Thursday, October 31, 2019
Final paper Essay Example | Topics and Well Written Essays - 250 words - 2
Final paper - Essay Example In our own argument we thought that was not well since beef is a delicious meal. However, after a reading in class, we realized the concept and notion of cultural relativism which stipulates that each and every culture is unique in its own way and there is no absolute or universal culture in the world.in brief the conversation in rhetoric form was as follows. The next day, we resumed the discussion about other cultures in other countries and realized that somewhat our culture was superior in way. This was so because the things that we do in our cultures we perceive them to be the best and highest in the society. However, the reading we did in class that previous week dispelled our notion and opinion which stipulated that we were ethnocentric. The term ethnocentrism in the simplest and most basic sense refers to the instance and situation whereby an individual elevates his or her own culture over and above the cultures of other people (Perne 23). For instance, when a person believes that the things that happen in his or her life are the best and others are inferior constitutes ethnocentrism. In rhetoric
Tuesday, October 29, 2019
Unicef Events Essay Example for Free
Unicef Events Essay EXECUTIVE SUMMARY On May 21, 2008 at 4pm in Yellowstone National Park, there will be a fundraising project to promote and support children’s education in the country. It will be a walkathon named The UNICEF Walkathon which aims to raise 21,000 dollars to be able to provide schools all over the world with basic school supplies and facilities. We will be inviting families, students, celebrities and athletes from all over the Metro to walk for a cause giving $10 per kilometer completed. Last May 21, 2008, they walked the talk. Converging at the Yellowstone National Park, they all took part in UNICEF’s â€Å"Take a Walk on the Child’s Side†Walkathon. Individual walkers, groups of friends, whole companies – even pets – were given the choice to walk any of the 2.5-, 5-, or 7.5-kilometer segments of the walkathon. And their donations, ranging from $5 to $10 and more, poured in in support of children’s education. This will be organized by the 2nd batch of Volunteer Interns from UNICEF; the half-day event aims to raise more than $20,000 to aid UNICEF’s efforts around the world, focusing primarily on improving the quality of education especially in the rural areas(What we do). INTRODUCTION and EVENT BACKGROUND VISION AND MISSION STATEMENT The vision of UNICEF is for all children around the world enjoy their rights and have a bright future within caring and protective families and communities (wwww.unicef.org). This vision can be attained through: Advocating that all children around the world have the optimal conditions necessary for growth, development and security (Help the Homeless). Widen the community of actors engaged in securing the maximum level of care for children and fulfillment of children’s rights. Demonstrate principles of transparency, effectiveness and accountability as managers of resources for all children. UNICEF work with various governments at the national, regional, and local levels (how to help the children in need). Through this system of cooperation, UNICEF seeks also the support and cooperation of NGOs and the private sector. This conglomerate encourages governors, mayors, and local leaders to build child-friendly communities. Effective communication is implemented with parents and community leaders about the rights of their children. Training of daycare workers, teachers, and health workers is conducted. Legislative actions and policy making directed towards the empowerment of children is encouraged by influencing the police, lawyers, and judges to set up a justice system sensitive to the needs of children (Brown, N., Bayer, E. 2000). UNICEF aids in developing infrastructure such as build daycare centers, child-friendly schools, and health centers. We construct sanitary toilets and water systems. With the help of UNICEF, organizations are able to reach out to children living in the streets, working in hazardous conditions, broken the law, abused and neglected, and those caught in armed conflict and affected by strife and disasters. We offer children the chance to speak out and be heard (What is Unicef?). PURPOSE/GOAL/ OBJECTIVE Unicef Walkathon (walk on the child’s side) To generate $20,000 for the â€Å"Promise for children’s dreams†Project, through: Walkathon participation Ticket sales from different Activities Concessionaires/Food Booths Bazaars in the event area To increase active participation in advocating for children’s rights To increase awareness about UNICEF and its goals That all children have dreams Children’s rights Variety Show Youth for the Youth – UNICEF invited different young amateur and professional performers to grace the event and showcase their talents. As successful and goal-driven members of the youth, they will be performing for the benefit of the less-fortunate youth in order to help them achieve their dreams and live a happy and contented childhood. They will be giving messages of hope and dreams, and ultimately become role models. OVERVIEW OF THE NATURE OF THE EVENT Variety Show Mass Opening Ceremonies Variety Program Variety Program Features Song Numbers Amateur: Michelle Ferriols BLD Music Ministry Trivent Splitcide Professional/Main Performer: AKAfellas Dance Numbers Escola Brasileira de Capoeira Company of Ateneo Dancers Into the Woods Play Excerpt: Blue Repertory Raffle Prizes Awards Ceremony Host and Performers Host: Bianca Gonzalez OVERVIEW STATEMENT OF WORK REQUIRED WORK BREAKDOWN STRUCTURE (Stuckenbruck, L. C., 1981) Participant’s mechanics Walkathon participants Cost of entrance for pre-registered participants Cost of entrance for walk-in participants Nature and kind of freebies to be given to participants Walkathon Walkathon slogan Route Number of rounds for the route Management system Prizes for the winners Walkathon Activities Concessionaires for activities Food concessionaires Food Booths Big Sponsors’ Booths Simple Booths: (Taho, Dirty Ice Cream) Organizations’ Stalls Volunteers and Logistics Registration system Location System of registration for participants Sound System and Stage Floor Plan and Wattage Volunteers’ and operators’ food Promotions strategy (Special Event Publicity) Pre-event advertisement News Release : Unicef Invites Public to Walk on the Child’s side Announce the event and its significance. Invite participants, supporters and sponsors (if needed). Explain the mechanics and what’s in it for joiners. For: sports pages, 9 dailies + selected tabloids Timing: 1st week April News Feature : Unicef Mounts Walkathon for XYZ Focus on the reason behind the walkathon. Expound on UNICEF projects for children that need support and the public’s understanding. Invite more support and participation. For: Lifestyle pages, dailies Timing: second week April Feature: Try The Walkathon – It’s New, Healthy and Fun! Try to arouse more interest for the sport by explaining the mechanics of the sport. Why do both feet always have to touch the ground in this sport? What are the health benefits? Include trivia about walkathons past that would arouse interest. Underscore the significance of the project and introduce the beneficiary – why it needs support. For: Lifestyle or Sports pages, dailies + weeklies Timing: 3rd week April News Releases / Photo Releases : Updates on the                                 Walkathon Event Give final call for registrants; announce venue, time, prizes, mechanics, special guests, celebrities, etc. (there will be a series of straightforward news announcements about these details of the Race before the actual event. For: sports sections of dailies and weeklies Timing: From 3rd week April to just the day before the   Race Event advertisement                        Provide: TV Coverage Print Media Coverage Photo Coverage Invite: Key government officials or civic personalities to attend Celebrities with their child actors and actresses to attend Sports Media to cover the event Conduct: A Walkathon Clinic or clinics in strategic areas before the event to familiarize the mall-going public with the sport and the event. On-the-spot â€Å"lectures†or tip-giving by sports experts about Walkathon racing just before the event on the day itself. Set up Registration Centers for the Walkathon before the event in malls and other crowd-heavy places (including schools; i.e. summer schools, cooking schools) where interested participants may sign up. Prepare token rewards (a sticker? E.g. â€Å"I Walked My Talk with UNICEF†) to give to all participants who show up at Yellowstone National Park on event day. (Optional) Stage: A Program with some entertainment numbers before the announcement of winners and the awarding of medals (To be discussed separately)  Post-event advertisement  TV News Footages of the Project in Selected TV News Programs Short Features of the Project in Selected TV Sports/ Magazine Programs PRINT News Stories with Photo : Winners of Unicef                                                   Walkathon Photo Spreads : Montage of Walkathon Scenes       And Personalities, UNICEF       Officials, people Personality Features: Choose one or several key personalities who joined or watched the Walkathon and write feature articles about them. Place the articles in lifestyle sections, sports magazines, women’s magazines. ORGANIZATIONAL STRUCTURE   TIMELINES Gantt Chart (Badiru, 1993) April 11-16 Finalize marketing letter to sponsors (packages) Finalize operations Finalize registration form/flyer Finalize letters to companies for pledges Finalize letters to celebrities Finalize the logistics requirements Send out letters to companies (for pledges and sponsorship) Send out letters to celebrities Start distribution of flyers/registration forms Coordinate with PR and promo Ocular (mapping) List target companies for sponsors April 18-22 Start promotions of the program Ongoing roll out of letters Follow-up with companies we sent proposals to Set up meetings with interested companies. Coordinate in getting volunteers Contact City officials â€Å"Logistic hunting†(i.e. sound system, tents) Finalize mapping and placement (log) Food Flow   Day 20-May   Meal allotment Lunch Dinner SUM UNICEF VOLUNTEERS   65  Technical crew 20 20   Marshals group     Traffic Management     Programs 15    Special Events 10    Secretariat    LOCAL GOVERNMENT UNITS     Traffic Enforcers     First aid     Swat     Police     Fire brigade    ORGANIZERS     Genesis 5 5  PERFORMERS       Total 75     Day 21-May   Meal allotment Breakfast Lunch SUM UNICEF VOLUNTEERS   170  Technical crew 20 20   Marshals group 15 15   Traffic Management 10 10   Programs 15 15   Special Events 10 10   Secretariat 15 15  LOCAL GOVERNMENT UNITS   78  Traffic Enforcers 13 13   First aid 8 8   Swat 7 7   Police 7 7   Fire brigade 4 4  ORGANIZERS     Genesis 5 5  PERFORMERS 50       Total 308      GRAND TOTAL 383  RUNNING SHEET (running sheet) Running Sheet   Day Time Activity 19-May Whole day Ingress/Delivery to Yellowstone National Park  Borrowed tents  Drinks from corporate partners  Collaterals from UNICEF  Collaterals from marketing agency  Collaterals from Corporate Partners  Borrowed tables and chairs SET-UP  Holding Area  20-May Whole day Ingress/Delivery to Yellowstone National Park  Hardcopies of the Walkathon database  Cash boxes  Borrowed tents  Drinks from corporate partners  Collaterals from UNICEF  Collaterals from marketing agency  Collaterals from Corporate Partners  Borrowed tables and chairs  9:00am onwards ARRIVAL OF THE VOLUNTEERS SET-UP  Tents for the booth area  Tents for the concessionaires  Tents for the water stations  Tents for the registration area  Tents for the breakfast area  Lounge area (tables and chairs, and tents)  Main stage (set-up and design)  Volunteers food booth  Headquarters  VIP Area  UNICEF advocacy banners around the route  UNICEF advocacy materials in Yellowstone National Park  Collaterals of Corporate partners  12:00nn LUNCH  3:00pm onwards TECHNICAL DRY RUN  Booth area  Concessionaire area  Water Stations  Registration area  Lounge Area  Headquarters  Main stage  7:00pm DINNER of skeleton crew  21-May 12:01am onwards Ingress/Set-up  Sounds system  Portalets Arrival of Volunteers/ volunteers briefing  1:00am onwards Ingress/Set-up  Food concessionaires  Special events teams  2:00am Ingress/Set-up  Registration equipment (Laptops) SOUND CHECK FINAL TESTING  Registration Area  Walkathon route  Water stations  Lounge Area  Concessionaires Area  3:30am Set-up of the directional signage along the road  6:00am-1:00pm EVENT  1:00pm LUNCH  2:00pm-onwards EGRESS  Food concessionaires  Exhibitors  Special events team  Local government Units  Money from the donation/pledges Pack up  Registration area  Tables and chairs  Tents  Sounds system  Water stations  Advocacy Banners Removal  Event directional materials  4:00pm (or earlier)-onwards EGRESS of all materials MANAGEMENT PLAN Event Area Traffic management plan (traffic management – venues and events) DROP OFF POINTS FOR THE PARTICIPANTS EVALUATION, CONTROL AND MONITORING SYSTEMS Garbage disposal system (waste management plan) Baggage Counter            Two small tables will be put up at the entrance of the Administration Building; one â€Å"in†and one â€Å"out†. The participants who wish to have their bags put in the baggage counter/claim their bags from the baggage counter should fall in line outside the building            Ten long tables, which will serve as storage area, will be put up inside the Administration Building. Each table is assigned twenty bagsâ€â€ten on either side. The same also follows for the area below the table. [400 baggage]            A minimum of four volunteers is required of this system. One would be assigned to each of the tables at the entrance while two would be the â€Å"claimers†, one for incoming bags and the other for the outgoing bags.  Garbage Disposal            Garbage cans will be placed near the water stations: 5 stations * 2 cans = 10 cans. Also the water station volunteers per station should each take turns to make rounds (0.5km stretch only) at 30-minute intervals to check for trash as well as to remind people to dispose their trash properly. BUDGET Walkathon expenditures (Funding the budget) Supplies Expense (Office Line Enterprises) $ 43.65 Representation (from meetings) $ 38.88 Towels (for walkers) $ 183.67 Food expense (for volunteers) $ 204.08 Walkers bib $ 122.45 Portalets $ 126.53 Tables and chairs $ 122.14 Ice $ 24.49 Walkathon forms $ 61.22 Pre-event promo materials $ 172.20 Tarpaulin expense $ 240.76 $ 0.00 Volunteer IDs $ 137.14 TOTAL $ 1,477.22 Promotions strategy (Guide to Special Events) Regular Representation $ 1,020.00 Event Media-Related Expenses $ 1,632.00 TV Coverage ($612.00) Print Media Coverage ($816) Photo/Video Coverage ($204) Photography (for Pre-Event/Post-Event) $ 204.00 (Service Fee + Copies) Operational Costs $ 409.00 (Covers Transportation Expenses, Press kit, TV Monitoring and Dubbing Fees, Scanning Fees, Media Delivery Costs, Photocopying, Coordination expenses, Materials, Publications) Professional Fees $ 1,224.00 (Covers Conceptualization of PR/Media Strategies, Writing/Editing of Materials, Media Contacts and Liaison, Media Invitations and Coordination, Clipping/ Monitoring, Coordination with Invited VIPs/ Celebrities, TOTAL $ 4,489.00 Conclusion: Projects as critical as the Unicef fund raising project for their projects and programs has truly benefited from the utilization and effective implementation of events management theories and methods. By using the prescribed guidelines in effective events management, most if not all of the elements needed to effectively implement the project were identified and addressed (Sargeant 2004). As proper events management would entail, it is important to clearly identify the project’s purpose and objectives for making the event. By being able to define the objectives of the fundraising project of Unicef, the events group is able to identify necessary and unnecessary items needed for the event. This greatly narrows down the needed work to be done and makes sure that all the elements of the events being implemented are value-adding activities that help in achieving the project’s objectives and goals. After by being able clearly identify the objectives of the project, the group can then move on to events planning and effective implementation. As prescribed in effective events management, there is a need for a clear creation of an organizational structure. A clear organizational structure makes sure for an effective and efficient implementation group and would imply effective communication within affected groups of people. As would conventional events and project management would demand, it is important for effective communication. IN addition, by having a clear structure, there is a systematic approach to the implementation of the event; there is a clear identification of duties and responsibilities and what he/she is supposed to deliver. In the Unicef event, the group was able to clearly plan as well the promotional strategy for this event. As fund raising events clearly need publicity, it was important for the group to identify and to plan out an effective means of how to strategize the effective utilization of publicity in order to attract more and more participants. Other parts of planning prescribed in events management is the use of a running sheet. With this the group was able to clearly identify the time lines on pre-event, event and post-event days and address as much as possible all areas that were needed to be addressed. Everything in the running sheet was needed to be checked and to be verified in order to assure that everything will run smoothly on the event day. Food was also one of the issues addressed in planning stage by creating a food flow for all volunteers involved as it would be important to provide food to the hundreds of volunteers supporting the event. A key point also addressed in effective business management is managing potentials areas for risk and how to alleviate it. For instance, in the Unicef event, this was done by creating an effective traffic management plan and a clear garbage disposal program. Lastly, one of key points of effective events management is effective budget planning. This is ever so critical as it is important to be prudent in spending as this project is a fundraising event, therefore it is important for the event to earn money as it is implemented. If there is no earnings, then there would be no use for the project. Effective events management has truly aided in the implementation of this project. Without effectively managing this event this event would not be able to amass funds for the projects of Unicef and at the same time would be negative publicity for the organization. However, due to effective events management there is a large possibility that the Unicef walkathon would amass much needed funds for the projects of Unicef and at the same time publicity for Unicef’s advocacies and programs. References: A running sheet in relation to project management? Available at http://www.faqs.org/qa/qa-20485.html Badiru, A. B. 1993, Quantitative Models for Project Planning, Scheduling, and Control. Westport, CT: Quorum Books. Brown, N., Bayer, E. 2000, Advocacy in Action: Perspectives from UNICEF. Childhood Education, 76(5), 316-. Business Knowledge Center. Gantt Chart. Available at http://www.netmba.com/operations/project/gantt/ Funding the budget. Available at http://www.aucklandcity.govt.nz/whatson/planning/organising/funding.asp h f. traffic management – venues and events. Available at http://www.lbhf.gov.uk/Directory/Transport_and_Streets/Roads_highways_and_pavements/Traffic_management_-_venues_and_events/54909_Traffic_management_venues_and_events.asp Help the Homeless. Available at http://www.helpthehomelessdc.org/ Running sheet of breakout session (draft 1). Available at http://www.nihs.go.jp/dig/ich/apec/BRS1Program.htm Running sheet. Available at www.hollows.org/upload/3372.pdf Sargeant, A., Jay, E. 2004, Fundraising Management. New York: Routledge. Stuckenbruck, L. C. (Ed.). 1981, The Implementation of Project Management: The Professionals Handbook. Reading, MA: Addison-Wesley. Traffic Management. Available at http://www.aucklandcity.govt.nz/whatson/planning/organising/traffic.asp S. Department of Transportation. Traffic Management System. Available at http://www.fhwa.dot.gov/tfhrc/safety/tms.htm Unicef HK. How to help the children in need. Available at http://www.unicef.org.hk/docs/new/frame.php?lang=epage=help_corp.htm Unicef, What we do. Available at www.unicef.org University Communications and marketing. Guide to Special Events. Available at http://www.kent.edu/ucm/PoliciesStandards/Events.cfm University Communications and marketing. Special Event Publicity. Available at http://www.kent.edu/ucm/PoliciesStandards/SEpublicity.cfm Walk on the Child’s side. Available at http://www.unicef.org/philippines/support/sup_14.html Waste Management plan. Available at http://www.aucklandcity.govt.nz/whatson/planning/organising/wastemgmt.asp What is Unicef? Available at http://www.sil.org/linguaLinks/literacy/ ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsUNICEF.htm
Saturday, October 26, 2019
Social Policy Development In Education
Social Policy Development In Education Introduction This essay discusses influences of social policy development in education over the last 30 years. It also discusses the impact of these policies in relation to social exclusion, inequality and poverty. Throughout the post-war period, there have been many attempts to reform the UK education system, often with an explicit intention to raise standards and make it more productive. Notable reforms have included a nationally prescribed curriculum, vigorous attempts to raise participation in post-compulsory schooling and the introduction of tuition fees for higher education. In addition to concerns about widening access and educational inequality, in the 1980s there emerged widespread fears about poor and falling standards in UK education system (Machin and Vignoles, 2006). Specifically, there were concerns that too many individuals were leaving school too early and with little in the way of basic skills. Examination underachievement had also been recognised by education policy-makers as a particular problem (ibid). In the light of these concerns, successive Conservative governments in the 1980s and 1990s increased the pace of reform and introduced so called market mechanisms into the UK education system, in an attempt to force schools to raise standards. The move towards a quasi-market in education, was kick started by a significant piece of legislation the 1988 Education Reform Act which not only introduced the market reforms discussed here, but also the National Curriculum. At the last election, Labour swept to power on the catchphrase education, education, education however, according to (Wood, Jaffrey Troman in Fielding, 2001) there has been widespread disappointment in New Labours education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher. David (2003) also agrees with this notion but argues that New Labour continues to develop educational policies on excellence, introducing notions of social exclusion and inclusion and identifying policies specifically to tackle issues of poverty through education. It may therefore be argued that raising education standards for all is important not only to the success of a modern economy but also to the creation of a socially just society. Since the 1990s, New Labours political values have shared many neo-liberalism characteristics especially in moving what has been called a post-welfare society. In implementing many of their education policies, they have continued with an emphasis on moral values, individuality and personal responsibility (Jones, 1996, pp.17-18). However, David (2003, p.356) argues that New Labour redefines such notions on an individual basis rather than on the basis of social groups, such as social class or those economically disadvantaged on the basis of family circumstances. This raises a question about fairness of opportunity in education for some social groups, for example Black and Minority Ethnic (BME) groups face additional barriers to inclusion relating to their ethnicity and are disproportionately likely to perform poorly and suffer exclusion, including; employment, educational out comes, truancy and school exclusions (SEU, 2004). It may be argued that few of the policy developments in education have had issues of equality of opportunity uppermost or explicitly on the agenda. The driving force behind policy making may therefore have been more to do with value for money and quality assurance but largely due to political influence. In addition, the public sector is more exposed to political direction and scrutiny than the private sector; public policies in education stipulate the conditions under which schools must operate. However, according to Kemmis (1990) many of the changes in educational policies over the past thirty years or so, have been due to the political work of organised social movements exerting considerable pressure for change, with calls for action on poverty, women inequalities, minorities and people with disabilities leading the government to formulate policies and programmes in education which sought to provide equality of educational opportunity. He further notes that these movements were dis satisfied with the role that education plays in the maintenance of the existing social order. Showing that, people are no longer prepared to leave policy making to politicians and bureaucrats. They wish to be involved in the steering of policy processes. For example the feminist movement will not permit issues of gender inequality in education to drop off the policy agenda. Similarly, BME groups want a direct say in the policy making process. Thus the language of educational policy, according to Kemmis (1990), is linked to political compromises between competing but unequal interests. Secondly, Changes in social attitudes towards authority, particularly among young people, have also created new pressures for education. As (Willis 1990 cited in Taylor, Fazal and Rizvi, 1997. P.4) has argued, students brought up on the cultural values of the globalised mass media are unlikely to be comfortable with the requirements of bureaucratically defined regimes of discipline. Such cultural and attitudinal changes have demanded policy shifts in education. Alcock (2008, p.198) states that social policy development is also closely dependent upon the economic structure of the society and upon the economic growth within it. While, Blakemore and Griggs (2007, p.147) state that due to economic pressures, the government abolished free tuition and instead passed the Teaching and Higher Education Act that requires students to pay tuition fees. As a consequence, there has been an increase in the number of English students choosing to attend Scottish and Welsh universities to avoid tuition fees. On the other hand, the youth labour market has led to calls for educational policies designed to ensure greater retention in senior secondary schools and curricula that are more vocationally responsive; leading to the Education Maintenance Allowances (EMA) subsidy for 16 to 19 year olds. Evaluation of EMA suggests substantial impact from the subsidy that overall, educational participation post 16 was 4.5 percentage points higher than before (Dearden et a l., 2005). Political, economic and social influences have not however been the only factors responsible for changing policy in education. Technological changes may also have demanded revision to educational policy, and in particular to curriculum priorities and teaching styles. With ever emerging new technologies changing partners of everyday life, then education cannot remain oblivious to these changes. Governments have been quick to invest large amounts of money in the teaching of Information Communication Technology (ICT) in schools and lifelong learning programmes. The introduction of new educational policies should primarily be to address personal and academic development and ultimately provide a more equitable education system for all. However, the Department for Education and Skills (DfES) (2006) stated that the impact of educational services not always able to meet individual needs has over the years disproportionately affected particularly groups of BME young people, which is recognised in the Every Child Matters (ECM) consultation paper, as it asserts that: teenagers from some BME groups face greater challenges than others in growing up (Youth Matters: Green Paper. 2005:13). The impact of poor service delivery to BME young people is compounded by the fact that minority ethnic population is over represented in almost all measures of social exclusion (ODPM, 2003) and their poor socio-economic position is closely associated with low educational attainment. This in turn impacts on their prospects to gain employment which in turn often results in being drawn into a life of crime. African Caribbean young men in particular are over represented at every stage of the criminal justice system (Graham in Sallah and Howson, 2007, p 176). One could argue that in fact the education system has systematically ensured that Black young people do not succeed (Richardson, 2006). This is not surprising as it has also been acknowledged that the British education system has also failed or lowered the aspirations of the poor and or White working class people (Sewell, 1997). This is particularly important in that, poor achievers are most obvious amongst the poor and disadvantaged. For example, high socio-economic groups appear to have better information on, and understanding of school performance, via league tables (West and Pennell, 1999). Whether parents act on this information, choosing for their children to attend the best schools, then there is a clear tension between strategies to raise standards and policies to reduce inequality. Soci o-economic background also relates to school quality and pupil performance via peer groups. For example, attending a school with very few children from lower socio-economic groups is highly beneficial academically speaking (Feinstein, 2003). If parental choice leads to greater socio-economic segregation across schools, such peer group effects may further reinforce social exclusion. The motivation behind the introduction of the market reforms was to raise standards and achievement, rather than issues related to inequality. The evidence on the impact of these reforms on childrens achievement is minimal, however, empirical evidence from the USA (Chubb and Moe, 1990) is supportive of the view that decentralised schooling systems can produce better results, measured in terms of educational outcomes (Hoxby, 2000). Evidence for the UK by Bradley et al (2001) found that schools with the best examination performance grew most quickly and that, increased competition between schools led to improved exam performance. Gibbons, Machin and Silva (2005) report little evidence of a link between choice and achievement, but find a small positive association between competition and school performance. However, they attribute this to school location or pupil sorting. Evaluating the impact of nationally introduced education policies and the impact of continual vocational systems is not easy according to Machin and Vignoles (2006). Perhaps the best way to evaluate new qualifications is to consider their labour market value, since this reflects the demand by employers for this type of qualification and the skills embodied in it. The evidence is that NVQs and indeed GNVQs, have minimal economic value in the labour market (Dearden et al., 2002). In particular, NVQ2 qualifications may actually have a negative impact on individuals wages, in many sectors of work. Higher Education (HE) in the UK is viewed as a success story, with continually rising participation in HE since the late 1960s. However, there have been concerns about who is accessing HE. Evidence by Machin and Vignoles (2006) showed that during the last fifteen years, participation in HE had largely been the preserve of the higher socio-economic groups in the UK. Furthermore, there is evidence that the gap in HE participation between richer and poorer students actually widened, at least in the mid and late 1990s (Blanden and Machin, 2004). Contrary to what many believed before the expansion of higher education, the expansion appears to have actually acted to increase educational inequalities, so that a greater share of HE participants is from well off backgrounds (ibid). It may be argued that although poorer students are more likely to go on to higher education than they were in the past, the likelihood of them doing so relative to their richer peers is actually lower than was the case in earlier decades. Furthermore, tuition fees introduced by labour in 1999 leave poorer students with huge debts to pay on graduation. Conclusion This essay concludes that, educational policies do not emerge in a vacuum but reflect compromises between competing interests expressed by the dominant interests of capitalism in the one hand, and the oppositional interests of various social movements on the other. While it is true that some policies are responses to particular social changes, it is also the case that these changes may themselves be represented in a variety of different ways and accorded contrasting significance. Educational policy initiatives may thus be viewed as responses to the struggle over particular constructions of social political, economic and cultural changes. However, the evidence of positive impact of the reforms on the poor, minorities and the socially excluded is minimal. In this way, it can be concluded that the state is not neutral and politically driven with respect to the changes occurring in education, as its own interest in sponsoring some changes and preventing others is reflected in policy deve lopment.
Friday, October 25, 2019
Ebola And Marburg Viruses :: Ebola Hemorrhagic Fever (Ebola HF)
The Ebola and Marburg viruses are extremely lethal viruses that have placed repugnant thoughts on the minds of many people that have any background knowledge on this field of viral infections. Where does it come from? Where does it hide? What could it do to me? As these questions burn holes in the minds of many people, something should be done to learn more about these horrendous viruses. People sometimes become scared stiff from the thought of the bone-chilling effects from these viruses, and had good reason to. "Ebola, the slate wiper, did things to people that you did not want to think about. The organism was too frightening to handle even for those who were comfortable and adept in space suits." (paperback pg.63-64 - Project Ebola). A large, shy man by the name of Gene Johnson was the first pioneer to venture out to find the roots of the Ebola and Marburg viruses. Gene spent many years in Central Africa looking for these viruses. After digging up virtually every piece of land in Central Africa, Gene Johnson wound up without a single case or report of a virus. A man by the name of Charles Monet and a young boy referred to in this book as Peter Cardinal both contracted the same level 4 hot virus. There is only one connection between Charles and Peter. "The paths of Charles Monet and Peter Cardinal had crossed at only one place on earth, and that was inside Kitum Cave." (pg. 140 - Cardinal). Kitum Cave is where the virus is expected to be living or where the history of the Ebola virus lays. So Kitum Cave is where the search for the deadly virus begins. Led by Gene Johnson, the team members on the Kitum Cave expedition set up many differing animals inside the cave with the hope that one of the animals would contract the virus. Even though the expedition's results came out negative, Kitum Cave is still the only logical place where the virus thrives. There have been a handful of outbreaks as the cause of a shipment of monkeys to a civilized community. For example, this occurred from a monkey shipment to an old city in central Germany. Killing 7 out of the 31 people it infected, this virus would later be named after the city it erupted in, Marburg. The monkeys posed as the host in this terrifying disaster. The possibility that humans are the natural host is very, very unlikely. "...its original host was probably not monkeys, humans, or guinea pigs but some other animal or insect
Wednesday, October 23, 2019
Functional assessment of an elderly man at home Essay
According to NHS (2011), elderly people who have attained the age of 65 years and above usually spend an average of 10 hours and above daily sitting or lying down, making them the most sedentary group of people. Due to this apparent inactivity among the elderly, they are more prone to accidental falls, obesity, cardiovascular accidents, heart conditions and sudden death than the general population. In this interview, data was gathered from an elderly man in his early 80s through use of a semi-structured interview schedule that consisted of open-ended questions touching on the instrumental activities of daily living (IADL) and activities of daily living (ADL). The interview schedule provided an opportunity for the interviewer and interviewee to tackle the questions in detail through appropriate probing. Before commencement of the interview, an informed consent was obtained from the respondent where his anonymity and the confidentiality of the information sought from him were assured. The interviewee was asked to sign a consent form if he agreed to take part in the interview. The Rationale To ascertain that a person is able to independently live at home or community, the determination of the daily basic activities performed by the individual is necessary. These activities are referred to as Activities of Daily Living (ADLs). According to PayingForSeniorCare (2007), ADLs only serve as a yardstick of independence of individuals, whether or not they perform these basic activities on their own or get assistance. On the other hand, Instrumental Activities of Daily Living (IADLs) are the actions which are important but not a daily requirement for one to live independently. They usually used to determine what level of assistance is to be accorded to the elderly or disabled people in society. In the interview nschedule, three (3) ADLs and Three (3) IADLs were included. The ADLs included: Bed mobility, Toileting, and Eating. The IADLs were: Responsibility for own medication, Housekeeping, and Ability to use telephone. These activities and actions were included in the interview because they will in the very least point to the functional ability of the respondent given his advanced age. ADLs and IADLs are carried out because ‘ Measuring an individual’s ability to perform the ADLs and IADLs is important not just in determining the level of assistance required but as a metric for a variety of services and programs related to caring for the elderly and for those with disabilities (PayingForSeniorCare (2007, p. 1). Ethical considerations According to Fouka and Mantzorou (2011, p. 3), research ethics involve requirements on daily work, the protection of dignity of subjects and the publication of the information in the research. Research ethics are a set of principles that guide researchers and research organizations on how to conduct themselves when dealing with research participants, other researchers and colleagues, the users of their research and society in general. Among the ethical issues taken into consideration in research include: 1. Informed consent Informed consent is a major ethical issue in carrying out research. According to Armiger (1997), the participant must knowingly, voluntarily and intelligently, and in a clear and manifest way, give his/her consent. Informed consent confers autonomy to the respondent hence they are protected through self-determination. Through informed consent, the participant’s integrity, personal liberties and veracity are protected from violation by researchers. Informed consent enables individuals participate in research voluntarily after they have been provided with information on the potential risks and benefits of the research. Free and informed consent should incorporate an introduction to the study, its purpose, an explanation of the selection of the subjects and the procedures that shall be followed. It is essential to describe any physical harm or discomfort, any invasion of privacy and any threat to dignity as well as how the subjects will be compensated in that case. 2. Beneficence- do not harm This principle ensures that researchers exercise a professional mandate to carry out significant and effective research so as to serve and promote the welfare of the population. A researcher must consider all possible consequences of the research and balance the risks with proportionate benefit. The type, degree, and number of potential risks must be assessed and the risk benefit ratio can only be achieved by identifying these factors. If the risks outweigh the benefits, the study should be revised. It is important that debriefing of the participants is done at the end of the study. Debriefing refers to explaining the exact aim of the study and why certain disclosures were not done. According to Burns and Grove (2005) ‘if the subjects experienced a high level of discomfort, they should be debriefed or referred to appropriate professional intervention as necessary’. 3. Respect of anonymity and confidentiality Confidentiality and anonymity are closely linked with the rights of beneficence. The protection of anonymity is achieved when the researcher does not link a participants personal responses and his/her identity. The management of private information of the respondents must be ensured by the researcher in order to protect the participant’s identity. Confidentiality means that individuals can give and/or withhold as much information as they wish to the person they choose. 4. Respect of privacy Privacy is the freedom exercised by an individual in determining the time, extent, and general circumstances under which private information will be shared with or withheld from others. Therefore, private information shall not be shared with others without the knowledge of the participant. According to Treece and Treece (1982), a researcher must respect a decision by a respondent who considers reporting personal information a violation of privacy. Fauka and Mantzorou (2011, p. 7) state that ‘this may even apply to report of age, income, marital status, and other details that the subject may regard intimate. They also imply that privacy can be invaded when researchers study certain groups without their knowledge and without identifying themselves. 5. Concerns of vulnerable group of people Vulnerable group of people are the individuals who are unable to protect their own rights and welfare. Opinion is still divided as to whether they should be included in research studies or not due to their inability to give informed consent. They include prisoners, mentally ill people, the aged and children among others. They need further protection for they are vulnerable to being deceived, threatened or forced to participate in research studies they have no idea about. According to Burns and Grove (2005), the vulnerability of these individuals increases the need for justification for the use of such subjects in research studies. 6. Honesty, objectivity, integrity, legality and competence It is important to maintain honesty in research undertakings. Honestly report data, results, methods and procedures, and publication status. Avoid any fabrication, falsification, or misrepresentation of data. Do not deceive colleagues, granting agencies, or the public. To maintain objectivity, the researcher must avoid bias in study designs, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research where objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal or financial interests that may affect research. Integrity should be ensured through keeping of promises and agreements. The researcher must act with sincerity, and maintain consistency of thought and action. Every researcher must ensure and improve his/her own professional competence and expertise through lifelong education and learning and steps must be taken towards the promotion of competence in science as a whole. Research studies are guided by the relevant rules and regulations that must be adhered to at all times, whether institutional or governmental. Research ethics play important roles in research studies as they; 1. Bring about respect for and cause no harm to the participants 2. They are a professional requirement in research studies 3. They are a requirement in obtaining funding for research undertaking 4. They ensure that research studies are conducted within the ethical guidelines provided by the Ethics Committee 5. Ensures that the research findings are acceptable to the research community and the public Interviewee current IADL/ADL practices According to Quinn et al. (2011), elderly individuals usually present with acute and chronic problems that adversely affect function, often defined by functional decline and loss of independence. This might eventually lead to institutional care for such individuals. The decreased function may be a pointer to occult pathologies which lead to increased mortalities (Schumacher, 2005). From the interview, it was found out that the respondent had limited capacity in carrying out daily activities. For instance, in determining the ADLs, in bed mobility, he needed other than two persons physical assist, had a limited physical assistance in toileting and limited assistance when eating. His actions too were limited as he scored lowly in IADLs. For instance, in responsibility for own medication, he only takes medication when it is prepared in advance and in right dosages, he answers the telephone only and cannot dial by himself, and finally he does not participate in any form of housekeeping. The respondents attributed all this to poor memory, fast failing eyesight, affliction by arthritis and advanced age. Conclusion Elderly individuals are afflicted by many ailments that lead to poor health, and as a consequence they are usually unable to undertake simple tasks that are geared towards maintaining good health. It is therefore imperative that functional assessment are done on such persons in order to put in place appropriate strategies that can help them lead at least ‘normal’ lives. Therefore, ADLs and IADLs are important towards this end and can help determine the kind of care to be provided to elderly individuals. This can be in the form of institutional care, family and friends care giving. References Armiger, B. (1997). Ethics in Nursing Research: Profile, Principles, Perspective. Nursing Research, vol. 26, no. 5, pp. 330-333. Burns, N & Grove, S. (2005). The practice of nursing research: Conduct, critique, and utilization (5th ed.), St. Louis, Mo: Elsevier/ Saunders. Fauka, G & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health Science Journal, 5(1), pp. 3-14. NHS (2011). The importance of exercise as you get older. Retrieved from: http://www.nhs.uk. Quinn, J, McArthur, Ellis, G & Stott, J. (2011). Functional assessment of older people. BMJ. doi: doi: http://dx.doi.org/10.1136/bmj.d4681 Schumacher, J. (2005). Emergency medicine and older adults: continuing challenges and opportunities. Am J Emerg Med, 23: pp. 556-60. Treece, E & Treece, J. (1982). Elements of research in Nursing. St-Louis: Mosby. Appendix Appendix A Informed consent letter My name is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦., an undergraduate student at †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. University carrying out a study on ‘the importance of ADLs and IADLs’. All information provided in this study will be treated with confidentiality and your identity shall not be disclosed. All information provided in this study will be treated with confidentiality and your identity shall not be disclosed. The participation in this study is on voluntary basis, and therefore you are free to accept or decline to take part in the study. Your cooperation shall be of great importance in achieving this goal. If you agree to take part in this study, please append only your signature below ____________________________________ ______________________ Respondent Signature Date Interviewer signature Date Appendix B Interview schedule Part 1: ADLs 1. How will you describe your ability to move in bed while you lie on it? Any difficulties? 2. Please describe your ability to use the washrooms. Any important information worthy noting? 3. Can you please describe to me your eating habits? Are you able to cut chew and swallow food independently or with supervision? Part 2: IADLs 1. Are you responsible for taking your medications? Yes [ ] No [ ] If NO in the above question, please explain. 2. Do you perform housekeeping chores? 3. How will you describe your use of the telephone? any reasons for that?
Tuesday, October 22, 2019
Advertisement Analysis Report By Tahmina02, april. 2012 Essays
Advertisement Analysis Report By Tahmina02, april. 2012 Essays Advertisement Analysis Report By Tahmina02, april. 2012 Essay Advertisement Analysis Report By Tahmina02, april. 2012 Essay Assignment on Take out from a case study McDonalds and Hindu Culture Prepared by: Md Abdul Mannan (ID 2012210005101) MBA (Friday) Batch- 10th , Section-D Submitted To: Professor Dr. A K Shamsuddoha School of Business Studies South East University Banani, Dhaka Take out from a case study McDonalds and Hindu Culture 1 . What lessons does the experience of McDonalds in India hold for other foreign fast-food chains and retails stores? ANS: The main lesson of the story lies with customer focus/centricity and that has to be end to end. A business unit must look in to all issues from customer point of view. Before coming to India market McDonald did analysis about the market but it missed out some nitty gritty. A fish bone analysis needs to be done when you enter a market where you need to customize and diversify for the sake of the customers. 2. Is there anything that McDonalds could have done to the foreseen or better repared itself for the negative publicity associated with the revelation that it used beef extract in its frying oil? hey have made for India market only coming out of their previous product type and thus could have taken customer into their confidence. This would have built up a huge customer loyalty for them. Then it would have been easier for them to fight back the negative marketing in a much easier manner. 3. How far should a firm such as McDonalds go in localizing its product to account for ultural differences? At some might is losing by doing so? McDonalds Hindu cultural case is a very important case study for any company dealing with direct customers. Here we can say, a company can go for localizing of their product or service till that level where it will be profitable business for the organization in the long run. Too much diversity may cause one organization lose their identity for which they are actually famous. That aspect should also be considered.
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