s Foriegn Policy

Nixon’s Foreign Policy Richard Milhous Nixon was elected President of the United States in 1968. In a low-key campaign, Nixon promised to bring peace with honor in Vietnam and to unite a nation deeply divided by the Vietnam War. Nixon defeated his two opponents, Hubert Humphrey and George Wallace. Nixon entered office in the midst of one of the gravest foreign policy crisis in American history. The Cold War was at its height, hundreds of thousands of American troops were in Vietnam, and the views of society were split down the middle. Nixon with the help of his National Security Advisor (and later became in 1973 Nixon’s Secretary of State) Henry Kissinger felt that it was crucial to change American foreign policy. Nixon and Kissinger felt it was vital to support our interest in the long run, Nixon and Kissinger considered it essential to have a balance of power throughout the world in order to ensure peace as well prosperity. One has to take into consideration geopolitics when discussing balance of power. The main purpose is stability by using different political philosophies based on geography, and self interest. If the main powers pursued their self interest rationally and predictably, and equilibrium would emerge from the conflicting interest (Cowan, par.1). Nixon knew that a strong America was essential to a global balance, and counted on stability to create it. Nixon believed there were three key factors essential to keeping peace: partnership, strength and a willingness to negotiate. Nixon imagined a future in which more pleasant relations among the major powers- the United States, the Soviet Union, China, Western Europe, and Japan- would allow for ventures profitable to all. Through international cooperation these nations might reduce revenue-draining Defense expenditures and prevent the occurrence of costly Third World conflicts such as the Vietnam War (â€Å"Nixon†). Nix... 's Foriegn Policy Free Essays on Nixon\'s Foriegn Policy Nixon’s Foreign Policy Richard Milhous Nixon was elected President of the United States in 1968. In a low-key campaign, Nixon promised to bring peace with honor in Vietnam and to unite a nation deeply divided by the Vietnam War. Nixon defeated his two opponents, Hubert Humphrey and George Wallace. Nixon entered office in the midst of one of the gravest foreign policy crisis in American history. The Cold War was at its height, hundreds of thousands of American troops were in Vietnam, and the views of society were split down the middle. Nixon with the help of his National Security Advisor (and later became in 1973 Nixon’s Secretary of State) Henry Kissinger felt that it was crucial to change American foreign policy. Nixon and Kissinger felt it was vital to support our interest in the long run, Nixon and Kissinger considered it essential to have a balance of power throughout the world in order to ensure peace as well prosperity. One has to take into consideration geopolitics when discussing balance of power. The main purpose is stability by using different political philosophies based on geography, and self interest. If the main powers pursued their self interest rationally and predictably, and equilibrium would emerge from the conflicting interest (Cowan, par.1). Nixon knew that a strong America was essential to a global balance, and counted on stability to create it. Nixon believed there were three key factors essential to keeping peace: partnership, strength and a willingness to negotiate. Nixon imagined a future in which more pleasant relations among the major powers- the United States, the Soviet Union, China, Western Europe, and Japan- would allow for ventures profitable to all. Through international cooperation these nations might reduce revenue-draining Defense expenditures and prevent the occurrence of costly Third World conflicts such as the Vietnam War (â€Å"Nixon†). Nix...

Jonathan Letterman

Jonathan Letterman Jonathan Letterman was a surgeon in the U.S. Army who pioneered a system of caring for the wounded during battles of the Civil War. Prior to his innovations, the care of wounded soldiers was fairly haphazard, but by organizing an Ambulance Corps Letterman saved many lives and changed forever how the military operated. Lettermans accomplishments did not have much to do with scientific or medical advances, but with ensuring that a solid organization for caring for the wounded was in place.   After joining the Army of the Potomac of General George McClellan in the summer of 1862, Letterman began preparing the Medical Corps. Months later he faced a colossal challenge at the Battle of Antietam, and his organization for moving the wounded proved its worth. The following year, his ideas were utilized during and after the Battle of Gettysburg. Some of Lettermans reforms had been inspired by changes instituted in medical care by the British during the Crimean War. But he also had invaluable medical experience learned in the field, during a decade spent in the Army, mostly at outposts in the West, before the Civil War. After the war, he wrote a memoir that detailed his operations in the Army of the Potomac. And with his own health suffering, he died at the age of 48. His ideas, however, lived on long after his life and benefited the armies of many nations. Early Life Jonathan Letterman was born December 11, 1824, in Canonsburg, in western Pennsylvania. His father was a doctor, and Jonathan received an education from a private tutor. He later attended Jefferson College in Pennsylvania, graduating in 1845. He then attended medical school in Philadelphia. He received his M.D. degree in 1849 and took the examination to join the U.S. Army. Throughout the 1850s Letterman was assigned to various military expeditions which often involved armed skirmishes with Indian tribes. In the early 1850s he served in Florida campaigns against the Seminoles. He was transferred to a fort in Minnesota, and in 1854 joined an Army expedition that traveled from Kansas to New Mexico. In 1860 he served a stint in California.   On the frontier, Letterman learned to tend to the wounded while having to improvise in very rough conditions, often with inadequate supplies of medicine and equipment. Civil War and Battlefield Medicine After the outbreak of the Civil War, Letterman returned from California and was briefly posted in New York City. By the spring of 1862 he was assigned to an Army unit in Virginia, and in July 1862 he was appointed medical director of the Army of the Potomac. At the time, Union troops were engaged in McClellans Peninsula Campaign, and military doctors were grappling with the problems of disease as well as battle wounds. As McClellans campaign turned into a fiasco, and the Union troops retreated and began to return to the area around Washington, D.C., they tended to leave behind medical supplies. So Letterman, taking over that summer, faced a challenge of resupplying the Medical Corps.  He advocated for the creation of an ambulance corps. McClellan agreed to the plan and a regular system of inserting ambulances into army units began. By September 1862, when the Confederate Army crossed the Potomac River into Maryland, Letterman commanded a Medical Corps that promised to be more efficient than anything the U.S. Army had seen before. At Antietam, it was put to the test. In the days following the great battle in western Maryland, the Ambulance Corps, troops specially trained to retrieve wounded soldiers and bring them to improvised hospitals, functioned fairly well. That winter the Ambulance Corp again proved its worth at the Battle of Fredericksburg. But the colossal test came at Gettysburg, when the fighting raged for three days and casualties were enormous. Lettermans system of ambulances and wagon trains dedicated to medical supplies worked fairly smoothly, despite countless obstacles. Legacy and Death Jonathan Letterman resigned his commission in 1864, after his system had been adopted throughout the U.S. Army. After leaving the Army he settled in San Francisco with his wife, whom he had married in 1863. In 1866, he wrote a memoir of his time as medical director of the Army of the Potomac. His health began to fail, and he died on March 15, 1872. His contributions to how armies prepare to attend to the wounded in battle, and in how the wounded are moved and cared for, had great influence over the years.

Identifying the Most Common Hardwood Trees

Identifying the Most Common Hardwood Trees Hardwoods or broadleafs  are trees  classed as angiosperms or plants with ovules enclosed for protection in an ovary. When appropriately watered on good fertile sites or fed  in the landscape with a special tree fertilizer mix, these ovules will rapidly develop into seeds. The  seeds then drop from trees as acorns, nuts, samaras, drupes and pods. Hardwoods have either simple or compound leaves. Simple leaves can be further divided into lobed and unlobed. Unlobed leaves may have a smooth edge (such as a magnolia) or a serrated edge (such as an elm). The most common North American tree is the red alder. It has oval-shaped leaves and a reddish-brown bark. They can grow as tall as 100 feet and are found mostly in the western United States and Canada. Difference Between Hardwood and Broadleaf Broadleaf  trees can be evergreen or they can persist in dropping their leaves over the entire  winter. Most are  deciduous and lose all their leaves over a short annual fall drop. These leaves can be either simple (single blades) or they can be​ compound with leaflets attached to a leaf stem. Although variable in shape, all hardwood leaves have a distinct network of fine veins. Here is a quick leaf identification key of the common hardwoods in North America. Hardwood: Trees with broad, flat leaves as opposed to coniferous or needled trees. Wood hardness varies among the hardwood species, and some are actually softer than some softwoods.Deciduous Perennial plants which are normally leafless for some time during the year.Broadleaf: A tree with leaves that are broad, flat and thin and generally shed annually. Difference Between Hardwood and Softwood The texture and density of the wood a tree produces puts it in either the hardwood or softwood category. Most hardwood trees are deciduous trees, which lose their leaves annually, like elm or maple. Softwood comes from a conifer (cone-bearing) or evergreen trees, such as pine or spruce. Ron Biedenbach / EyeEm / Getty Images The wood from hardwood trees tends to be harder because the trees grow at a slower rate, giving the wood its greater density. Most Common Hardwoods Unlike the conifers or softwood firs, spruce and pines, hardwood trees have evolved into a broad array of common species. The most common species in North America are oaks, maple, hickory, birch, beech and cherry. Forests, where a majority of their trees drop leaves at the end of the typical growing season, are called deciduous forests. These forests are found worldwide and are located in either temperate or tropical ecosystems. Deciduous trees, like oaks, maples, and elms, shed their leaves in the fall and sprout new ones every spring Common North American Hardwood List Here are some of the most common hardwood trees found in North America, along with their scientific names. ash  - Genus  Fraxinus  beech  - Genus  Fagus  basswood  - Genus Tilia  birch  - Genus  Betula  black cherry  Ã‚  - Genus  Prunus  black walnut/butternut  - Genus  Juglans  cottonwood  Ã‚  - Genus  Populus  elm  Ã‚  - Genus  Ã‚  Ulmus  hackberry  Ã‚  - Genus  Ã‚  Ã¢â‚¬â€¹Celtis  hickory  Ã‚  - Genus  Ã‚  Carya  holly  Ã‚  - Genus  Ã‚  IIex  locust  - Genus  Robinia  and  Gleditsia  magnolia  Ã‚  - Genus  Ã‚  Magnolia  maple  - Genus  Acer  oak  - Genus  Quercus  poplar  Ã‚  - Genus  Populus  red alder  Ã‚  - Genus  Ã‚  Alnus  royal paulownia  Ã‚  - Genus  Paulownia  sassafras  Ã‚  - Genus  Ã‚  Sassafras  sweetgum  - Genus  Liquidambar  sycamore  Ã‚  - Genus  Ã‚  Platanus  tupelo  Ã‚  - Genus  Ã‚  Nyssa  willow  Ã‚  - Genus  Ã‚  Salix  yellow-poplar  - Genus  Liriodendron japatino / Getty Images

Importance of Providing Additional Support to the Prisoners, Prison Research Paper

Importance of Providing Additional Support to the Prisoners, Prison Management - Research Paper Example The rate of crime has increased drastically over the years and in the absence of a comprehensive professional and continuous learning and development program, that seeks to enhance the lives of the citizens as a whole, curbing crime and ensuring a safe neighborhood is inconceivable. Statistics reveal that approximately two-thirds of the prisons in England and Wales are stuffed with inmates well beyond their actual capacity. According to the Howard League for Penal Reform, approximately 52, 500 prisoners are stuffed in jails which are overcrowded, similarly, in HMP Preston, 661 prisoners are forced to live in a jail which has a capacity of holding 356 inmates, the worst case by far. (BBC News, 2009). Such staggering statistics call for immediate reformative measures which involve proactive policies to keep people out of jails. This, however, can be achieved only through the adoption and implementation of a wide-ranging program that focuses on providing adequate training to those in ch arge, i.e., the prison officers who are entrusted with the responsibility of providing security, supervising, offering training as well as rehabilitating the offenders through motivation and encouragement. Preventing prisoners from reoffending is one of the key objectives of any criminal justice system. Although punishing the offenders for their crimes, is the most widely accepted tools of justice, punishment alone cannot and does not guarantee a safe and healthy society. In order to create a harmonious environment and safeguard the interests of the general public, it must be ensured that the offenders abstain from indulging in any criminal activities.

Tourism Policy and Planning (answer 10 questions about York and Essay

Tourism Policy and Planning (answer 10 questions about York and sevilla) - Essay Example This is one the challenges that also faces the two cities in terms of tourist destination. Seville city has to make sure that tourism is managed and developed in such a manner that it is able to benefit the resident population, but is should not be involved in the urban environment deterioration but rather to its promotion. It should as well not supposed to become a financial burden to the local authority. York faces several challenges. The city is seen to be having a high poverty rate and this might have a great impact on tourism sector. 2) The tourist activity in both cities with no doubt is seen to be one of the fundamental pillars of cultural, social and economic progress of the city. There is forceful reality that has a broad effect on any of the civil life fields. For Seville, its advantage stems right from not only the artistic heritage and plentiful monumental of the city, but it is also seen in the other aspects which make up the tourist product (catering, recreation areas, housing, infrastructures and trade). While on the other hand, the competitiveness of York is in the international and domestic market that is based on the name which is known universally. Both cities have been recognized for several centuries by their singular character of heritage and celebrations that is seen to mark an authentic reference to several other cities that they tend to accede to privilege positions as the one that both cities enjoy. Over the past decade, on such a solid base, a tourist product structure that is of high quality and very effective in the housings, in the services, and in the tourist offer variety has been put up. But besides all these, tourism is seen to be a transcendental incident factor that is intangible and as crucial as the exterior projection, the city image, and, as a result, the world system position of the big cities. 3) For any city that has a mission of being at a better position in tourism sector, it is required to adopt a few accessibility levels basing on the demand needs. In this context, the cities, being among the big European cities, whereby their urban dimension do coexists with rural comforts, are currently among the best connected cities in Europe. For instance, Seville city which is characterized by efficient and very varied accessibility, it has not only turned into a touristic destination point but also into the Andalusia best port, because it is among the few Spanish cities that is efficiently communicated by air , sea, railroad and land. The roads of York city, is characterized by a network of regional scope highways and a renewed system of accesses to the city, that consists of rapid bypasses, that accurately connects all the neuralgic points of the surroundings and the city. But besides accessibility, the two cities have continued with investing in transport to incorporate a real tourism sustainable mobility policy in the cities based on the promotion of public transport and non-motorized transport (bic ycle and pedestrian). With the aim of reducing the private vehicles use, the surrounding traffic reduction and the network development of

Quality Management Worldwide Total Quality Management Essay Example for Free

Quality Management Worldwide Total Quality Management Essay For more than four decades after independence the companies in India enjoyed a protected market with virtually no competition, and some of them even monopolised the market, with customers having little or no choice. As a result complacency set in, and no pressure existed for improvement or change. However, the policy of globalization and liberalization adopted by the Indian Government five years ago, has hrown open new avenues and challenges to companies in India. The new policy has resulted in open doors through which global corporate players have entered the Indian markets, and are threatening the domestic manufacturers and suppliers, using quality as a weapon. This has compelled the managers of local companies to look for those tools and techniques, proven and tested, which would help them to maintain and improve their strategies and positions in the market. One such policy or philosophy that has captured the attention of industry and the business community is TQM. Particularly, in the recent years TQM is even regarded as bsolutely essential for growth, stability, and prosperity. This paper has the main intention of presenting an overview of TQMs progress in the country, starting from its initiation to its current status. Besides, the paper also describes how the organizational attempts by various agencies enabled the establishment of a TQM culture. Further, these attempts are presented in a chronological order, to appreciate the role played by various agencies, which resulted in growth and propagation of TQM in India. Towards the end, the gaps that still exist and hence the efforts that eed to be channeled are pointed out, so as to result in appropriate guidelines about the work to be done. The author R. Jagadeesh is an Assistant Professor in the Department of Mechanical Engineering, S. J. College of Engineering, Mysore, India. Keywords TQM, India, Quality Abstract Total quality management (TQM) has spread its wings in every sphere of the global corporate world and Indian companies are no exception. In this paper, first the growth and spread ofTQM in India is traced from its initiation to current status. Further, the paper has tried to identify the causes for poor quality of products and ervice, and the gaps that exist between the expectations and the outcome after adopting the TQM practices. Later a critical view of the quality scene in India is presented, and finally, based on these observations suitable guidelines and recommendations are made to bridge this gap. It is concluded that there is still a long way to go for Indian companies to receive the stamp of acceptance for their products at international level. Electronic access The current issue and full text archive of this Journal is available at http://www. emerald-library. com are synonymous with high quality products and trust worthiness. However, the post- independent era did not witness any spectacular improvement regarding the quality of goods and services produced in the country. According to Agrawal (1993) due to protected business environment many positive attributes of the Indian industry have been lost and weaknesses have surfaced. These weaknesses based on the study are: lack of trust and credibility in the working system, lack of clarity/seriousness for achieving target, lack of precise observance of rules and norms, low quality of supplies and components, lack of consciousness of time as money, viewing only short term benefits ahead of long term oals, politicalization of labor unions, lack of accountability for actions, lack of management commitment, lack of national quality policy, inadequate economic resources, lack of indigenous technology, inadequate infrastructure, preferring quantity to quality, lack of team spirit, cartel formation, and sellers market. Besides, lack of consumerism, Government control on everything, bureaucratic delays, quick profit making attitudes by the companies, all resulted in quality getting a low priority and consequently Indian products were constrained to serve only the domestic market being not able to compete in the international markets. Further, the factors mentioned before, clearly proved to be obstacles in the path to progress, and India in spite of possessing good resources and rich scientific and technical manpower, could not produce world-class products acceptable in the international markets. The TQM movement in India The TQM initiatives were first set by the Confederation of Indian Industries (Cll) in the early 1980s, in its pioneering effort in promoting awareness about quality among Indian industries. The work done by Cll in this direction is well documented in Deccan Herald Advertising Feature (1993) and also in The Standards Engineer (1996). In 1982, quality circles took birth in India, and some of the companies to launch quality circles first were Bharat Electronics Limited, Bangalore, and Bharat Heavvy Electricals Limited, Trichy. In 1986 the Cll then known as CEI (Confederation of Engineering Industries), invited Professor Ishikawa to India, to address industry people about quality. Later in 1987, a TQM division was set up by the Cll. This division owes its foundation to 21 companies who agreed to support the cause by pooling resources and pledging to start the Journey to TQM. Chief executives of these companies formed the National Committee on Quality, 22 Total quality management in India ? ± perspective and analysis R. Jagadeesh The TQM Magazine Volume 1 1 . Number 5. 1999 . 321? ±327 newsletter on quality. In 1987 and 1988, the Cll invited the Juran Institute to India to conduct three training workshops, and then in 1989 a team from India attended the Deming Seminar in London. Study teams organized by the Cll were taken to Japan and the USA to study quality practices. During 1990, the Cll consolidated and focused on training, and in February 1991, an Indian company with the assistance of the Cll, obtained the first ISO 9000 certification in India. The Cll organized the launch of the National Quality Campaign led by the Prime Minister of India in May 1992. It is around this time, the process of globalization and liberalization was started in the country, bringing a new dimension to the business and industrial sectors. From then on, a new line of thinking in terms of quality, productivity, and competitiveness has begun. Since 1993, the Cll has been organizing The Quality Summit every year. This provides an opportunity for all business leaders, and higher level managers of member and non-member organizations of the Cll to network, learn, and contribute hrough experience sharing, and listening to the experts who gather there. The National Productivity Council (NPC) has set up a TQM and Benchmarking Division in New Delhi, and offers TQM implementation services, which include modular training programs and consultancy services. In 1996, the Government of India announced the setting up of the Quality Council of India, (QCI) with the Industry Ministry bringing in half the seed capital of Rs. 1. 5 crores. The rest of the seed capital will be contributed by the corporate sector. The setting up of a national agency for quality certification is art of the World Trade Organization (WTO) agreements, under which member countries will not trade in non-certified products two years down the line. The corporate sector too was demanding the setting up of an internationally recognized quality council as it found the certification process from foreign agencies too expensive. Besides, it would save vital foreign exchange for the country. The QCI will be entrusted with monitoring and administering of the National Quality Campaign and will also oversee the effective functioning of the National Information and Enquiry Services. Post-liberalization scene ? ± improvement in quality The economic reforms that started in 1992 have ushered in a new era of progress and prosperity in the country. According to a report published in YoJana (1997), the real gross domestic product (GDP) recorded a growth rate of 6. 8 per cent in agriculture and allied sectors, 7. 0 per cent in industry, and 7. 4 per cent in services. The Eighth Five Year Plan (EFYP) (1992-97) which ended with an average growth rate of 6. 5 per cent per annum, compares well with the target rate of 5. 6 per cent for the EFYP, and actual achievement of 6. 0 per cent in the Seventh Five Year Plan. In fact his is the highest average growth rate achieved in the planning period since 1951. The sectoral average growth rates for the period 1992-97 are: Agriculture and allied sectors ? ± 4. 0 per cent, Industry ? ± 7. 8 per cent and, Services ? ± 9. 2 per cent. Further, exports during 1996-97 registered a growth rate of 4. 1 per cent. Foreign direct inve stment amounted to US $2,696 million during 1996-97. These facts clearly indicate that the economic reforms brought through globalization and liberalization have yielded rich dividends, and hold a lot of promise for the coming years. While all ndividually to improve their product quality, besides overall performance through TQM practices. For example, Gupta and Sagar (1993) describe a case of total quality control in an engineering company through the extensive use of personal computers, and state that the Indian company was able to overcome many quality related problems which included: high rejection levels, slow inspection rates, frequent errors in measurement, inconsistency in interpreting inspection data, time consuming data storage and retrieval, rigid inspection schedules, not responding to changing environment, and quality plans not adjusted to varying batch sizes. The company improved the problem solving capacity through quality circles, and quality database at each stage. Comprehensive information systems enabled the personnel to obtain better guidance leading to improved decision making. Thus the success is attributed to systematic application of TQM. 323 The TQM Magazine volume 11 . Number 5 . 1999 . 321? ±327 Business Today (1995) in an exclusive coverage on status of quality of India, presents a detailed report on companies which are market leaders and corporate giants. The cases covered include reports on leading Indian companies like Mukand, BPL, Arvind, IFB, ABB, HDFC, Amex, Hidustan Lever, Ranbaxy, Indal, Gujarat AmbuJa, Wsya Bank, Oberoi Hotels, and Thermax. It is emphasized that these companies carved a niche for themselves by focusing on quality in their planning, operations, and marketing strategies. Awareness of quality ? ± a positive change Pati and Reis (1996) state that India is emerging as a leading economy in the new world economic order. The phenomenal increase in Indias export earnings, which rose to IJS$ 26. 2 billion in the 1994-95 fiscal year showed an increase of 18. 27 per cent over its 1993-94 export earnings of IJS$22. 7 billion. This is said to be an indicator of how its products and services are perceived by its global customers. It is further stated that the thrust has been shifted from import substitution to development of an export-oriented economy. Other pertinent observations made are: . Indian businesses are pursuing paths of superior quality and high productivity; . quality conscious consumerism; . inc reasing competition; . industries expanding their domestic share and venturing into global markets; . significant rise in the ISO 9000 certified companies. The survey conducted by Pati and Reis (1996) has further revealed many interesting aspects bout quality practices in India. The survey questionnaire has used a five-point Likert interval to capture the strength of perception, where points 1 (very high), 2 (high), 3 (medium), 4 (low), and 5 (very low) indicate the degree of current practice related to quality. The critical success factors contributing to quality and overall average scores (3. 43); . role of quality department/personnel (3. 14); . training (3. 69); . product/service design (2. 91); . supplier quality management (2. 6); process management and operating procedures (2. 74); quality data reporting (2. 72); employee relations (2. 2). It is concluded from the survey that the manufacturing sector in India is well aware of importance of quality, and efforts have been channeled to improve product quality. However, the service sector mostly Government owned and operated, lags behind the manufacturing sector in all aspects that i mply quality. TQM ? ± success stories of Indian companies Many Indian companies are beginning to realize that customer focus is an absolute requirement of TQM. Jain (1996), while writing on TQM in India, states that companies are paying closer attention to consumer feedback in order to tailor roducts to meet customer needs and are using a wide variety of methods that include benchmarking with rival products, regular customer meetings, and even engaging market research companies to collect consumer feedback on their product range and after sales service. Two specific cases are worth mentioning. Escorts Limited, an automobile manufacturing company, based on the feedback from customers and dealers, changed the delivery route to ensure safe and quick delivery. Similarly, J. K. Synthetics, based on feed back from customer meetings, focused on standardization of quality parameters, and started after-sales service. This resulted in the sales rise from 220 tonnes in first quarter of 1995 to 632 tonnes in the last quarter of the same year, an impressive growth in the sales by three times the previous value. According to a report published in Business Today (1998), some Indian companies are being guided by Yoshikazu Tsuda, a counselor at JUSE (Union of Japanese Scientists and Engineers) in their quest for total quality. Some of these companies are Sona Steering, Jai Bharat Maruti, GKN Invel, Asahi Float Glass, Brakes India, Lucas TVS, India Pistons, and India Piston Rings. Further, as stated in The Economic Times (1998), sixsigma technique, which is considered to be a classic TQM technique, is being practiced by several Indian companies notable among 324 significant achievement by an Indian company due to its practicing TQM principles is reported by Sridharan (1998a). The Indian company Sundaram Fasteners located near Chennai, India, has received the Best of Best Vendors Award consecutively for two years during 1996 and 1997, for its supply of metal radiator caps to General Motors, USA. The award was given to the company for its consistent zero defects rate, 100 percent reliability in delivery schedules, and lowest price. The company is the only supplier to General Motors, USA from India out of its 3,000 supplier companies scattered all over the globe. In an exclusive interview covered by Premchander (1996), the managing director of Asea Brown Boveri Ltd (a partly owned subsidiary of Asea Brown Boveri Limited, Zurich) one of the very successfully operating multi-national companies in India, has stated that the managers have to spend time and resources on TQM. A historical achievement by an Indian company winning the coveted Deming Prize for Overseas Companies, for successful implementation of TQM, is reported by Sridharan (1998b). The Indian company Sundaram Clayton, has successfully turned its people into quality practitioners by the actual deployment of TQM tools, techniques, and systems. 38 ? ± time to market; 22 ? ± corporate credibility. Indian quality scene ? ± a critical view The developments related to Indian companies, concerning quality of products and services, need to be examined on a comparative global scale. This would enable judgement of the progress made in improving quality. A survey made in 1994 in which products and services from 41 countries were ranked by World Competitiveness Report indicates that the quality of Indian products and services is isappointing. According to the summary of results given in Skaria (1995), Indias rank based on different quality parameters is as follows (the rank out of 41 is given followed by the parameter): . 39? ± price to quality; . 38 ? ± practice ofTQM; . 40? ± customer orientation; . 28 ? ± product liability; . 39 ? ± time to innovate; The report clearly suggested that on a global scale, Indian products and services are far from satisfactory, and have a poor image. This is a major cause of worry for the corporate managers particularly for those looking for new markets, and ventures with oreign collaborators. One commonly quoted reason for getting away with low quality in India, is lack of pressure from consumers. Many managers are of the opinion that unless the customers are aware of their right to demand high quality, and insist on companies to invest in quality, they continue to receive poor quality products. While the growth and spread of quality practices are slow in India, TQM has firmly seated itself in other Asiatic countries. In a cover feature on Quality in Asia reported in World Executive Digest (1996), it is stated that as Asia grapples with the challenge of lobalization, more and more companies seek ISO 9000 certification and adopt TQM. Companies in Hong Kong, Taiwan, Malaysia, Singapore, and China are overtly involved in embracing practices of total quality to march ahead in global markets. According to The Economic Intelligence Unit (1996), which surveyed companies in Hong Kong on issues in the region. The growth of TQM across Asia however means that new approaches are being developed in the region. These observations clearly suggest that India has to carefully watch the developments in the Asiatic region, as TQM principles have been successfully applied by several countries improving their utput quality, attracting more foreign investment, and hence capable of restricting Indias share in the global market. What the quality experts say In spite of the hype created by the ISO 9000 bandwagon, which today has more than 1,500 companies certified as such, quality is yet to emerge as a major strength of Indian products. Managers of Indian companies have still a lot to learn and implement in the image building process based on quality. This is perhaps aptly summarized by a statement made by Philip Crosby as reported in The Times of India (1997). While addressing a 325 ews conference at the end of his weeklong visit to India, Crosby has said that complacency is a major problem with the Indian management system. The managers of Indian industries should take this seriously. In an interview published in Business India (1997-98) James Harrington, a leading authority in the field of quality, has stated that India still has four types of companies: those with poor performance, with good performance, with better performance, and with outstanding performance. Harrington remarks that companies with poor performance went bankrupt in other parts of the world, while those with good performance would follow them. But those with better performance will survive and those with outstanding performance would explode into the twentyflrst century. This indicates that India still has scope for bad products, and bad performance, which need to be immediately curbed. It is pointed out by Sukumar (1998) that TQM continues to baffle corporate India, as evident by the different interpretations made by each person in the industry about what is TQM. It was observed during the Sixth Quality Summit organized by the Cll in New Delhi, that TQM means anything and everything depending on the individuals perspective, politics, and paradigms. During the summit as many as nine different definitions were presented by the speakers about what constitutes TQM. This means people in the corporate sector have no consensus about the concept of TQM and it could be a deterrent in its implementation. In another survey conducted by Arun et al. (1998) with regard to ISO certified companies interesting observations were made about implementing TQM in a company. Out of 17 companies that were surveyed, managers in seven companies said that though they believe in TQM they do not know how to implement it. The survey further revealed that the long term supplier elationship, an essential ingredient for successful implementation of TQM, has not the implementation of TQM were found to be: continued dependence on traditional incentive schemes, numerical targets, performance rating, slogans for improving productivity, and not identifying and providing the right type of training for each and everyone as demanded for every Job. The survey concludes that if all these factors are not mitigated a company may continue as ISO certified but not be recognized as a TQM company. Comments and conclusion The various surveys independently conducted by researchers and business ublications have revealed that awareness on quality of products and services has picked up in India. With quality based competition intensifying, Indian industries and business people are showing keen interest in improving the quality of products through TQM. A number of organizations, private and Government are actively propagating TQM through a variety of training and educational programs. TQM has proved to be a vital ingredient for success, and now has its permanent roots in the mission and vision of the Indian corporate sector. However, based on common observations the requirements for quality to succeed in India can be summarized as ollows: . a strong consumer movement; . a sincere and committed drive by the corporate sector to keep quality as the main focus; . trict enforcement of standards by the regulatory bodies and authorities; . avoidance of multiple grading of quality in products, like export quality, first grade, seconds, import rejects, etc. ; . setting an example in adhering to high quality performance and output, before pointing to others. While TQM no doubt has enabled the Indian companies to improve the quality of products and services, the international market demands still higher uality levels to give due recognition a nd acceptance.

Educational Philosophy :: Education Teaching Teachers Essays

Educational Philosophy In our society today, the demand for teachers is starting to increase. But today it's not only how good an education you have, but how you are going to conduct yourself and your classroom. The act of teaching has almost become an art these days, as to how you control your room to how you arrange the seats to how you decorate the bulletin boards. I will be talking about each of these topics and addressing my views and thoughts about each of them throughout this paper. By the end of this paper my views of teaching and ideas about my classroom should be apparent and ready for improvement for the day that will occur in the future. 1. I feel some of the most important people in our society today are our educators. Without teachers who would be there to influence and teach our future leaders. I think that in becoming an educator it is a responsibility like none other. You are in charge of a classroom full of kids that are ready to learn and it's completely up to you to teach them. I feel and think that I want to be an educator because I want to teach children about things they never knew about before. I want to influence and encourage children to be all that they can be. I think that each child has a spark inside of them and it's the responsibility of the teacher to ignite the spark into a flame and encourage them to do all that they can and much more. I think that teachers deserve the millions of dollars instead of the pro athletes because they do so much more for our society and for our future. 2. As you walk into my classroom, you will notice lots of work up on the walls. The seats will be in a circle with my desk up front included in the circle. I will have the seats like that to make sure we are in unity and everyone is in the class discussion and nobody is in the back being left out. Referring back to the papers on the walls, I will have numerous bulletin boards for all of the subjects, so that if one student excels in one subject but others excel in other subjects, everyone will have a paper up on the wall for recognition of good work in a subject.

Boud and Walker Essay

For the future, learning methods should be developed and applied that help reach the same learning goals in a target group specific way in the sense of diversity management for learning activities. Previously it has been recognized that experienced (older) employees learn differently than young employees but a distinction between previous education and school education of young woman and men is just as important. Finally, experiential learning as Kolb (1984) conceptualized it, does not consider different cognitive styles shaped by cultural systems and their pattern of beliefs and values â€Å"that defines a way of life and the world in which people act, judge, decide, and solve problems† (Anderson, 1988, p. 3). Different cultural backgrounds may influence learning styles as well as subtler aspects of perception and cognitive behavior. In that respect, Boud and Walker (1993) distinguish between external impositions und internal barriers to experiential learning. External barriers can come from other people, the learning environment, the broader personal situation and the context of the learner, and social forces as stereotyping, cultural expectations, classism, etc. Internal barriers on the other side are based on the unique personal experience of the learner. In addition to these social foundations of obstacles to experiential learning, representatives from Instructional Psychology stress that experiential learning might be hampered by the difficulty to draw â€Å"correct† conclusions from one’s own experiences. Some of these difficulties are introduced in the following section and serve as a foundation to develop the research questions. Finally, unsystematic working-methods and lack of planning and monitoring, are detrimental to the regulation of discovery learning. REFERENCES Anderson, J. A. (1988). Cognitive styles and multicultural populations. Journal of Teacher Education, 39, 2-9. Bandura, A. (1997). Self-efficacy. The exercise of control. New York: Freeman and Company. Bandura, A. , & Wood, R. E. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Applied Psychology, 56, 805-814. Bandura, A. , Debowski, S. , & Wood, R. E. (2001). Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. Journal of Applied Psychology, 86, 1129-1141. Beard, C. , & Wilson, J. P. (2002). The power of experiential learning. A handbook for trainers and educators. London: Kogan Page. Boud, D. , & Walker, D. (1993). Barriers to reflection on experience. In D. Boud, R. Cohen, & D. Walker (Eds. ), Using experience for learning (pp. 73-87). Oxfordshire: The Society for Research into Higher Education.

Cars Enslave Us Rather Than Liberate Us Essay

How much effort do you put in travelling to school or workplace each week? Created in 1870, cars have been one of the most useful and spectacular inventions of human beings. The society we live in has recently became completely reliant on these fuel-burning vehicles. It is widely discuss whether cars are a blessing or a real nightmare that may lead people astray. As a young driver, I firmly believe in the liberating power of cars. Not only do they facilitate life, but also encourage to broadens one’s horizons, which may be justified in the following essay. To begin with, cars allow people to travel from place to place with no limits. Basically, they give a perfect opportunity for those who live in the suburbs and have no access to the public transport. Living far away from the city requires the involvement of other people, typically parents, who drive their children to various places. Otherwise, how would they be able to develop and participate in some additional activities, like volunteering or learning to play the violin? It is important to stress that these ingenious machines may give people the fantastic experience of travelling round the world without worrying about covering long distances having a place to sleep when one is on the way! Furthermore, cars have an unquestionable advantage over the means of public transport. Given the choice between walking in the rain to get to the bus station or taking a car and driving directly to one’s destination, who would not prefer the latter? Rarely do people claim that cars are less convenient or luxurious that buses owing to having the air-conditioning system or soft seats. What is more, there is little possibility of getting stuck in the crowd or being exposed to delay or robbery. Surprisingly, people who travel with the use of public transport are more likely to be late and to demonstrate continual anxiety. On the other hand, cars are very expensive to maintain. They burn a lot of fuel and, therefore, force people to be more restrictive about their expenses. However, public transport is not free too. For a five-member family, it is quite more beneficial to have a car since it not only saves money, but also a lot of free time that can be spent on more pleasant activities. To conclude, living without a car appears to have a lot of serious disadvantages. It strikes me that these vehicles save a lot of time and do not put any demand to subordinate to timetables. To my mind, they liberate us rather than enslave us.

Coping with Conflict in an Intercultural Interethnic Situation essays

Coping with Conflict in an Intercultural Interethnic Situation essays Contemporary society requires that communication occur between individuals of different linguistic and cultural backgrounds. Thus inter- cultural communication has become an important area of investigation among linguists and business managers alike. Operating in a global society, individuals must communicate on the basis of business, immigration, political and even recreational premises. Research suggests that international communication is more however, than simply learning the language of another country. There are hundreds of verbal and non verbal cues that are utilized from a cultural perspective depending upon the environment in which one is communicating. To avoid conflict and to adequately facilitate effective international communications, business representatives must first acknowledge and take an active interest in learning the cultural distinctions that exist from one country to another. To do this, individuals must first recognize communication patterns within their own culture. The aim of this paper is to demonstrate the impact of cultural and customs on communications between people from a global Gullestrup (2003) examined critical elements occurring within an intercultural situation. He created a model based upon the idea that individuals when communicating are often affected by more than one culture at a time. Gullestrup proposes that to understand basic concepts regarding intercultural communication, one must first understand basic units of culture, particularly one's own culture. He defines culture as a "philosophy of life, values, norms and rules" as well as actual behavior from which separate individuals have the ability to communicate as one (Gullestrup, 2003:1). If international business people do not first understand the nuances of their own culture and its impact on communications style, they will not have the ability to successfully ...

An Evaluation of Academic Performance of Grade Essay Example for Free

An Evaluation of Academic Performance of Grade Essay Introduction â€Å"Bright minds make bright future! † Preparatory children nowadays are far  Ã‚  better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the  preschooler’s memory retention that serves as the foundation of their education. Kids today  are more willing and not afraid to  try to discover new ways and methods of learning. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the  enormous gap facing children in  poverty. Preschool gives our kids the strong  foundation they need to be  successful in school and in life. Children who attend pre-kindergarten programs have bigger  vocabularies and increased math  skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number  of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B. F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nino Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration. Research Paradigm Independent Variable Dependent Variable Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study. Statement of the Problem This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Nino Elementary School, Division of San Pablo City. Specifically, this study sought to answer the following questions: 1. What are the mean pre-test scores of the two groups of pupils in terms of the following: a) Sensory, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual- Motor Integration? 2. What are the mean post-test scores of the two groups of pupils in terms of the following: a) Sensory Discrimination, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual Motor- Integration? 3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance? Hypothesis The hypothesis stated below was tested in this study. There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following: i. Sensory Discrimination, ii. Concept Formation, iii. Numeracy, iv. Reading Readiness and a. Construction and Visual- Motor Integration? Significance of the Study This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons: Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance. Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom. Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils. Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience. It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country. Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained. Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into. Scope and Limitation of the Study The focus of the study to be conducted is An Evaluation of Academic Performance of Sto. Nino Elementary School, Dapdapan, District, Division of San Pablo City. It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils. The respondents of the study will be eighty (80) pupils of Sto. Nino Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE). Definition of Terms For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference. Public Elementary SchoolsThese are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children. Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes. Concept FormationThese refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy. Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Nino Elementary School Public Elementary school situated in Brgy. Sto. Nino, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references. Related Literature Philosophy and Goals of Elementary Education. Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual. Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc.DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life. DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum. In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum. Pursuant to DepEd Order No. 15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment. The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum. The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment. â€Å" Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources. † Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium. (Eduardo J. Angara, 1997) The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as â€Å" Barangay (village) Level Total Protection of Childen Act† has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers). (PTFE 2008). According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of â€Å"hurt feelings† and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will. Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum. According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools. Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine. Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality. Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment. It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period. Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics. According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school. Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford – Binet or similar verbal test. The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework. If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure. However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively. It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children. An Evaluation of Academic Performance of Grade. (2016, Oct 06).

The interview Essay Example | Topics and Well Written Essays - 250 words

The interview - Essay Example This fact is true since in most cases, experience and ability to effectively carry out a task can only be accessed by examining the recognition, attitude, knowledge, and professionalism of the candidate (Carless & Waterworth, 2012). Interview allows for the contacts between the candidate and the firm representatives, thereby making this evaluation possible. In most situations where the firm intends to retain top talents and build a reputation, sufficient time limits and effort are required from both parties. However, during the selection of the potential employees, the human resource department remains very keen on the every component of the required skills and qualification of a candidate. As stated by Boswell (et al. 2003), personal interview acts as a bridge that must be crossed by the candidate in order to move from being a job seeker to a new hire. As a candidate approach interview with utmost impressions and glitters of hope, the company, on the other hand, keenly approaches the recruitment process with an awareness of the financial side of employment. Thus, the interview provides a chance for an individual to confidently enter the workforce of the firm. In addition, successful hiring requires more than just examining ideal resume, but needs conversations and personal interview in order to access the candidate’s capabilities and compatibility to the organization’s culture. Boswell, W, Roehling, M, LePine, M, & Moynihan, L 2003, Individual Job-Choice Decisions and the Impact of Job Attributes and Recruitment Practices: A Longitudinal Field Study, Human Resource Management, 42, 1, pp. 23-37. Klotz, A, Motta Veiga, S, Buckley, M, & Gavin, M 2013, The role of trustworthiness in recruitment and selection: A review and guide for future research, Journal Of Organizational Behavior, 34, pp.