nursing exist in caring science as the root of the profession of nursing (Watson, 2008). The human caring connection is transpersonal because it portrays a unique association with the other person. In such a transpersonal relationship, the students can be taught on how to understand the patient by showing compassion and care (Watson, 2008). Watson’s theory of human caring can offer a guide to nursing learners on how to enter into the patients’ world and form a union with them. Additionally, Watson’s theory of human caring gives ten carative aspects that nurses can observe as interventions that express the association between caring and love (Watson, 2008). Therefore, the theory of human c aring and the ten carative aspects can adequately guide nursing learners in their interpersonal relationships with patients and

Crisis Intervention: Solution Orientated Brief Therapy

Crisis Intervention: Solution Orientated Brief Therapy The theory of solution-oriented brief therapy is particularly suited to crisis intervention. Kanel (2007) explores this perspective when she describes the brief therapy approach in the crisis setting stating, Brief therapy seems to be as effective as long-term therapy (p. 23). Since crisis situations are time sensitive, solution-oriented crisis intervention becomes practical because it focuses on quick assessment and creative change. Greenstone (2002) emphasizes that, Crisis Intervention/Management is an attempt to deal quickly with an immediate problem (p.1). Given the nature and needs of crisis situations the intervener may approach the encounter in a structured manner that assesses need, recognizes inherent dangers, suggests creative change, and facilitates a positive course of action. Positive reinforcement of the intervention can also be achieved through referral and/or follow-up. The Nature of Crisis Intervention A crisis intervener seeks to posture himself in a helping relationship with the counselee in order to arrest maladaptive behavior. The idea of maladaptive behavior is suggested by Greenstone (2002) and he reinforces the point that this results when the victim can no longer deal with mounting stress and as a result, their coping mechanisms begin to fail. In crisis situations, the immediacy and timeliness of the intervention is all-important. Greenstone (2002) suggests, The interveners skill and the timeliness of intervention can determine the possibility of the victims later functioning and growth (p. 1). The object of a crisis intervener is then to facilitate the counselee through the difficulties of a crisis and to assist them in choosing a direction that will allow them to once again function in life more proficiently. This can be accomplished by helping them to cope with crises and developing resiliency. Brammer (2003) accurately defines this helping relationship stating, Helping another human being is basically a process of enabling that person to grow in the directions that person chooses, to solve problems, and to face crises (p. 4). Issues of Immediacy Crisis Intervention can be approached singly or as a team. In either case, the responsibilities and procedures are the same. The Bible teaches that we are called to bear one anothers burdens and so fulfill the law of Christ (Ga. 6:2, KJV). A crisis counselor is always looking for a way to help. One thing that is consistent in approaching a crisis is that the immediacy of the intervention affects the outcome. Greenstone (2002) notes this stating, In approaching a crisis, the immediacy of the intervention is vital; The [intervention] team must attempt to relieve anxiety, prevent further disorientation, and ensure that the victims do not harm themselves or others (p. 37). Seeing the need to address the issues of immediacy in Crisis Intervention, the National Child Traumatic Stress Network, and the National Center for Post-Traumatic Stress Syndrome have developed a modular approach to help children, adolescents, adults and families. Brymer Company (2006) suggest that this is to reduce the initial stress caused by traumatic events and to foster short and long-term adaptive functioning and coping (p.5). This approach, called Psychological First Aid addresses the issue of immediacy. Brymer Company (2006) continue by stating, You need to have accurate information about what is going to happen, what services are available and where they can be found. This information needs to be gathered as soon as possible [emphasis mine] given that providing such information is often critical to reducing stress and prompting adaptive coping (p.13) The Need of Crisis Intervention There are many scenarios that a crisis counselor might come into contact with. Each one has its own unique attributes. However there are certain factors that remain the same with regard to the evidence of need. In counseling victims of violence, there may be evidences of PTSD (Post Traumatic Stress Disorder). For instance, if a woman has been abused and has repeatedly been stalked, PTSD may be an issue that the counselor should watch for and be alerted to. Sandra Brown (2007) points out that crisis intervention in particular, require that the intervener informs the counselee what to do in the face of imminent danger, stating, The concept of stalking trauma syndrome has been developed to describe types of PTSD symptomatology (Collins and Wilkas, 2001). A counselor needs to be alert [and aware] to any kind of traumatic emotional evidence that can guide the intervention and short-term goals (p.54). Method Solution-Oriented Brief Therapy A distinct advantage of the Solution-Oriented approach is that it addresses the issue of immediacy, or the need to provide intervention within a specific effective time-frame, and allows the counselor to immediately focus on the solution and not become reflective on what precipitated the crisis. The difference between being problem focused and solution focused is that one focuses on the root cause in order to alleviate the problem (Cognitive Counseling) while the other focuses squarely on quickly assessing the situation and assisting in creative change and a positive course of action. Kollar (1997) states, the approach often used today is based on some form of Albert Elliss rational-emotive therapy (RET) or one of the other cognitive-behavioral approaches (p. 43). With regard to becoming Solution-Focused, Kollar (1997) states, As we have seen, a question such as what is the root problem? assumes that the answer lies in present patterns that need to be analyzed, understood, and depart ed from. The question that underlies a solution-focused approach is, How do we create solutions with the counselee (p. 44). In this regard, the crisis intervener follows certain core actions that will facilitate successful intervention. These core actions can and should be influenced by underlying assumptions that include conformity to the image of Christ as part of the Christian counseling paradigm (Rom 8:29). Time Limitations Another advantage of solution focused brief therapy is that it is best suited to time-limited counseling which is inherent in crisis intervention. Benner (2003) observes four common principles that are generally followed in time-sensitive counseling. He states, All brief, time-limited approaches to counseling share four common principles the counselor must be active and directive, the counseling relationship must be a partnership, the counseling must concentrate on one central and specific problem and time limitation must be maintained (pgs. 48,49). A third consideration is the natural paradigm shift that occurs when the attention is placed on the solution rather than the problem. Hawkins (2010) states, People are looking for answers (solutions) in the counseling process. Brief therapy recognizes that the problems people encounter are not just in the person but around the person; Brief therapy is a paradigm shift that focuses the client on the solution, rather than on the problem (p. 2). This fact is of extreme importance to the crisis counselor. His job is not to de-brief the victim, ask questions about what happened, etc., but instead he needs to shift the focus from the problem/crisis and onto the solution in order to calm the victim and help them to regain control of their coping abilities. In addition to these considerations, Hawkins (2010) states that brief therapy is a method that allows you to start immediately into the counseling process [and] accelerate the change process (pg. 1). For these reasons, solution focused brief therapy is particularly suited to crisis intervention. Seeing that this research concerns itself with a brief model approach to crisis intervention, the researcher has attempted to further explore the merits of solution-focused therapy. The solution-focused approach to brief therapy has been practiced for some time as is clear in Steve de Shazers (2007) work More Than Miracles: the state of the art of solution-focused brief therapy, which states, Solution focused brief therapy (SFBT) is a future-focused, goal-directed approach to brief therapy developed initially by Insoo Kim Berg, Steve de Shazer and their colleagues and clients at the Milwaukee Brief Family Therapy Center in the early 1980s. Developed inductively rather than deductively, SFBT is a highly disciplined, pragmatic approach rather than a theoretical one (p.1). Results Structured Intervention There are a number of examples which may serve as a guide to a structured approach to crisis intervention. These interventions have achieved significant results when implemented. Whichever one is adapted, the counselor/intervener should include the four common principles as stated above. One good example is the list of core actions within the Psychological First Aid approach which itself is a compilation of informed approaches designed from empirical research. These core actions include contact and engagement with the counselee, ensuring the safety and comfort of the victim, stabilization (if they are physically or emotionally traumatized), information gathering (with regard to their needs or current concerns), and any kind of practical assistance that can be given. This can be followed by information on coping, connecting the counselee with support groups and linkage with collaborative services (adapted from Brymer Company, p. 19). These first set of core actions represent one way of developing a structure of solution focused intervention. A second example of structured intervention and the counselors task (from a general point of view) includes many of the same components. This process involves Entry: preparing the counselee and opening the relationship, Clarification: [re]stating the problem or concern and reasons for seeking help, and Formulating: encouraging a hope-filled solution to the problem (adapted from Brammer, pg. 55). The next task would include facilitating positive action. This would include exploration: formulating goals, planning strategies, consolidation: exploring alternatives, working through feelings, planning: developing an action plan to resolve conflicts, reduce painful feelings, and consolidating and generalizing new behaviors to continue self-directed activities (Brammer, 2003, Ibid.). Assessing Need When the crisis worker enters the world of the counselee, whether that is the scene of an accident or the docile environment of a living room, it is important to gather as much information as possible while rapport is being developed between the counselor and counselee. At this point, the intervener will begin to inspect the circumstances that have presented the crisis in order to quickly identify the causation. The ABC model of intervention has proved valuable in directing the thoughts of the intervener to assessing need. In this boiling down process, the worker quickly identifies the precipitating event, seeks to understand the cognitions of the counselee, gages their emotional state, including functional abilities and then moves on to the therapeutic interaction (adapted from the ABC Model of Intervention, Kanel (2007), p.78). The first assessments in intervention prove to be the most critical. Jeffry Guterman (2006) makes the observation that in most circumstances, people have existing strengths and skills that can be identified and utilized in the crisis counseling engagements. He states, Solution-focused counseling, like other counseling models, is not value free [it has assumptions]. It operates in keeping with a view of what problems are and what problems are not. Solution-focused counseling holds that people have existing strengths, resources and problem-solving skillsin effect, the natural resources that are needed to solve the problems that bring them to counseling (p. 3). Recognizing Inherent Danger In a more recent publication, Albert R. Roberts (2005) has noted that no two people are the same with regard to the inherent danger they face when trying to cope with crisis. Roberts (2005) states, When two people experience the same traumatic event, one may cope in a positive way while the other person may experience a crisis state because of inadequate coping skills and a lack of crisis counseling. Two key factors in determining whether or not a person who experiences multiple stressors escalates into a crisis state are the individuals perception of the situation or event and the individuals ability to utilize traditional coping skills (p. 5). This is illustrative of the fact that the way a person perceives a crisis is very important in the assessment process and can help to guide the counselor in his effort to provide aid. This observation also holds true with the thinking that two of the most important parts of structured intervention are assessing need, and recognizing inherent danger. Richard K. James (2008) observes, People can react in any one of three ways to crisis. Under ideal circumstances, many individuals can cope effectively with crisis by themselves and develop strength from the experience. They change and grow in a positive manner and come out of the crisis both stronger and more compassionate. Others appear to survive the crisis but effectively block the hurtful affect from awareness, only to have it haunt them in innumerable ways throughout the rest of their lives. Yet, others break down psychologically at the onset of the crisis and clearly demonstrate that they are incapable of going any further with their lives unless given immediate and intensive assistance (p. 4). For this reason, and others, it is important that the intervener enters the crisis scenario with the intention of first assessing the need. By doing so, he/she can understand something of the severity of crisis and assess the subjects ability, but more importantly, recognize and underst and the inherent danger in the crisis situation. Suggesting Creative Change In many instances, such as doing crisis counseling in marriage, an intervener may effectively use solution-oriented brief therapy to suggest creative change that will facilitate healing and bring help to struggling relationships. With regard to rapid intervention, Michele Weiner-Davis (1992), in her book Divorce busting: a revolutionary and rapid program for staying together, the author explains the following: By identifying each persons role in the way the problem is being handled today, brief therapists obtain the raw data necessary to generate prescriptions for change. By so doing, lengthy reviews of personal histories are bypassed. More importantly though, SBT therapists focus on the future, helping couples envision what their lives will be like without the problems. Unlike psychodynamic or psychoanalytic approaches which emphasize how problems develop, SBT asks: What do you want to become? and What are the necessary steps to get there? Therapy becomes less explanation-oriented and more solution-oriented, a process which takes considerably less time (p. 16). This scenario illustrates how that brief therapy can be effective in a crisis situation. It also underscores the concept of rapid intervention in a crisis situation. Assessing need and envisioning (with the counselee) a prescription for change can drastically affect the outcome of the crisis. This emphasizes that creative change, suggested in a timely fashion, during which solution-oriented crisis intervention is employed, can be effective in achieving significant results. Active Participation It is important that the counselee joins the counselor in active participation in achieving the solution oriented goals. Kollar (1997) states, a solution focused counselor, by contrast, will guide but not control the counseling interview by his skillful use of questions (p.50). It is important that the counselee takes an active role in exploring creative change. It is also important that the responsibility for change is shifted to the counselee. Walter Peller (1992) state, The solution-focused model places responsibility on the other side of the relationshipà ¢Ã¢â€š ¬Ã‚ ¦clients are the experts on what they want to change, as well as in determining what they want to work on (p. 28). Discussion Facilitating a Positive Course of Action Positively reinforcing the intervention through Referrals and/or Follow-up may be required in the case of acute emotional trauma after a crisis situation. In some instances, a lengthier (therapeutic) course of action will be necessary. It would be advisable for the crisis intervener to network with other resources and provide information for follow-up treatment to the victim. In many cases, the solution-based brief therapy model of crisis intervention can be followed up by practitioners who utilize this modality in a more controlled setting and for a more extended encounter. Some questions may remain with regard to follow-up treatment and the referral process. More and more, professional counselors are taking advantage of the brief therapy model instead of more cognitive treatment but not necessarily because it seems to be the most practical form of intervention as much as that this modality figures into their forced restraints placed upon them by insurance companies. With regard to these restraints, Albert Roberts (1995) states, In regard to the practice setting, a growing number of therapists and counselors are being forced to use similar theoretical orientations and techniques. The primary reason for this trend toward conformity is increasing limitations placed by health insurance providers on the number of reimbursable sessions per client (p. 6). While this is hardly a justifiable reason to choose brief therapy, it does serve to illustrate the practicality of the method. Roberts (1995) goes on to say, therefore, professional counselors are being forc e not only to be consistent in their treatment modalities but to do their best to resolve their clients problems in the shortest amount of time possible (p. 6). This seems hardly a sound reason to choose SFBT yet it seems to be more common today. The question remains, does SFBT provide a valid alternative with regard to crisis intervention? This research attempts to prove that a Solution-Focused approach to Crisis Intervention is a valid and productive way to initiate and conduct Crisis Intervention. Quite often, follow-up is not necessary in crisis intervention but on occasion, the counselor may be required to develop a plan for referral for those who are experiencing long term effects from crisis situations. In this case, resiliency is a factor as well as the general coping skills developed by the counselee. Hamaoka Company (2007), at the Uniformed Services University of the Health Sciences, observes: Many acute negative behavioral and emotional responses remit over time and do not require formal treatment. This tendency toward recovery is often credited to resiliency, a dynamic process of health recovery and coping in the face of adversity. Optimism, intelligence, humor, creativity, and active coping are related to resilience and positive outcomes after crises. Through active coping, individuals accept the impact of traumatic events and implement attainable, concrete measures to improve things. Although many people experience distress after a crisis, some experience more persistent psychological sequel, such as anxiety, insomnia, increased smoking, increased alcohol consumption, and bereavement. This group may benefit from supportive psychological interventions, including psychological first aid and brief pharmacological interventions for sleep or anxiety. A still smaller group will develop psychiatric illness, including anxiety disorders (acute stress disorder, ASD; and posttraumatic stress disorder, PTSD), major depressive disorder, and substance use disorders. Such individuals require more formal (and perhaps more prolonged) interventions, including psychiatric treatment (p. 2). Conclusion The afore-mentioned quote from Hamaoka Company (2007) is a sobering reminder that positive, hope-filled, solution-oriented crisis intervention can mean the difference between renewed coping and prolonged damage. As a crisis intervener, it is imperative to choose the most effective modality or paradigm in which to conduct care. This research points out the value of solution-focused brief therapy as a model in the approach to crisis intervention. It may be adequately utilized in a number of scenarios and as research has concluded, can serve to be as effective as more long-term therapy. Because of the nature and the needs of crisis situations the intervener can practically use the principles of solution-focused brief therapy as a crises intervention. By using this modality, the intervener can approach the initial encounter in a structured way, assess the needs and recognize the inherent dangers both to himself and in particular to the counselee. The intervener may then suggest creative change to facilitate a positive course of action as a part of the intervention. After the initial encounter, positive reinforcement of the interaction as well as the further development of coping skills may be achieved through referral or active follow-up. Resources Benner, David G. (2002). Strategic pastoral counseling: a short-term structured model. Grand Rapids, MI: Baker Academic Publishing. Brammer, Lawrence M. MacDonald, Ginger (2003). The helping relationship: process and skills. Boston, MA: AB Publications. Brown, Sandra L. (2007). Counseling victims of violence: a handbook for helping professionals. Alameda, CA: Hunter House Publishers. Brymer, M., Jacobs, A., Layne, C., Pynoos, R., Ruzek, J., Steinbreg, A., Bernberg, E., Watson, P. (2006). Psychological Fist Aid: Field Operations Guide. Washington, D.C.: National Child Traumatic Stress Network and National Center of PTSD. DeShazer, Steve Dolan, Yvonne. (2007). More than miracles: the state of the art of solution-focused brief therapy. Binghamton, NY: Hawthorn Press. Greenstone, James L. Leviton, Sharon C. Elements of crisis intervention: crises and how to respond to them. Pacific Grove, CA: Brooks/Cole Publishing. Guterman, Jeffry T. (2006). Mastering the art of solution-focused counseling. Alexandria, VA: American Counseling Association. Hamaoka, I. D., Benedek, D., Grieger, T., Ursano, R. J. (2007). Crisis Intervention: Uniformed Services University of the Health Science. Bethesda, MD: Elsvier Inc. Hawkins, Ron E. (2010). Brief Therapy: Liberty Baptist Theological Seminary. Lynchburg, VA (Accessed, 12/2/2010). James, Richard K. (2008). Crisis intervention strategies. Belmont, CA: Brooks/Cole Publishing. Kanel, Kristi. (2007). A guide to crisis intervention. Belmont, CA: Brooks/Cole Publishing. Kollar, Charles A. (1997). Solution focused pastoral counseling. Grand Rapids, MI: Zondervan Publishing. Roberts, Albert R. (2005) Crisis intervention handbook: Assessment, treatment and research. New York, NY: Oxford University Press. Roberts, Albert R. (1995) Crisis intervention and time-limited cognitive treatment. Thousand Oaks, CA: Sage Publications. Walter, John L. Peller, Jane E. (1992). Becoming solution-focused in brief therapy. Levittown, PA: Brunner/Mazel Publishers. Weiner-Davis, Michele. (1992). Divorce busting: a revolutionary and rapid program for staying together. New York, NY: Simon and Schuster.

Revision Rich Essay -- essays research papers fc

Revision In Adrienne Rich's essay "When We Dead Awaken: Writing as Re-vision", the author writes about her personal experience as a woman writer in a male dominated society. Her essay consists of poems, which she had written throughout different times in her life, to demonstrate the transformation in her writing. As a woman writer in a male dominated society, Rich begins writing in the traditional style, "the man's way," but as she continues writing, Rich breaks from these traditional styles to form her own. Like Freire, Rich believes people should break from society and be able to think and question things for themselves. While Freire wants to change the educational system, Rich wants to change writing. Both Freire and Rich want to break from the traditional ways of the past. Rich believes that women need to break from the enduring attitudes of traditions which society has placed upon them. Rich is upset with the limitations placed on women in society, particularly i n marriage. It is for this reason that the themes of many of Rich's poems are advice for women to live life for themselves, listening only to what their hearts tell them. The three poems "Aunt Jennifer's Tigers," "Snapshots of a Daughter-in-Law" and "Planetarium" are analyzed to demonstrate the changes in Rich's way of writing. Rich wrote "Aunt Jennifer's Tigers" in 1951, while she was a student. At this time in her life she conforms to tradition in her writing, and tries not to identify herself as a female poet. Rich does not identify herself as a female poet by detaching herself from her character and allowing her character to accept the life that man has placed upon woman. Rich's writing is constrained by man because she allows her character to be oppressed by man and does not make her a conscious being of oppression. In "Aunt Jennifer's Tigers", Rich writes about a woman who does not break from the accepted roles of society. Aunt Jennifer does not have the freedom to live for herself because of society's expectations on women. The only way for Jennifer to free herself is by making up a fantasy world. The author writes about the universal issues involved in the relationship between men and women, in where woman is a slave to man. Rich writes "the massive w... ...s the writer of the essay. Rich criticizes and critiques her own poems to demonstrate the differences in her writing. She transformed language by breaking the traditional views and by writing about man's power over women. At first it prevented her from writing the way she wanted just because she was a woman. Society did not expect a women to have a job as a writer instead writing was considered as a hobby for women. Rich had been taught that society considered poetry to be "universal" meaning non-female. Because Rich had been taught that poetry was "universal" it was very hard for her to write the things that she wanted too. Rich lost herself to society, becoming a mother and a wife and not being able to write as much as she liked. After a couple of years she divorced her husband and found herself again. As a result, Rich is her own teacher. She taught herself to have the courage to rebel against society and become a conscious being. Works Cited Rich, Adrienne. "When We Dead Awaken: Writing as Re-Vision". Ways of Reading. Ed. John Sullivan. Boston: Bedford, 1999. 601-615.

Examination Is Good or Bad for Students Essay

The news that mid-term exams have been cancelled in some primary schools recently has sparked quite a few controversies. Some people regard it as a big step in educational reform, while others question whether it is on the right track. Parents, teachers and students, the three parts involved, have all reacted a little bit pessimistically toward the new policy. Parents, always busy working to support their families, feel that they are losing an important quantified judgment for their children’s behaviour or performance at school and are more worried than relaxed about their children’s increased spare time. Most of them, I believe, prefer bookworms to idlers or addicts. Some parents have decided to pay more for after-school classes. Teachers, whose feet have been bound for a long time in teaching children, are beginning to lose their last control over the already spoilt students. How to check the teaching and learning effect? How to communicate with parents? How to keep students working hard to get good marks in the later, more important exams? Furthermore, maintaining their full work load, they are required to squeeze more of their meagre spare time to prepare additional lessons for â€Å"quality education†. On the other hand, the suddenly liberated students have to find ways to fill their time. They delay homework and sometimes become addicted to computer games or just wander the streets. Adopting a bad habit is much easier than forming a good one. Objectively, the exam itself is not bad. It is a most effective measure of a student’s knowledge, performance and ability. But people have made it into a disaster. Since when was our education caught in such a vicious circle? Textbooks have remained unchanged for many years and have become purely ornamental, while exam questions are changed from year to year. The only way to do this is to use more and more tricky questions. In fact, what we test our students on is much more difficult than what textbooks teach. To satisfy real needs, both teachers and students choose to be drowned in a sea of exercises and exams. On the other hand, years of cramming miscellaneous rules, formulae and information may have strengthened our students’ ability to imitate, memorize and take exams, but at the cost of their initiative and creativity, two of the most important qualities that a student should possess. That may well answer the question why there is no Nobel-prize winner in China. I interpret the purposes of abandoning these exams as follows: First, it is to answer the call of reducing students’ heavy burdens in their studies and return to them their happy childhood. For years, we have been appealing for students to be freed from mountains of homework and extra classes, to no avail. Students have to do that! Only through immersion in all kinds of exercises and classes can most of them get comparatively satisfying results in various exams. Therefore, the cancellation of exams is intended to remove a root cause of students’ toil and give them more play time. Second, it is to help relieve students of great pressure and protect their self-esteem. In fact, what frightens students are not exams, but the tremendous strain and high expectations behind them. Exams divide students into â€Å"good† and â€Å"bad†, leading some of them to a paradise of beautiful flowers and sweet compliments and others to a hell of bitter criticisms and severe punishments. Exams often bring parents ecstasy or plunge them into the abyss of misery. Exams determine students’ futures and are a crystallization of a single person’s success or failure and a whole family’s hope or disillusionment. Since their first school day, students have been preparing for a diversified exam. For that reason, the cancellation of exams seems to save most families from suffering. But I doubt whether the benefits could be realized – mid-term exams in primary schools are only one minor link in a whole chain of exams. Will all these exams, eg. inal-term exams, Secondary School Entrance Exams, College Entrance Exams, and broad after-school exams for certificates in social achievement be called off too? If not, students dare not shrug away their shackles and their fragile self-esteem will not last for long and their happiness is doomed to be temporary. On the other hand, if a student’s self-esteem totally depends on the cancellation of exams, it would be too weak to protect. Our society is neither an ivory tower nor a haven of peace. It is full of competition and struggles. Setbacks are inevitable and we need them to temper ourselves. Don’t be misunderstanding. I am not an exam advocator. The exam-oriented education stifles teachers as it does students. What I mean is that we cannot solve a problem by taking only a stopgap measure. The root cause lies not in exams, but in the whole educational system. The first thing we should do is to change our inherent educational ideas of talent cultivation and create an active, healthy environment of teaching and learning. It will be a long way. What we need is not the cancellation of a single exam, but an earthquake in our education.

Application of Background Methodology Essay

In addition, childhood obesity can adversely affect social and economic development and lead to adult obesity causing more adverse health conditions. The costs of treating obesity in the United States are steadily increasing. Estimates show the direct and indirect costs associated with treating obesity was near $139 billion in 2003 (Li, & Hooker, 2010). The focus of this paper is to examine a peer-reviewed research article conducted by Ji Li, PhD. and Neal Hooker PhD published in the Journal of School Health, to show how the application of background and methodology of the research process can be applied to problems in health care. By examining the purpose of the study, the hypothesis, the variables employed, and the framework used to guide the study, a better understanding of the research process will be gained. Study Purpose Schools have been the subject of many research studies regarding childhood obesity. Surveys have examined issues such as race, ethnicity, and gender-specific differences relating to issues such as how television viewing affects weight gain and how physical activity effects academic achievement. The National School Lunch Program (NSLP) School Breakfast Program (SBP) and have been the subject of many studies (Li, & Hooker, 2010). The studies examined food choices; comparing the nutritional content of program meals to other competitive food choices available in the cafeteria. A different study observed the effect of NSLP eligibility and food insecurities on child welfare. The results of the study indicated no evidence of benefit associated with participation in the NSLP and child well-being (Li, & Hooker, 2010). Past research, associating childhood obesity and school-related programs and activities have been limited. The research did not differentiate between either public or private school types or were only composed of public school findings. Moreover, past research studies have employed only limited perspectives on the issue. The purpose of this article’s study is to delve further into the effects family, school, and community play on childhood obesity in hopes of understanding better the correlation (Li, & Hooker, 2010). By doing so administrators of health care will be better equipped to advise parents, educators, and policies makers of the importance of wellness and nutrition among school-aged children. Research Questions Many questions are posed in this study. The main question asked is, what is the correlation, if any, between school type, physical activity, participation in the NSLP, and other independent variables on body mass index (BMI) of children living in the United States? In addition, does the type of school, public or private, make a difference in the BMI of children? Last, does the physical activity level of the parents have an effect on a child’s BMI (Li, & Hooker, 2010)? Hypotheses This hypothesis of the study is not clearly stated within the article although the reading suggests there are several. The study suggests that children living in lower socioeconomic households and qualifying for the NSLP have greater chance of becoming obese. Children who attend public schools are more at risk of becoming overweight than those who attend private schools. In addition, children whose parents are physically active have less chance of becoming overweight. Last, parental education levels, smoking habits, and employment status can affect a child’s weight (Li, & Hooker, 2010). Study Variables To analyze how various factors effect childhood obesity, information was gathered about the children’s schools, families, communities, and daily activities from the National Survey of Children’s Health (NSCH). These sociodemographic independent variables include such information as the child’s age, gender, race, primary spoken language, physical activity level, television use, time spend playing computer games, extracurricular ctivities, and participation in the free or reduced lunch program (Li, & Hooker, 2010). Information about parental activities such as smoking practices, employment status, and education, economic, and activity levels were also included. The dependent variable body BMI was used as the measure of obesity. BMI can be defined as weight in kilograms divided by height in meters squared. This method of mea surement is widely used by health providers to determine physical development (Li, & Hooker, 2010). Conceptual Model or Theoretical Framework The conceptual model used to understand the results of the study and to determine its empirical and scientific effectiveness, studies the relationships between childhood obesity and factors that contribute to the problem. By considering the multidimensional perspectives surrounding the lives of children in the United States, the effects on BMI as a measure of obesity can prove probable correlations. This study first applied a nonlinear regression model to survey data to examine important relationships. Next, the study constructed three model specifications to investigate the effects of the NSLP (Li, & Hooker, 2010). Last, discoveries were analyzed regarding the factors influencing the child’s probability for becoming overweight (Li, & Hooker, 2010). The conceptual model of the study provides correlations between socioeconomic status (SES) and other factors and childhood obesity by providing supporting facts. Review of Related Literature A review of the literature cited supports the need for this study. Research by Ogden, Carroll, and Flegal (2008) proves the BMI of children and adolescents in the United States are increasing steadily. A related study by Bouchard (1997) shows the relationship between childhood and adult obesity. In addition, the reference to Dietz (2004) shows that obesity can cause serious illness in children such as type 2 diabetes and heart disease. The high cost associated with treating obesity in the United States proves the need for further study into the problems associated to childhood obesity (Finkelstein, Ruhm, & Kosa, 2005). Study Design The study design employed was quantitative, consisting of data gathered by the Centers for Disease Control and Prevention’s (CDC) 2003 and 2004 NSCH. The State and Local Area Integrated Telephone Survey Program was used to survey and investigate the physical and psychological health status of children age birth to 17 (Li, & Hooker, 2010). The households were randomly selected with the screening question of the presence of children under age 18 in the household was used. Observations of 62,880 children from different households living in the United States were studied through the value of BMI (Li, & Hooker, 2010). Conclusion The article from the Journal of School Health contains research collected from the NSCH conducted by the CDC to investigate the associations between children attending public and private schools, student eligibility for the free or reduced-cost meal programs, and family SES on children’s BMI (Li, & Hooker, 2010). Issues such as parent education and activity level in addition to child television and video game use are noted as possible associative factors that may lead to childhood obesity. The research further illustrates the implications for school health policy and its need for wellness curricula to promote healthy eating and physical exercise (Li, & Hooker, 2010). By examining the background and methodology used in the creation of this study, one can see how the data was used to help formulate and prove the hypotheses giving a greater understanding of the research process.

Free Essays on Crucible

John Proctor And Willy Loman: The Tragedies Of Two Common Men Are John Proctor and Willy Loman common men? Are they tragic heroes? Using information from Arthur Miller’s essay, â€Å"Tragedy and the Common Man†, both men can be defined as common, and both men can be defined as tragic heroes. Miller’s essay also characterizes the plays â€Å"The Crucible† and â€Å"Death of a Salesman† as tragedies in modern literature. According to Miller, the quality that shapes the image of the common man is one that â€Å"derives from the underlying fear of being displaced, the disaster inherent in being torn away from our chosen image of what and who we are in this world† (Miller, Tragedy of the Common Man). Both John Proctor and Willy Loman share this fear, and both regard their reputations in society very highly. Proctor’s fear of being displaced is evident in the last act when he refuses to sign the confession stating that he practiced witchcraft. Procter declares, â€Å"I have given you my soul; leave me my name!†(Miller, The Crucible, Act IV). This quote implies that Procter values maintaining his chosen image as a good and holy man over his soul, which in his religious society is also regarded very highly. Willy Loman lives in a fantasy world where he believes that he is extremely successful and loved by all. At one point Willy states â€Å"I’m the New England man. I am vital in New England.†(Miller, Death of a Salesman, Act 1). Later in the play Willy refuses a job offered to him by Charley, because he fears that accepting the job will tear him away from his chosen image if being the best, thus categorizing him as a common man by Millers standards. Because John Proctor and Willy Loman regard their reputations and dignity so highly and fear the possibility of these qualities being degraded, they are considered common men. Miller describes that the tragic element in a tragic hero is â€Å"evoked... Free Essays on Crucible Free Essays on Crucible A Major Theme of The Crucible According to the Webster’s Dictionary, a crucible is â€Å"a vessel in which metal is heated to a high temperature and melted for the purposes of casting†. It can also be referred to a situation in which a person has to make a decision that can be critical to his morals and principles. There are many interpretations of the word crucible as there is for the theme of Arthur Miller’s, The Crucible. Closely related to the word â€Å"crucifixion†, The Crucible is about a man put in a crucible situation, who is forced to choose between life and morality, just as Jesus Christ did. Miller interweaved these scenarios to form the main themes of the play – the problem of making the right moral choice and the necessity of sacrifice as a means of redemption. Both of these themes can be abridged to form one main theme, good versus evil. Based on the Salem witch trials of the late 17th century, The Crucible explores the vulnerability of a society and the difficulty of doing ‘good’ in the face of evil and tremendous social pressures. The play is about a town, Salem, Massachusetts, and the hysteria its residents go through because of the witchcraft accusations made by the young girls and countless other people of the region. These accusations, we learn in the novel, are not true and are merely stories to put the blame of someone’s mistakes or wrongdoings to someone else. The accusers are just trying to find scapegoats for their shortcomings. This is where good versus evil takes place. There are numerous â€Å"good† characters in the novel that try to prove that there are no such things as witches, as well as â€Å"bad† who use the trials for their own gain, and the plot revolves around their struggle against each other. One of the many cases where good versus evil is portrayed is through the situation between Elizabeth Proctor and Abigail Williams. Abigail Williams is the niece of Reverend Parris, a renowned preache... Free Essays on Crucible John Proctor And Willy Loman: The Tragedies Of Two Common Men Are John Proctor and Willy Loman common men? Are they tragic heroes? Using information from Arthur Miller’s essay, â€Å"Tragedy and the Common Man†, both men can be defined as common, and both men can be defined as tragic heroes. Miller’s essay also characterizes the plays â€Å"The Crucible† and â€Å"Death of a Salesman† as tragedies in modern literature. According to Miller, the quality that shapes the image of the common man is one that â€Å"derives from the underlying fear of being displaced, the disaster inherent in being torn away from our chosen image of what and who we are in this world† (Miller, Tragedy of the Common Man). Both John Proctor and Willy Loman share this fear, and both regard their reputations in society very highly. Proctor’s fear of being displaced is evident in the last act when he refuses to sign the confession stating that he practiced witchcraft. Procter declares, â€Å"I have given you my soul; leave me my name!†(Miller, The Crucible, Act IV). This quote implies that Procter values maintaining his chosen image as a good and holy man over his soul, which in his religious society is also regarded very highly. Willy Loman lives in a fantasy world where he believes that he is extremely successful and loved by all. At one point Willy states â€Å"I’m the New England man. I am vital in New England.†(Miller, Death of a Salesman, Act 1). Later in the play Willy refuses a job offered to him by Charley, because he fears that accepting the job will tear him away from his chosen image if being the best, thus categorizing him as a common man by Millers standards. Because John Proctor and Willy Loman regard their reputations and dignity so highly and fear the possibility of these qualities being degraded, they are considered common men. Miller describes that the tragic element in a tragic hero is â€Å"evoked... Free Essays on Crucible The madness of the Salem with trials is explored I great detail. There are many theories as to why the with trials come about, the most popular of which is the girls’ suppressed childhoods. However, there were other factors as well, such as Abigail Williams’ affair with John Proctor, the secret grudges that neighbors held against each other, and the physical and economic differences between the citizens of Salem Village. From a historical viewpooint, it is known that young girls in colonial Massachusetts were given little or no freedom to act like children. They were expected to walk straight, arms by their sides, eyes slightly downcast, and their mouths were to be shut unless otherwise asked to speak. It is not surprising that the girls would find this type of lifestyle very constricting. To rebel against it, they played pranks, such as dancing in the woods, listening to slaves’ magic stories and pretending that other villagers were bewitching them. The crucible starts after the girls in the village have been caught dancing in the woods. As one of them falls sick, rumors start to flu that there is witchcraft gong on in the woods, and that the sick girls is bewitched. Once the girls talk to each other, they become more and more frightened of being accused by saying, ‘I go back to Jesus; I kiss his hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil!† Another girl, Betty, continues the cry with, ‘I saw George Jacobs with the Devil! I saw Goody Howe with the Devil!† From here on, the accusations grow and grow until the jails overflow with accused witches. It must have given them and incredible sense of power when the whole town of Salem listened to their words and believed each and every accusation. After all, children were to be seen and not heard in Puritan society, and the new found attention was probably overwhelming. The girls were called before the judges...