Adult Self-Directed Learning

Through time, self-directed learning has been observed as a rather distinct form of learning that has been in existence in the development of children up to the adult years. In the past, it has been known that the practice of self-directed learning has become the practice where formal instruction is not available before the establishment of schools (Merriam & Brockett, 2007).It requires a greater focus on the ability of the learning to become the source of initiatives when it comes to acquiring information and the reliance on their self without guidance from the traditional perspectives contained in the classroom setting. More so, it emphasized on a lesser restrictive foundation of learning and allows for the adult learners to depend on their own capabilities and discipline (Edwards, Hanson, & Raggatt, 1996).Aside from the learner, there is a perspective from the field of education which points towards the fact that adult learners are able to gain knowledge in self-directed learning through dialogue, too (Borkman, 1999). Nonetheless, there is much more emphasis on autonomy and the assumption of ownership when it comes to learning (Knowles, Golton, & Swanson, 2005).Upon review of the literature mentioned above, it has been shown that adult self-directed learning has existed through time, focuses on autonomy and ownership in learning, acquisition of information through independence, and the use of dialogue in learning.These are essential and basic elements within the concept of self-directed learning but the ability of the adults to engage in self-directed learning, in consideration of the characteristics and perspectives they have in terms of learning, is worth discussing.Moreover, the long existence of self-directed learning leads to the question of whether it can be really institutionalized or formalized through the inclusion in the academe or should remain as what it has been before, which is that learning rests on the initiative of the learner and occurs jus t about anywhere.It has been considered that the adults are able to conceptualize and reflect on their own better than the other age groups because of their current stage in cognitive development. Inherently, they have the capability to analyze and critically assess situations before them because of the sense of maturity attached to their age group.With this characteristic, adults can engage in self-directed learning better than high school students would do, as an example. However, this particular ability, brought about by their level of cognition, raises the question of whether adults are indeed able to learn by themselves or would need to communicate with a particular mentor or peer, which is posited in the element of â€Å"dialogue† for self-directed learners.The autonomy and independence is especially raised in the case of self-directed adult learners because of the discipline they have but nonetheless, there remains the need for them to have an authority in their activi ties when it comes to learning. There remains the constant need for inquiry and honing of ideas and the adult learner should be able to engage with someone who can ask questions in order to engage the learner into deeper thinking.While cognitive development may be a factor that makes the adult capable of engaging in self-directed learning, there remains the need for them to engage in dialogues in order to assure that what they gain in terms of their autonomous and independent are continuously refined. Thus, there remains the need for a mentor or outsider interaction that turns the mentor into a facilitator of learning instead of an agent through which learning primarily rests on.Moreover, this makes the autonomy and independence of a learner vary in terms of the set-up where self-directed learning occurs. There are differences that have to be accepted when it comes to the learning styles and behavior of the adult learners which makes room for flexibility in the framework of self-dir ected learning.There are adults who are able to devote their time practically on learning by themselves and there are also those who need constant dialogue for them to learn. In terms of learning styles, there is much room left for flexibility in this method of learning and makes people appreciate the fact that it puts the learner at the center of every activity.This deviates and puts much difference as compared to the traditional classroom setting because of the restrictive nature of learning and expression of individual learning habits. It now becomes important to emphasize that learning is deemed to be a rather enriching and fruitful experience when the learner is able to express and do it in his/her own way and will because of the satisfaction this brings.More so, a person would rather act more cooperatively when he/she has a sense of control over the choices that has to be made, which is the essential and a root function in self-directed learning. Thus, the question of whether adult self-directed learning rests on the level of cognitive development of the learner has to take into consideration the personal learning habits and degree of autonomy required by each learner. More so, evaluation of progress has to be based on the different requirements of each learner.In terms of formalization, there are current ways through which self-directed learning has been formed to become a part of the academe. The fact that it has been used as a method of instruction in the universities, which is partially a hybrid form in the case of distance learning, shows that it is recognized as an acceptable and effective means of acquiring knowledge.However, there remains the question of whether institutionalization of this form of learning creates any difference or not. The existence of self-directed learning practices in universities gives the formal setting for learning to occur. It does, in fact, take into consideration the different needs of the learner and the experience is enhanced through three different elements of the concept.These three elements are the advancement in technology, the training for teachers, and the convenience and accessibility of the learners to engage in self-directed learning.There advancements in technology have now provided self-directed learning to occur at a more effective manner for both the students and the teachers. The existence of internet has made it possible for learners, and teachers alike, to engage in dialogue and transfer of information across boundaries without barriers of geographical distances and costs. Learning could now occur online where different people in different parts of the world are able to communicate in real time.Moreover, there is a far wider reach for adult learners to be able to seek the advice or opinion of experts or other professionals when it comes to acquiring information for their subjects. However, this poses problems and disadvantages for those who are not abreast with the changes in te rms of technology for this particular method of learning.Moreover, there are adult learners who are not familiar or are not willing to use new technologies. Thus, it limits the effective and new tools of self-directed learning to those who can use them and have access to such.Aside from technology, teachers or mentors, who serve as facilitators, have also undergone changes as they developed their selves to adopt with the requirements of self-directed learning. It is assumed that there are still adult learners who wish to learn under the tenets of self-direction but requires guidance or dialogue.This situation gives rise to the hybrid mix where a mentor is present in order to fulfill the roles expected by the learner. Through time, educators have made their selves available for training on how to handle communication for adult self-directed learners, motivation, and manner of facilitation. It is apparent that there are differences with that of the traditional classroom setting and th is makes the teachers wear a relatively different shoe.This is where they realize that dictation and feeding everything into the student does not work. Rather, they only have to stimulate the students to critically think and analyze their situation and create an atmosphere which enables learning to occur.Lastly, access and convenience remains a great factor for the adults to choose self-directed learning today. The present conditions of the adults who engage in learning have made this a practical and popular choice nowadays. Adult learners are usually engaged in learning because of their need to go up the professional ladder, which can only be done through education.In this set-up, they are given the chance to commit to their work and still be able to attend classes wherever they may be. Self-directed learning, thus, enhances the chances and opportunities provide for adults to acquire knowledge without any inconvenience.  Upon visiting one of the online websites dedicated to self- directed learning, www.selfdirectedlearning.com, there are information provided for the purpose of both the learners and the teachers. The site convinces people that they could engage in self-directed learning through steps and also provides the teachers with information regarding some aspects of this particular form of learning.However, it is not a site which is purely devoted to providing information but mixes it with commercial purposes and makes offers of different materials for those who visit the site. Thus, it makes the readers question whether the information provided is intended to give credible information or simply support the commercial purposes of the website.Thus, it has been shown that self-directed learning for adults have several elements. It is seen that it could occur in practically any place with varying degrees of formality. Moreover, there are considerations given for the preferences and personal habits of the adults when it comes to learning as brought about b y their present situation and needs.There are other aspects which affect the ability of mentors and students to come together for the purpose of engaging in self-directed learning where the learner still serves as the primary focus of the process and the teacher serves as the facilitator.ReferencesBorkman, T. (1999). Understanding self-help/mutual aid: Experiential learning in the commons. Piscataway, NJ: Rutgers University Press.Edwards, R., Hanson, A., & Raggatt, P. (1996). Boundaries of adult learning. London: Routledge.Knwoles, M., Holton, E., & Swanson, R. (2005). The adult learner: The definite classic in adult education and human resource development. Burlington, MA: Elsevier.Merriam, S. & Brockett, R. (2007). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass.

High School and Cruz Elementary School Essay

Introduction The prime function of education is to prepare men and women for life and service. As such, it does not only develop the mental, moral, and spiritual capacities but also the physical powers of man. This is not an easy task for the teachers, guidance counselors and administrators to perform. It demands special facilities and equipment, qualified educators with special talents to match the need, and above all, dedication and commitment on the part of the teachers and school administrators. The statement of our National Hero Rizal that, â€Å"the youth is the hope of our fatherland†, cannot be denied. The children are the leaders of tomorrow. They will be the ones to build the edifice of this nation. For them to become great leaders, they must be guided and supported accordingly. Guidance has long been recognized as an important function of education particularly in elementary education because it is the most significant foundation of the basic education The need for it in our school system becomes more urgent. Thus, every school should have a comprehensive guidance program and well-trained and professional guidance counselors that would render help to pupils who is in need. Background of the Study All people have certain basic needs in common, the satisfaction of which helps and the frustration of which hinders normal personality growth (Walter and Ohara). The rapid increase in population is a cause for alarm. Today, children represent the energy of the present and the hope of the future. In addition, there is a need to know and understand the children with their skills, knowledge, intelligence, competencies, and understanding. There is every reason to believe that the children population, many largely determine the kind of government a nation will have. (Health and Home vol. 36 no. 2, 1995) Pupil guidance and discipline is an important area of concern for school administrator. Given today’s advancement of science and technology and modernization in our ways of life, guidance becomes a necessity owing to the complex of problems confronting school administrators and teachers on dealing with pupils. There are numbers of factors that have to be discussed that can cause problematic situations involving not only pupils but teachers as well. These problem situations and their causes have to be addressed appropriately in order that pupils’ involvement into more serious ones can be averted, if not minimized. The school is a learning-teaching venue. Inside its classroom, productive and efficient learning takes place, which translate learning opportunities into actual learning engagement under the direction of teachers. One of the factors that stimulate learning is the operation of guidance service. In broad terms, guidance implies advice. It is a conscious attempt of an administrator to stimulate and direct the activities of the student/pupil toward definite and worthy objectives. Guidance involves all those influences and opportunities designed to assist the pupil in discovering how he may make his vocational, educational, social, cultural and adjustment most successful. One purpose of guidance is to make individual discover the mode of life by which he can realize most fully his potentialities for worthy and satisfactory service. To this end, school must have a sympathetic understanding of the pupil’s interest, aptitude and abilities and make a conscious effort to help develop them for the satisfaction of their needs; discharge of duties and responsibilities; and enjoyment of these opportunities. Guidance is a tool to make wise decision and choice (Gregorio, 1965). Children in contemporary times are exposed to several conflicting, distracting, and stressful situations inside and outside the school premise. An individual makes an adjustment when he finds contentment in his relationship with the environment and in the relationships between his needs and interest. Satisfactorily, adjustment leads on a well-adjusted personality. (Health and Home Vol. 42. No. 3, 2000) Grade six is a time of adjustment especially because it is a period of adjustment to high school work. Every pupil undergoes this stage. This level is crucial and usually characterized with doubt, fear and confusion. The top five areas of concern that need adjustment are spiritual, academic, career, social and economic. The major objectives why schools are now introducing intervention programs that are based from pupils needs is to help them the opportunity to be promoted and to meet the demand for higher quality education. Schools have great role to play in assisting pupils. Similarly, Sta. Cruz Elementary School Pupils have needs that are needed to be satisfied for a better quality of education, they encounter failures in their performances especially in terms of cognitive level, as well as faculty members need to adopt some methods to meet the needs of their pupils. Identifying these needs would lead them find ways and means of assisting pupils to cope with their different problems that can affect their performance in school. The SCES pupils also face this kind of problems and needs. Grade Six Level has a large population in the school and the determination of these needs may not be easy. This research aims to determine the Guidance needs of Sta. Cruz Elementary School Grade Six Pupils especially under academics and the other needs that may arise that hinder their growth as pupils. This will also determine the performance of the school in meeting the needs and the effectivity of teachers, since academic needs and problems may arise in the classroom. STATEMENT OF THE PROBLEM This study will seek to identify the needs of Grade Six Pupils of Sta. Cruz Elementary School, Year 2012 – 2013. Specifically, the study will attempt to answer the following problems. 1. What are the needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, spiritual/moral of the SCES Grade Six Pupils? 2. Is there any significant relationship between their needs and the academic performance? 3. What is the better guidance program for the needs of the respondents? SCOPE AND LIMITATIONS This study was focused on the Guidance Needs of the Grade Six Pupils: A Basis for a Proposed Program of Sta. Cruz Elementary School, Dasmarinas City. The study has a population of 50 respondents, in school year 2012 – 2013. SIGNIFICANCE OF THE STUDIES The result of the research study will be very significant and useful to the pupils, the teachers, and the school administrators. For the pupils, he may be able to apply the guidance program in enhancing the skills on how to manage different needs. For the teachers, this will be of great help in guiding their pupils as they interact in class. In addition, it maybe be the basis of the teaching strategy that may use in teaching to be effective teachers. For the school administrators, this will serve as its basis in dealing with pupils and by coping their needs that greatly affect their academic performance and the good standard of the school. The guidance counselors can also assist the pupils in their needs and can be able to guide and formulate action flows necessary to address the said needs. This study will also of great help to parents to sense the current existing needs of their children so that they can be able to cope up with and to make necessary adjustment to strengthen family relationships. CHAPTER II THEORETICAL FRAMEWORK. The theoretical framework of this research was based on Henry Murray’s Theory on needs of Kurt Lewin’s Dynamics of Personality on Needs. Murray defined seeds as a construct convenient fiction or hypothetical concept which stands for a force in the brain region, a force which organizes perception, appreciation, intellection, conation and action in such a way as to transform in a certain direction on an existing, unsatisfying situation. A need is sometimes provoked directly by internal processes of a certain kind, but more frequently (when in a state of readiness) by the occurrence one of a few commonly effective press (environmental force). Thus it manifest itself by leading the organism to search for or to avoid encountering or when encountered, to attend and respond to certain kinds of press. Each need is characteristically accompanied by a particularly feeling or emotion and tends to use certain modes to further its trends. It maybe weak or intense, monetary or enduring, but usually it persist and give rise to a certain course of overt behavior (or fantasy) which changes the initiating circumstances in such a way to bring about an end situation which still (appeases or satisfied) the organism. (Murray 1998, p. 123-124). From Murray’s definition, it is important to consider the bases for distinguishing different types of needs. First, there is the distinction between primary and secondary needs. The primary or viscerogenic needs, are linked to characteristic organic events and typically refer to a physical satisfaction, urination, and defecation. The secondary, or psychogenic, needs are presumably derived from the primary needs and from the characterized by physical satisfaction. These needs are needs for acquisition, construction, achievement, recognition, exhibition, dominance, autonomy, and deference. Second Murray’s destination between overt needs and covertness, that is manifest needs and talent needs. Overt needs typically expressed themselves in motor behavior while covert needs usually belong to the world of fantasy or dreams. Third, there are focal needs and diffuse needs. Some work needs are closely link to limited classes of environmental objects whereas others are so generalized as to be applicable in almost any environmental setting. Murray pointed out that unless there is some unusual fixation as a need as always subject to change in the objects toward with which it is directed and the manner in which these are approached. That is the sphere of environment events to which the need is relevant may broaden as narrowed, and the instrumental acts linked to the need may be increased or decreased. If the need is firmly attached to an unsuitable objective; this is called a fixation and is customarily considered pathological. Fourth, there are proactive needs and reactive needs. The proactive need is one that is largely determined from within, one that becomes â€Å"spontaneous kinetic† because of something in the person rather than something in the environment. Reactive needs, on the other hand activated because of, or in response to some environmental event. Murray used these concepts also to describe interaction between two or more persons where usually one individual can be identified as the pro actor (initiates the interaction, asks the questions, in general provides the stimulus to which the other must respond) and other individual can be identified as the reactor. (Reacts to the stimuli provided by the pro actor). Fifth, there is distinction between process activities and modal needs plus affect needs. Effect needs are needs that lead to some desired state or end result. Process activity and modal needs are tendencies to perform certain acts for the sake by the performance itself. The random coordinated non-functional operation of various processes vision, hearing, thought, speech and so fort) that occurs from birth on is called process activity. Modal needs, on the other hand, involve doing something with a certain degree of excellence or quality. It is still the activity that is sought and enjoyed, but it is now rewarding only when it is performed with a certain degree of perfection. According to Kurt Lewin (Hall C. 1997,) need is an increase of tension or the release of energy in an inner personal region is caused by the arousal of a need. A need may be a psychological condition such as hunger, thirst or sex; it maybe a desire for something such as job or a spouse; or it maybe an intention to do something such as completing a task or keeping an appointment. A need is therefore a motivational concept and is equivalent to such terms as motive, wish, drive, and urge. Changing needs of a pupil is considered crucial to the development of effective guidance program. An individual makes an adjustment when he finds contentment in his relationship with his environment and in the relationship between his needs and interest. CONCEPTUAL FRAMEWORK The review of related literature and relevant studies presented here provide a good background and for the study. Some studies conducted both in United States and in the Philippines as well as literature related to the present study are presented. Foreign Related Readings The Randolph Township Schools guidance program in New Jersey, seeks to foster the social and emotional growth of students in an effort to have them succeed academically and personally. Guidance   is an integral part of the elementary education program. The counselor is a child advocate. A goal of elementary counseling is to be preventative in nature while also identifying and addressing current problems. Another goal is to help children understand themselves and others. The elementary program is characterized by intervention and prevention techniques. Counselors help students develop social skills including conflict resolution, interpersonal relations skills, decision making and problem solving. Counselors also assist students in their transition to Randolph schools and in moving up to the middle school. Counselors conduct individual and group session, classroom lessons, district-wide programs, and parent consultations as needed. Counselors work collaboratively with other school personnel, especially the classroom teacher, and serve on each building’s Pupil Assistance Committee. Counselors attend professional conferences and belong to professional associations. The counselors are available to consult with parents, teachers, and administrators to help address specific academic, social, and/or personal concerns of students. Counseling is for everyday people with everyday problems. Elementary guidance counselors are responding to today’s needs by providing children with developmental school counseling programs and support. There are many reasons a child may see the elementary school counselor as stated in Maine School Administrative District #22 in Hampden, Newburgh and these may include help with peer relationships/social skills, low self-esteem, worry or anxiety, a family concern, behavioral and/or learning difficulties, absenteeism and any other concern that is interfering with the child’s ability to learn. Local Related Readings The Philippine Education Act of 1982 Sec. 9, states the Rights of all students in school. In addition to other rights, and subjects to the limitations prescribed by law of regulations, students and pupils in all schools shall enjoy the following rights: The right to receive, primarily through competent instruction relevant quality education in line with National goals and conducive to their full development and persons with human dignity. The rights to freely choose their fields of study subject to existing curricula and to continue their course there in up to graduation, except in cases of academic deficiency or violation of disciplinary regulations, and; The right to school guidance and counseling services for making decisions of selecting the alternatives in field of work suited to his potentialities. Annotated by Amado C. Dizon (1983). Therefore, the Philippine Constitution itself, states the vital role of the schools play in molding and guiding the youth. Foreign Related Studies. The article â€Å"Academic Problems† of the University of Cincinnati stated some common reasons why pupils experience academic problems: a) Motivation; b) Inadequate Time Management; c) Study Skills; d) Social Distractions; e) Learning Disabilities; and f) other Psychological Needs (Cited in campblues). According to Kauffman (1993) managing pupils’ behavior has always been a demanding task, but it has become much more exacting during the past decade. He explained that when teachers are not successful in helping pupils learn and enjoy school, the reason is likely to be, in large measure the difficulty they experience in managing classroom. Many teachers who become discouraged feel â€Å"burned-out† or leave the profession and attribute their unhappiness in teaching to their difficulty in managing pupils’ behavior. What experienced teachers tell people in the field, what they read and what they see in schools – a very reliable indicator – tell them that disruption, aggression, disinterest in school, social withdrawal, and other forms of undesirable behavior are increasingly common in nearly all schools. Without effective strategies for dealing with unacceptable and troublesome behavior, teachers are unlikely to have a career in teaching, and even less likely to enjoy and be successful in their chosen profession. Furthermore, pupils are more unlikely to learn what they should when their teachers are unhappy and feel defeated. Hence, understanding how to respond to behavioral concerns and being responsive to each child begin with understanding of problem behavior and how one can prevent it from occurring through effective classroom behavior management strategies. A study of Missouri high schools as stated in Lapan, R. T. , Gysbers, N. C. , & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, 320-330, Implementing comprehensive school counseling programs is consistently associated with important indicators of student safety and success. The study found that school counselors who were more fully engaged in providing students with a unique network of emotional and instructional support services were more likely to exert a positive impact than counselors who did not implement such activities. After researchers controlled for differences between schools due to socioeconomic status and enrollment size, students attending middle schools with more fully implemented comprehensive programs reported (a) feeling safer attending their schools, (b) having better relationships with their teachers, (c) believing that their education was more relevant and important to their futures, (d) being more satisfied with the quality of education available to them in their schools, (e) having fewer problems related to the physical and interpersonal milieu in their schools, and (f) earning higher grades. A study done in Gwinnett County, Georgia in Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counselor effects on academic achievement and student behaviors. Georgia School Counselors Association Journal, 1:4, 4-12. Watts, V. & Thomas, B. (1997), shows that school counselors impact students’ academic performance and can increase the on-task, productive behavior of students and reduce disruptive behaviors. The Behavior Rating Checklist indicated statistically significant decreases in disruptive behaviors and significant increases in productive, on-task behaviors for both the third grade and the fifth grade students tested. Language arts progress was statistically significant for both grade levels as well. The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling & Development, 75, 292-302, shows that schools with more fully implemented model guidance programs had students who were more likely to report that (a) they had earned higher grades, (b) their education was better preparing them for the future, (c) their school made more career and college information available to them, and (d) their school had a more positive climate (greater feelings of belonging and safety at school, classes less likely to be interrupted, peers behaving better). After removing the variables of school enrollment size, socioeconomic status, and percentage of minority students in attendance, positive program effects were identifiable. Results highlight the important roles school counselors play in promoting the central educational goals of their schools and support a comprehensive guidance program focus for university counseling faculty who train school counselors. Local Related Studies Another problem that the researchers find crucial is financial problem and their lifestyle. All students in public/government schools considered these the most serious problems. As Sompong Poungcharoen revealed in his study in the â€Å"Problems of College Freshmen of the University of Northern Philippines: Implications to the Guidance Program. † According to him, all students considered their most serious problems to be are in the area of finance, living conditions and employment and that they need help to solve their problems. In the sense that education is a lifelong process, socialization is also a continuous process of learning. Both are concerned with the development of man and society. Socialization begins within the intimate relationships in the home. Next to the family, the most potent and effective socializing agent is the classroom, which is natural extension of the home. The school in itself is a social system. When the students attend a class, they are interacting within the formal social system of the school which consists of the students, the teachers and the administrators, all of them acting and reacting according to their respective roles and status. All these activities in and out of the school are included in socialization. (Alicia S. Bustos, Ed. D. and Socorro C. Espiritu, Ph. D. , Foundation of Education, 1996). Structured curricular activities can promote mental health among all adolescents and particularly for those at risk of negative academic outcomes. It is important therefore, that at risk, teens be involved in a structured activity of the choice under the influence of positive peer networks and competent adults. These activities can lead to greater self-esteem, satisfaction and engagement in school, social competence, improved academic performance and graduation. (Educational Research Vol. 4 No. 1 January 2004). Confidence is another aspects that pupils should have at the very early stage, or should we say, must be learned. Students under the category needed guidance and counseling to be able them to minimize or totally eradicate social anxiety and fear of public speaking. Especially that the students understudied are future teachers of the young. â€Å"We pay the price of fear and worry to live the life of a human being. Our susceptibility to anxiety is the root cause of our problems†. As Dr. K. Sri Dhammananda stated on the 1st chapter of his book entitled â€Å"Why worry? † states that Fear and Worry seem to be part of human life. One who is immersing in the world is not free from these unpleasant mental states. Their worries are due to various commitments and responsibilities they have. Their worries come in many various guises. They feel inadequate when they compare themselves with others. They may be afraid to be themselves as they really are in the presence of others, so they act and pretend to be someone else when in fact they are not. People worry about their physical appearances. They are afraid of being criticized, to present their ideas or opinions before a crowd for fear of being ridiculed, but feel angry with themselves whenever someone else present the same idea and gets credit for it. Others worry about their families. In their workplace, they may have to face problems in carrying out assignments and have difficulties in making decisions. Therefore, parents and school’s guidance counselor and personnel should guide pupils accordingly. Considering the researches above, we can notice that there are needs or problems that needs to be intervened immediately. Such concerns of pupils are the following: Physical needs, Academic needs, Psychological-Emotional needs, Sexual needs, Spiritual needs, Family needs, Career needs, Social needs and Character Building. According to Kapunan, Guidance does not solve problems for an individual, but it helps the individual to solve them. Guidance therefore, is directed on problems but on the individual because its purpose is to promote the growth of the individual toward self-development. It leads the individual toward self-understanding, self-appraisal, and self-direction. To check whether the function is adequate to the task, the methods fitting, the guidance program needs to assessment. Attention should give to the development and crisis needs of pupils. Special consideration should be given to psychological as well as intellectual development, creative ability, vocational preparation and a balance socialization and individuality. Farrales (1997) conducted a study, which focused on determining the prevalence of behavioral problems among children 5-12 years of age who consulted at the Zamboanga City Medical Center Out Patient Department. With the use of a Random Questionnaire Checklist, out of 50 respondents, 15% were found out to have maladjustment problems underlying the presenting medical complaints of cough, fever and colds. While the aforementioned study focuses more on possible co-existing, if not causative psychological problems along with medical complaints, such results show that emotional problems can exist but subtle and easily overlooked, remaining undetected unless sought for. If such is the case, then most certainly it is vital we determine the true prevalence of behavioral problems among children, as many may present with physical ailments, but are with nevertheless underlying serious emotional problems. RESEARCH HYPOTHESES In the conduct of this study, the following hypotheses were tested. 1. There is no significant relationship between the performance of the respondents and their guidance needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, and spiritual/moral Figure 1. Research Paradigm Figure 2 Figure 1, paradigm showing the needs of SCES grade six pupils’ basis for a proposed guidance program. DEFINITION OF TERMS The following definitions are conceptual or lexical definition. Academic needs- pertains to one’s needs along scholastic adjustment and performance. (Torres 1987) Adjustments- this refers to the individual’s ability to adopt physically, socially, and emotionally and the ability to adjust to his new environment and friends. (Uy, 2002) Career- The course followed or progress made by a person in his occupation or life’s work. (Webster elementary dictionary) Character building needs- pertains to one’s needs related to the improvement of one’s trait. (Torres, 1987) Economic- Pertains to financial and material needs (Torres 1987) Family needs- pertains to one’s needs in relation to the members of the family. (Torres 1987) Physical needs- pertains to one’s physiological and bodily needs including the need for sports and recreation. (Torres 1987) Psychological/ Emotional needs- pertains to one’s need for emotional stability and psychological support. (Torres 1987) Sexual needs- pertains to one’s sexual needs like the need to be loved and accepted by the opposite sex, coping with sexual information on human sexuality and sex. (Torres 1987) Social needs- pertains to one’s needs in relation to others. (Torres 1987) Spiritual/Moral- pertains to one’s need in relation to his creator. (Torres 1987) Chapter III METHODOLOGY. This chapter deals with the research design, implemented to systematically answer the specific purpose of the study. It describes briefly the venue of the study, the respondents, and the instrument used to gather data for the statistical treatment to have an accurate interpretation and evaluation that likewise contained in this chapter. RESEARCH DESIGN This study is a descriptive analysis which will use the descriptive survey method (John Best, 1987) point out that descriptive research is concerned with the conditions or relationship that are existing processes that are going on effects that are being felt trends that are developing. Furthermore, according to Borg and Gall (1979) the survey method will enable the researcher to explore and evaluate many aspects of the research in education such as administrative procedure and policies and interrelationship for purpose of internal evaluation and improvement. In view of this, the researchers consider it most appropriate to use the descriptive method since the main purpose of the study is to identify the guidance needs of grade six pupils of Sta. Cruz Elementary School. Following the survey research, the researchers will use a survey questionnaire in order to determine the guidance needs of grade six pupils of Sta. Cruz Elementary School and propose a guidance program that would help answer the identified needs. The questionnaires were employed to collect descriptive information that will serve as a basis in conducting the study. POPULATION AND SAMPLING PROCEDURE A total of 85 respondents comprised the sample of the study, which is 10% of the total population of grade six graduating class. The 10% will be the problem children from all the 16 sections. The researchers will adopt the Pupils Needs Inventory (PNI) concerning the ten areas of pupil needs. To determine the sample of the population, the Sloven formula (1960) will be adopted. Figure 2. Profile of the respondents according to sex Table 1. Religious Affiliations of the Respondents |Religion |No. Of Students | |Roman Catholic |70 | |Born Again |10 | |Islam |0 | |Iglesia Ni Cristo |5 | Grade VI pupils who are Roman Catholic dominate other religion ranking first with 70 pupils out of 85. Second is born again with 10 pupils followed by Iglesia ni Cristo with 5 pupils. Table 2. Profile of the Respondents according to Monthly Income |20,000 above |0 | |15,000-19,000 |10 | |10,000-14,000 |12 | |9,000-5,000 |28 | |5,000 below |35 | 35 pupils belong to family with monthly income of 5,000 and below; 28 pupils belong to a family with monthly income of 5,000-9,000 followed by 12 pupils with 10,000-14,000, and 10 pupils with 15,000-19,000 monthly income. RESEARCH INSTRUMENT Students Needs Inventory (SNI), 1987, designed by Mrs. Lilia Torres, Research Director of the UP, Dr. Vicentita M. Cabrera Research Coordinator and Head of Testing and Research activity and counseling and Guidance, UP 1987. This instruments was 1st used by the diagnosis in the three campuses of UP to identify the prevailing needs of the students so that they may be better helped during their study in the university and also to assess their needs so that they will be provided with opportunities for the maximum development of this physical, social, intellectual, as well as spiritual well-being and assist them to explore and make full use of their potential to achieve their goals. The instrument has four parts a. Part 1- this is the information data sheet where the pupils are asked to write their personal information; monthly income, special skills and interest. b. Part 2- the academic performance sheet where the pupils are asked to write their subject grade when they where in grade V, below that is a space provided for the reason why they got their lowest or highest grade in a certain subject. c. Part 3- pupil needs sheet contains 100 situations that would survey especially the respondents needs and concerns along the ten areas: academic, career, psychological, spiritual, family, economic, social, sexual, physical, character building. d. Part 4-the answer sheet, which contains five columns where the respondents would indicate their answers using the five point rating scale. 5- Very much of a need, 4- Much of a need, 3- Generally a need, 2-Not much a need, 1- Not a need. The SNI questionnaire consists of one hundred items classified into the following areas: 1. Academic- consists of nineteen items pertaining to one’s needs along scholastic adjustment and performance. 2. Career- consists of seven items pertaining to one’s needs in the world of work. 3. Character Building- consists of nine items pertaining to one’s needs related to the improvement of one’s traits. 4. Economics- consists of seven items pertaining to one’s financial and material needs. 5. Family- consists of nine items pertaining to one’s need in relation to family. 6. Physical- consists of seven items relating to one’s physiological and bodily needs including the need for sports and recreation. 7. Psychological/Emotional- consists of seventeen items perta.

An Example of True Fidelity with the Source Text A Scanner Darkly

An Example of True Fidelity with the Source Text A Scanner Darkly Up until comparatively recent times, it used to account for a common assumption among critics that, in order for cinematographic adaptations of a particular literary piece to be considered successful, they must be thoroughly consistent with the original literary work’s discursive aspects. This point of view, however, can no longer be considered as such that represents an undeniable truth of True Fidelity with the Source Text: A Scanner Darkly specifically for you for only $16.05 $11/page Learn More The reason for this is quite apparent – the highly dynamic realities of a post of True Fidelity with the Source Text: A Scanner Darkly specifically for you for only $16.05 $11/page Learn More What it means is that, in order for the film-adaptation of a particular novel to be considered successful, it has to be capable of ensuring a long-term survivability of the contained meme (a literary equivalent of the biological term ‘geneâ€℠¢), regardless of whether the author is being aware of it or not (Dawkins 206). Yet, just as it is being the case with the replication of genes, the reproduction of memes implies that their phenotypical manifestations must be necessarily adjusted to the surrounding social environment. In other words, it is specifically the discursively relevant cinematographic adaptations of literary texts, which can be defined truly successful. The watching of Linklater’s film leaves very few doubts, as to the fact that the director did succeed in ensuring the fidelity of the original novel’s memetic aspects. One of the reasons why it appears to be the case is that, even though that the director had made a deliberate point in altering some dialogues between the featured characters and in adjusting the deployed settings to be more reminiscent of the realities of the 21st century’s living, the main memetic ideas that are being promoted, throughout the film’s entirety, perf ectly correlate with that of the original novel. These ideas can be conceptualized as follows: American drug-subculture is embedded in many individuals on a genetic level, which is why there can be no victory in the morality/religion-fueled ‘war on drugs’, by definition. The governmental officials that most enthusiastically support an ongoing ‘war on drugs’, are in cahoots with drug-traffickers. It is a commonplace practice among police officers to use illegal narcotics on a regular basis. The perception of a surrounding reality, on the part of committed drug-addicts, never ceases being thoroughly distorted, which is why these people should not be subjected to any moral judgments. It is needless to mention, of course, that the majority of psychologically adequate persons would refer to these ideas as being self-evident. However, in order for the cinematographic representation of the earlier mentioned memetic ideas to be capable of generating a commercial income (this is why movies are being produced, in the first place), it needed to be contextually relevant, so that viewers would be able to relate to the conveyed semiotics emotionally.Advertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is exactly the reason why Linklater’s adaptation features a number of formal deviations from the original novel, which nevertheless do not undermine the extent of this film’s adaptational fidelity. For example, there is a memorable scene in the novel, in which the character of Barris reveals the price of his newly purchased sport-bike, â€Å"I saw it (bike) in the neighbors yard and asked about it and they had four of them so I made an offer of twenty dollars cash and they sold it to me† (Dick 63). Initially, this scene was meant to promote the idea that drug-addicts are being quite incapable of realizing the moral/legal implications of buying stolen goods. After all, the fact that he was only asked for twenty dollars, in exchange for a brand-new bike, did not alarm Barris even slightly. In Linklater’s adaptation, however, Barris brags about having bought this bike for fifty dollars (00.19.51). Nevertheless, this formal inconsistency between Linklate r’s film and Dick’s novel can be well explained, once we recall the fact that the purchasing power of twenty dollars in 1977 was much higher, as compared to what it is being the case nowadays. Therefore, while striving to protect the fidelity of his cinematographic adaptation, Linklater did not have any other choice but to ‘increase’ the price for the stolen bike by thirty dollars. In its turn, this allowed him to ensure that the members of contemporary viewing audiences would regard this particular element of the plot’s unraveling thoroughly plausible. Hence, a certain paradox – even though that, in respect of how he went about incorporating the earlier mentioned scene in his movie, Linklater did deviate from the original text, this did not undermine the overall extent of his adaptation’s fidelity. Quite on the opposite – by ‘increasing’ the price of Barris’s bike, the director was able to increase the exten t of film’s discursive soundness – hence, making it more cognitively ‘digestible’. Nevertheless, the memetic integrity of Linklater’s adaptation is not only being merely maintained by the fact that the director had rightly decided in favor of adjusting the characters’ monologues to be reflective of the realities of a contemporary living in America, but also by his decision to utilize the rotoscoping animation-technique, as a tool for ensuring the film’s expressionist appeal (Ward 60). There seem to have been a number of rational reasons, which prompted Linklater to proceed with taking advantage of this specific technique. First, rotoscoping makes possible for the director (which has a limited production-budget) to significantly enhance the background settings and to incorporate the elements of ‘super-naturalness’ into the otherwise conventional plot. Given the essence of Dick novel’s themes and motifs, Linklaterâ₠¬â„¢s decision to use this technique appears thoroughly justified. One of the reasons for this is that, while addressing life’s challenges, many of the novel’s characters never cease being affected by hallucinations: (Jerry Fabine is trying to wash off (Bob Arctor is perceiving Barris asimaginary bugs in the shower) an insect) Yet, in order for the on-screen hallucinogenic images to be considered emotionally powerful, they must radiate the spirit of Freudian ‘uncanny’, when viewers are being prompted to explore their own image-related unconscious fears and anxieties. This is where the utilization of rotoscoping comes in particularly handy. As Bouldin pointed out, â€Å"The rotoscoped image draws its power from its contagious contact with an original. Through this ‘material connection’ the rotoscoped animated body is able to conjure the uncanny, supplemental presence of an absent body (13). There is even more to it – without the deplo yment of this technique, the director would hardly be able to explore the motif of a ‘scramble-suit’, which does not only reemerge throughout the novel’s entirety, but defines the overall philosophical significance of Dick’s literary masterpiece (Hurwitz 27). Apparently, by having applied rotoscoping to the live-images, captured with the digital camera, Linklater was able to advance the novel’s original idea that, contrary to the assumption that secret agents’ anonymousness increases their chances to apprehend evildoers, it in fact causes them to adopt the existential mode of those they formally oppose. The second major motivation behind the deployment of rotoscoping, on Linklater’s part, appears to have been concerned with both: the director’s strive to remain faithful to the original novel and his proper assessment of Dick novel’s clearly expressionist nature. After all, one of this novel’s major characteristics is the lack of a logical/spatial interconnectedness between the featured events. This could not be otherwise, because Dick had made a deliberate point in narrating his story from the point of view of a person with the history of a long-term drug abuse. There is, however, even more to it – Dick’s novel does not only reflect the author’s personal disillusionment with the lifestyle of a drug-addict, but also his disillusionment with how the representatives of a ‘moral majority’ in America propose the society’s ‘unproductive elements’ should be dealt with. Apparently, the absence of a spatial continuity in the original novel signifies Dick’s frustration with the euro-centric idea of a linear progress; as such, that defines the actual meaning of the surrounding reality’s emanations. What it means is that, in order for the cinematographic adaptation of Dick’s novel to end up thoroughly faithful to the novel’ s original spirit, it also had to be shot in the expressionist manner, concerned with the affiliated directors’ strive to help viewers to experience the depicted reality’s subjective aspects (Gianetti 4). Unfortunately, this could only be accomplished at the expense of undermining the adaptation’s appeal to broader audiences. Yet, being an intellectually honest person, Linklater nevertheless decided in favor of constructing the adapted plot in a manner thoroughly adjusted to the original novel’s clearly defined expressionist spirit of a spatially undermined connectedness between the consequential scenes. As the director noted, â€Å"So much of Hollywood screenwriting and storytelling is all about keeping a highly toned or a sharply structured story. Youre supposed to chip along, one thing into the next, everything important, you know all that by-the-book storytelling. But Ive always been allergic to that; especially in a piece like this thats so fundame ntally a character piece† (Johnson 340). Apparently, it was specifically Linklater’s acute understanding of the discursive significance of the original novel’s expressionist aesthetics, which prompted him to go about ensuring his adaptation’s faithfulness by the mean of exposing viewers to the perceptually subjectualized developments of the plot. Therefore, there is nothing utterly surprising about the fact that there are a number of unmistakably expressionist editing-related overtones in Linklater’s adaptation. For example, the actual meaning of conversations that take place between the characters can rarely be grasped outside of what accounts for the film’s overall motif of existential frustration and social alienation. The same can be said about the significance of contextually disconnected images from hidden survey-cameras, to which viewers are being periodically exposed. These images are supposed to strengthen the sensation of a spatia l disorientation, on the part of viewers, so that their psychological state, while at the theater (or in front of a TV-screen), would be more attuned to the theme of identity-loss, explored in the original novel. A clearly dissonant musical score, used in Linklater’s adaptation, also contributes to the establishment of a proper perceptual mood in viewers rather substantially. Nevertheless, it is specifically the director’s deployment of the earlier mentioned rotoscoping technique, which contributes to the strengthening of this adaptation’s expressionist overtones more than anything else does – hence, increasing the extent of the concerned cinematographic piece’s fidelity to the original novel. The reason for this is quite apparent – there is a dreamlike quality to the motioned images on the screen, because they are being continually altered in a barely noticeable, yet persistent manner (Freedman 41). Finally, Linklater’s utilization o f rotoscoping helped to create prerequisites for his adaptation to be fully consistent with the process of Americans growing progressively secularized. As of late, the pace of this process has gained a particularly powerful momentum, due to the recent discoveries in the field of neurology that remove last remaining doubts, as to the fact that there is no such a thing as ‘soul’, which can exist outside of one’s body. After all, it nowadays does not represent much of a secret to just about every intellectually advanced individual that the workings of one’s psyche are defined by the essence of chemo-electric reactions inside of his or her brain. For as long as there are no obstacles on the way of chemo-electric reactions’ normal flow, the functioning of people’s consciousness allows them to experience the three-dimensional sensation of ‘self’ (when awake). However, even a slight mechanical damage to the cortex area of one’s b rain can produce a dramatic impact on the sense of his or her self-identity – often without affecting the integrity of the concerned individual’s ability to address cognitive tasks. Hence, the actual significance of the scene in Linlater’s adaptation, where Bruce (Arctor) realizes that there are tiny blue flowers (the source of substance D) growing amidst corn-plants at the New Path’s agricultural plantation – despite the fact that the institution’s other inmates do not seem to acknowledge these flowers’ presence. Because it has been mentioned earlier by the film’s secondary characters that, in order to be admitted to the New Path, former drug-addicts are being usually required to undergo a lobotomy (which could have explained their inability to see blue flowers), viewers are left with no choice but to wonder whether, despite Bruce’s newly acquired identity of a ‘human vegetable’, he is in fact continues to act as a police informer. Simultaneously, this prompts viewers to disregard the metaphysical/religious ideas as to what can be considered the actual roots of one’s consciousness, which in turn makes them more adapted to the highly secularized realities of post-modernity. The earlier provided line of argumentation, in regards to the discussed subject matter, leaves few doubts as to the fact that Linklater’s adaptation is not being only faithful to the original novel, but also to the currently ongoing process of Westerners getting rid of progress-impending prejudices, in regards to what the representatives of the Homo Sapiens species really are. Therefore, it will not be much of an exaggeration to suggest that the earlier outlined memetic ideas, contained in Dick’s novel, will indeed be able to survive into the future – hence, guaranteeing a ‘literary immortality’ to the author. This is because, in full accordance with the provisions of Hutcheo n’s theory, Linklater did a perfectly good job, while ensuring the fidelity of his cinematographic adaptation of the original A Scanner Darkly. A Scanner Darkly. Ex. Prod. Richard Linklater. Burbank, CA.: Warner Independent Films. 2006. DVD. Bouldin, Joanna. â€Å"Cadaver of the Real: Animation: Rotoscoping, and the Politics of the Body.† Animation Journal 12 (2004): 7–31. Print. Dawkins, Richard. The Selï ¬ sh Gene, Oxford: Oxford University Press, 1976. Print. Dick, Philip 1977, A Scanner Darkly. Web. Esther, John. â€Å"The Transparency of Things: An Interview with Richard Linklater.†Ã‚  Cineaste 31.4 (2006): 64-65. Print. Freedman, Yacov. â€Å"Is It Real†¦ or Is It Motion Capture?: The Battle to Redefine Animation in the Age of Digital Performance.† The Velvet Light Trap 69 (2012): 38-49. Print. Gianetti, Louis. Understanding Movies. 9th ed. Upper Saddle River: Prentice Hall, 2001. Print. Hurwitz, Matt. Nothing is Real Richard Linklat ers A Scanner Darkly.  Videography 31.7 (2006): 22-30. Print. Hutcheon, Linda Gary Bortolotti. â€Å"On the Origin of Adaptations: Rethinking Fidelity Discourse and ‘Success’ – Biologically.† New Literary History 38.3 (2007): 443-458. Print. Hutcheon, Linda. â€Å"On the Art of Adaptation.† Daedalus 133.2 (2004): 108-111. Print. Johnson, David. â€Å"Directors on Adaptation: A Conversation with Richard Linklater.†Ã‚  Literature Film Quarterly 35.1 (2007): 338-341. Print. Ward, Paul. â€Å"Independent Animation, Rotoshop and Communities of Practice: As Seen Through A Scanner Darkly.† Animation 7.1 (2012): 59-72. Print. Zhang, Yingjin. â€Å"From Shakespeare’s Drama to Early Chinese Cinema: Authority and Authorship in Literary Translation and Film Adaptation.† Yearbook of Comparative and General Literature 54 (2008): 83-102. Print.

Globalization of Business and Culture

Globalization of Business and Culture Managing employees in cultural diverse environments is important because it helps reduce conflicts. Human resources managers have the obligation of identifying the culture of all their employees so that they can establish policies which favor each cultural group.Advertising We will write a custom assessment sample on Globalization of Business and Culture specifically for you for only $16.05 $11/page Learn More Cultural conflicts are experienced in multinational organization and it is important for managers to learn the different cultures so that they can address the problems which are caused by cultural differences. The performance of an organization is improved when conflicts are resolved amicably. In addition, resolving cultural conflicts among employees improves the image of the company because it is a social responsibility for an organization to improve internal affairs (Merz, He Alden, 2008). Managing cultural diversity effectively helps an organizatio n to improve its market position in the global market as well as creating a favorable environment for all stakeholders to operate in. multinational organizations work in cultural diverse environments and it is important to integrate cultural aspects in the products manufactured. Customers are sensitive to cultural attachments in the products offered in the market and it is important for companies to identify the specific cultures of all the consumer groups in the market they operate in. in addition, managing cultural diversity helps managers to identify the best marketing strategies to be adopted in different market segments (Merz, He Alden, 2008). Effective management of cultural diversity helps a company attain its corporate social responsibility goals. It is a corporate social responsibility for an organization to improve its relationship with the external environments. Learning the culture of the people surrounding an organization helps reduce conflicts and this improves the pu blic image of the company. a good public image is important to the organization because it helps market products effectively to the consumers. consumers have become aware of the need to assess the activities of companies which manufacture products.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When consumers attain confidence in the products offered by a company they become loyal to the products of such companies and this improves the competitive position of a company (Mead, Andrews, 2009). The concepts of globalization can be applied to the business function of human resource management by helping managers integrate different cultural aspects relating to their employees. With the emergence of cultural diverse labor markets there is need to learn different cultures to improve the performance of multinational companies. Additionally, social capital is important in the manag ement of human resources in cultural diversified environments. Employees are linked to social systems and managers should identify the social systems which may affect their performance at the workplace (Taylor, 2007). As an employee of a multinational organization, I have found it important for managers operating in cultural diversified environments to learn the cultural aspects of the people they are working with. Resolving cultural conflicts helps improve the performance of an organization as well as improving the competitiveness of a company. In my professional career as a human resource manager I have identified that managing cultural diversity is an important aspect which helps managers venture into new markets and capture demand for their products. In conclusion, it is important for managers to improve their skills in learning the cultures of all consumer groups they are marketing their products. On the other hand, human resources managers should identify the cultural aspects of their employees so that they can reduce conflicts experienced in organization. Working in a multinational company requires learning the cultural aspects of the consumers as well as that of the employees so that a company can improve its performance and its competitiveness in the market.Advertising We will write a custom assessment sample on Globalization of Business and Culture specifically for you for only $16.05 $11/page Learn More Bibliography Mead, R. and Andrews, T.G. (2009). International Management. 4th Edition. Wiley / Blackwell. ISBN: ISBN13: 978-1405173995 ISBN10:1405173998. Merz, M. A., He Y. and Alden, D. L. (2008). A categorization approach to analyzing the global consumer culture debate. International Marketing Review. 25(2). pp. 166-182. Taylor, S. (2007). Creating social capital in MNCs: the international human resource management challenge. Human Resource Management Journal. 17(4). p 336–354.

Organic Chemist Job Profile

Organic Chemist Job Profile This is an organic chemist job profile. Learn about what organic chemists do, where organic chemists work, what type of person enjoys organic chemistry  and what it takes to become an organic chemist. What Does an Organic Chemist Do? Organic chemists study molecules that contain carbon. They may characterize, synthesize or find applications for organic molecules. They perform calculations and chemical reactions to achieve their goals. Organic chemists typically work with advanced, computer-driven equipment as well as traditional chemistry lab equipment and chemicals. Where Organic Chemists Work Organic chemists put in a lot of time in the lab, but they also spend time reading scientific literature and writing about their work. Some organic chemists work on computers with modeling and simulation software. Organic chemists interact with colleagues and attend meetings. Some organic chemists have teaching and management responsibilities. An organic chemists work environment tends to be clean, well-lighted, safe and comfortable. Expect time at the lab bench and at a desk. Who Wants to Be an Organic Chemist? Organic chemists are detail-oriented problem solvers. If you want to be an organic chemist, you can expect to work in a team and to need to communicate complex chemistry to people in other areas. Its important to have good oral and written communication skills. Organic chemists often lead teams or organize research strategies, so leadership skills and independence are helpful, too. Organic Chemist Job Outlook Presently organic chemists face a strong job outlook. Most organic chemist positions are in industry. Organic chemists are in demand by companies that produce pharmaceuticals, consumer products, and many other goods. There are teaching opportunities for Ph.D. organic chemists at some colleges and universities, but these tend to be highly competitive. A smaller numbers of teaching and research opportunities exist for organic chemists with masters degrees at some two and four-year colleges.

Persuasive writing Assignment Example | Topics and Well Written Essays - 500 words

Persuasive writing - Assignment Example Frank Daley, who is one of Ruth’s immediate superiors, Ruth’s workload has significantly increased. In addition to the fact, that Ruth only has a part time worker to support her. This situation has negatively affected Ruth’s efficiency and productivity as well as her overtime schedule causing the company additional expenses for her overtime pay. Jack on the other hand, has significantly reduced work due to the absence of Ms. Jessica Hilo. Jack having his full time assistant has had less workload resulting in his current lax attitude about his tasks. Given the circumstance, the imbalanced distribution of work should be addressed. The best solution would be to delegate the same workload and workers to the two offices. This can be done by switching the assistants to each office. Since Jack has lessened workload, the need for a full time assistant is unnecessary. Conversely, Ruth who has taken more responsibilities needs more help and a full time assistant shall bene fit her efficiency and work quality without causing additional expenses for the company. I also believe that this shall make the two employees and their supervisors contented because there would be minimal adjustment in terms of organization. The company even saves money and ensures the productivity of all their employees.

Project Managment - Team work Evaluation Assignment

Project Managment - Team work Evaluation - Assignment Example The activities that fall under these two processes are; decision on leadership through voting, this is also in line with thinking through the purpose of the group, decision on tasks for each member is a strategy to ensure fair share in the workload, all the activities that come prior to tackling of tasks are under transition processes; the plans, goal specification and planning the activities here are like decision on the backup plan as a group to avoid clashing of roles, set up on calendar et al. (Kivipelto & Yliruka, 2012). Action processes are a vital part of the taxonomy, what is entailed here is actual activities that are the sole purpose of a team or rather a group. Information and data are assembled within, members writing down their ideas and opinions, communication of venues for meetings, working on writing skills and grammar are pronounced in this process. The leader sets goals to be completed in every meeting to avoid time waste, the leader also monitors progress. Upon completion of own work, there is team monitoring, members who complete their tasks earlier help their colleagues. Evaluation of work, provision of any vital feedback, coordination and often working in pairs come in action processes. More importantly, the time for completion of work is set in this process (Kivipelto & Yliruka, 2012). Interpersonal processes come later in the taxonomy of team processes. Orchestrating conflict management techniques is employed here. Upon the rise of challenges, the crew chief would exchange tasks of the group members and work in liaison with the group to find an amicable solution. Identification of individual attributes, i.e., strengths takes place and when disagreements occur a management process would be held for instance re-evaluation of objectives and vote on decisions for the best interest of the group. Encouragement occurred during meetings, because of the positive attitude shown. Working in pairs and communication