Improving Organizational Retention Essay

As an independent consultant hired to improve retention issues at JC’s Casino concerning dealers and housekeeping I will look at this as two separate entities. The casino owner needs the quickest fix possible and I must look at the area first causing the most issues with the customers. Though there is a fast turnover of dealers there are enough employees to cover this area for the time being. The first issue is the housekeeping staff because it is causing customers to have to wait on their rooms until six in the evening. This can cause loss of revenue by customers moving to other casino hotels where they can check in at a reasonable time and this in turn could cause loss of revenue at the gambling tables. The first person I will meet with is the HR director, Tom Sneed, to see how the company process of hiring is done and if there is a job analysis directive with requirements and training procedures in place. Tom Sneed said applicants are sent through the local unemployment office, and apply through newspaper ads. The job application is a standard application with previous jobs, history, and education. The applications are passed to Andrew Keen for approval or disapproval. There is a job analysis in place for requirements from bending and lifting, to chemicals used in the cleaning process, and training videos. Each floor has carts set up to cover all the required products for each room; this is checked by the director of housekeeping each day and refilled as needed. All products are on carts, including boxes of gloves for protection for the housekeepers. As the director of housekeeping, Andrew Keen is responsible for staffing, scheduling the employees, keeping the housekeeping budget in check, keeping up with new policies, and initiating the new policies (Education Portal, 2012). As there has been a tremendous staffing issue with absenteeism and high turnovers, we need to see where the shortcomings are in this department. Keen does not think there are any issues within the company for the position, but that it is just hard to find good help. The hotel consists of 15 floors with 20 rooms on each floor except the top floor, which has eight suites. Each floor has two housekeepers per floor with each employee required to clean up to 10 rooms a day on his or her shifts if the hotel is full. The top floor employees are required to clean up to four suites a day on their shift. I introduce myself to the employees who are working and ask for a list of those who are not in for the day. I call all the employees off for the day to come in and request the employees who are at work to stay after for a meeting when they are done with their shift. I am setting up food trays and drinks from the kitchen plus paying them for the time at the meeting. I start out the meeting by explaining who I am, letting them know that any comments made to me about their dissatisfaction in the job is confidential. They will fill out a questionnaire on why they think there is such a huge turnover of employees in housekeeping, what they see as a way to fix it, and any dissatisfaction with the job. I let them know that the questionnaires are for my eyes only and I will assemble a list of issues myself, which I will take to the director of housekeeping and possibly on up the ladder to the owner. Occupational Stressors and Job Satisfaction The immediate items I notice from the questionnaires are extreme dissatisfaction with their supervisor Keehn. The list includes everything from watering down the cleaning supplies so much it does not clean or sanitize properly, to shortages on sheets and towels to scheduling issues. The employees believe that Keehn is trying to keep under budget to make him-self look good. Scheduling issues are not enough hours and refusing to work with anyone on scheduling needs. The 22 employees who were at the meeting said they get into trouble by Keehn if he sees them talking to each other or trying to help someone else get his or her rooms done. Job control stressors can be lack of control over your work, lack of recognition for work done, harassment, lack of respect from supervisors, and isolation from fellow employees to name a few (CWA, 2009). Each of these factors is all stressors with the housekeeping staff. Over all there is very little job satisfaction with the company because of all the negative issues. Those who are here would leave if they found another job with better scheduling and a better supervisor. Several of the employees suggested Rhonda Jordan should be the director of housekeeping. She has been here longer than anyone, knows the ins and outs of the company, always has a kind word, and has good communication skills. Many of the employees go to her for help instead of Keehn. I go back to HR with Tom Sneed and discuss with him the issue of the dealers quitting and look over the exit interviews on those who bothered to do one before they left. Mr. Sneed said that some of the dealers in the step-sons Joe’s pit have walked out during their breaks because of his attitude. He has a tendency to belittle the dealers and make the customers angrier instead of defusing a bad situation. His paperwork is haphazard and the accounting office is always calling him in to explain his paperwork to them. Two Work Motivation Theories The issues with the housekeepers and the dealers both stem from issues with their immediate supervisors. Using the goal-setting theory and reinforcement theory I am in hopes that the casino president will put into effect immediately the outline I have to present to him. The foremost and most important fix needs to be the housekeeping staff so that customers can check in at the normal industry standard time of three in the afternoon instead of six. After talking to Keehn and his denials of the accusations by his underlings and not taking any responsibility for any part of the housekeeping staff leaving, I will suggest that Andrew Keehn be fired and the position offered to Rhonda Jordan, who is an intelligent, warm, and job-oriented person. The employees all look up to her and respect her. Rhonda and I discussed in detail ways to keep the employees they do have and ways to hire and keep new employees. Goal setting will be to replace Keehn with Ms. Jordan, to make sure all cleaning products are up to standard market mixes, to have each cart filled for what each person needs and ready each morning, and to even out scheduling with fairness to each employee. New procedures need to be set in place, employee teamwork will be applauded, and all employees will help each other every day until all can go home at the same time, basically no employee left behind. To further enhance the housekeeping staff to come to work on their scheduled times we will offer a reinforcement of a free meal for a family of four in the hotel restaurant for every 30 days of scheduling each person does not call in and arrives at work on time. Until enough staff is hired all staff employees on the payroll will get an incentive of paid hours off for each room past 10 they clean during a workday. We want the employees here to feel as if they are important to the company by reinforcing the hard work they do. After talking to Joe, the pit boss, he knows that he is not cut out for the job he is in. He has admitted the stress of all the paperwork and the constant spotlight put on him by the customers and dealers is just not for him. He has agreed to go to his stepfather and tell him that he is not satisfied with the position and wants to move to head of security because the head of security is retiring in 30 days. For the employees under Joe who have stayed through his supervising an incentive check of 100 hundred dollars for each month they have been here will be given to them as a thank you and reinforcement to them as employees that they are valued. A new supervisor will be found and put into the position with the abilities to get the job done with good and appropriate communication skills. As a further reinforcement to let employees know they are valued, an employee suggestion box will be hung by the time clock. Counterproductive Employee Behavior The employee behavior is walking out on-the-job, calling in to work, and general turnover of employees which cost time and money to retrain new employees. The outline above will help with employee behavior by putting new supervisors in the positions needed that can act professional, fairly, and treat the employees with respect. Giving the employees incentives will also help with keeping the employees here until all positions and staff are put into place. Conclusion Common job facets include pay, supervision, job conditions, and communication to name a few (Spector, 2012). With this as a prelim, JC’s Casino hopes to fix the issues that are making the employees leave the job by getting better supervisors who are open to ideas from the employees, who show respect to the employees and are not short on praise when employees do a good job. Taking away some of the stressors of the job should help with job retention.

Comparing The Golden Pathway Annual to Blue Remembered Hills Essay

In the autumn term of 2006 I performed as Enid and The Head in The Golden Pathway Annual, a play by John Harding & John Burrows, for my scripted performance. The class was split into groups of three (which was very fitting as in The Golden Pathway Annual most scenes have only three characters, only the odd few scenes had four) and then given different extracts from the play. My group was exceptionally conscious in keeping the props, costumes and especially acting appropriate to the time period, so some brief research was done using the Internet to give us a better understanding of, for example, what statuses the mother and father would have in relation to each other, or what costumes should be worn. Obviously, a reading of the entire play was done prior to any rehearsals, so that the scenes that we would be performing made sense to us. We also read through Blue Remembered Hills, by Dennis Potter, as a class. The Golden Pathway Annual is almost completely non-naturalistic. The same actor plays Michael, the lead role, throughout all his ages – from the age of two-and-a-half into his adulthood. Also, two of the four actors play a range of characters, as opposed to one actor playing one character, as they would in a naturalistic play. At first glances, Blue Remembered Hills would seem to be a non-naturalistic play. Firstly, the characters are all children, whereas all the actors are adults, similar to The Golden Pathway Annual, where an adult actor would play the role of the child Michael. However, the scenarios in Blue Remembered Hills are completely naturalistic – everything that happens could happen in real life. In contrast, The Golden Pathway Annual has moments, such as the fantasy sequences, where Michael is a dog with members of the Famous Five, which are evidently not naturalistic. The other very naturalistic thing about Blue Remembered Hills is that the play is in ‘real-time’ – â€Å"one incident after another without the imposition or intervention of memory in the form of flashback† in Potter’s words. The play is set in one day, unlike The Golden Pathway Annual, which spans a time period of more than 20 years – there is even an instance in the beginning where the transition between two scenes indicates the change of several years, where a child had been born and raised to the age of two-and-a-half – not naturalistic in the slightest. The emotions in Blue Remembered Hills are very naturalistic. This is because the play shows realistic emotions and how the different characters would react, for instance when Donald dies towards the end, all the characters are â€Å"badly shaken†. If the emotions were non-naturalistic, such as in a comic style, the emotions would portray Donald’s death as humorous. The Golden Pathway Annual also has very naturalistic, touching moments, such as: Enid: What’s going to happen to us? George: When? Enid: When we die. Enid feels upset and slightly pessimistic now that Michael has left home, a natural reaction for a mother to feel. George, in the following lines, tries to be brave and attempts to convince Enid she’s â€Å"not talking sense† – an also natural thing for a husband to do. A noticeable difference between the two plays is the themes. The Golden Pathway Annual mainly has the theme of expectations, where Michael is pressured throughout his life, by his parents and by his school. He works hard, however this is only to find that all he worked for amounted to nothing. The main theme of Blue Remembered Hills is, in my opinion, childhood (other people may think differently – it depends on a person’s interpretation). The play goes through the emotions and activities of children, with an ending showing how all fun and games can end in catastrophe. Basing the two plays on their main themes, it could be said that they are divergent, however the two plays have other themes, which do relate the two of them. Nostalgia seems to be portrayed in both of the plays. A sense of looking back can be seen in both Dennis Potter’s and Ed Thomason’s (the director of the first The Golden Pathway Annual productions) introductions; â€Å"Every event in the script which had sparked off a personal memory, a moment of recognition for me, would do the same for an audience† (Ed Thomason). It is clear that The Golden Pathway Annual was written with the intention of nostalgia and Blue Remembered Hills was written using Potter’s memories. Both the plays similarly experience the theme of fantasy, however one experiences it naturalistically and the other non-naturalistically. Blue Remembered Hills has times when the children will imagine they are Indians and cowboys, for instance, running through the forest wailing and shooting each other with their imaginary guns. This is naturalistic, as the audience sees the children â€Å"playing pretend†. The Golden Pathway Annual has non-naturalistic fantasy sequences. Michael’s fantasies are much more like dreams – the audience views a dream where Michael is a dog or is James Bond; it is not Michael pretending he is James Bond. Although Blue Remembered Hills was written for television, a successful stage adaptation has been made of it. A problem posed by this, which is overcome in different ways, depending on the production, is the staging. There is a section towards the end where there are instant transitions between inside a barn and outside a barn. On television, this is easy to do, however on stage this is harder. Therefore, the staging must be unnatural – the stage could be split, for instance. This is alike to The Golden Pathway Annual, where the staging is very unnatural – such as in a scene I performed – a â€Å"Granny’s footsteps† scene, where Michael’s parents advance on him in the ironic fashion of this child’s game. As a group, we decided to stage it abstractly, similarly to the way Blue Remembered Hills would be staged. The Golden Pathway Annual is set during the 1940s and 1960s. Our group established this time period in many ways; one was the way the two parents related. I performed as Enid in a way that allowed George to be the more dominant character, reflecting on the main beliefs of that time, that men still seemed to be the â€Å"superior† gender. The Golden Pathway Annual begins just after the war, whereas Blue Remembered Hills is set during the war. It is interesting to see that just the two years changes the historic period entirely, making the two plays acted very differently. There is a similarity in time periods between the plays, and that is that the time period is a given circumstance – it is set, and cannot be changed. The reason Blue Remembered Hills cannot be changed is quite obviously as it is during the war, and the context of the play wouldn’t make sense without the time period. The time period in The Golden Pathway Annual is essential to the characters, plot and emotions; without the time period, the nostalgia of the play would be lost. In addition, the production notes stress the time period heavily. One difference I notice about the style of how the two plays are written is the freedom the writers allow for the production, and what given circumstances there are. Blue Remembered Hills seems to be more flexible with how the play can be performed. Potter gives an option of what Willie can be doing in the first scene, whereas Harding & Burrows have much more strict given circumstances, where the props, as examples, are much more set – the placing of the two chairs (which are the props that create the illusion of many other items in the play) is stated. Society and culture is a significant difference between the two plays. The Peters family in The Golden Pathway Annual is of working class. The family was hard-hit by the war – literally; their house was bombed and they lost â€Å"everything†. Society in the times of the beginning of when The Golden Pathway Annual is set had the popular belief that the future would get better, the high hopes due to the recent winning of the war. It was also believed that the young generation should make the best of what they have offered to them, a culture reflected deeply into Enid and George’s parenting, which is shown through all the pressure applied on Michael to do well at school and get good qualifications, so he can succeed in life. However, as the play progresses, we see that cultures change and Michael finds that â€Å"like the pound, his degree has devalued†. The class and culture are both very different in Blue Remembered Hills. The children spit, threaten and fight regularly in the play, something that Michael is never known to have experienced. Michael is always made presentable, as his parents believe that they need to fit in with the society. It is likely that the same case occurs in Blue Remembered Hills, however the culture is different – the entire town is likely to be of the â€Å"lower† agricultural class, working on the farms; the way the children behave is normal in the society they are in. It is clear that the upbringing of the children in Blue Remembered Hills is not to get a degree and do well in life and to better themselves, as Michael is in The Golden Pathway Annual; the children are parented in a sort of ‘the present matters’ mentality, in contrast to The Golden Pathway Annual where Enid and George have firm beliefs that it is the future that matters, and that everything is done for a child to better themselves in the future. In conclusion, I have learnt that although the two plays are very different in where they are set and the way the characters behave, similarities still lie in the themes and some of the styles, such as staging.

Andragogy Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Andragogy - Research Paper Example The seven steps to creating a learning planning for adults is called the progress model which means that solving problems is the focus of how learning is accomplished. The following paper will examine the assumptions that define andragogy and the meaning behind them as they support adult learning and the differences between adult and child level learning capacities. The origins of andragogy can be traced back to a German educator in 1833 who used the term to define adult education from child education. Alexander Kapp created the term which specifically means man-leading, which is in contrast to the term pedagogy which means child-leading. In the 20th century American education theorists defined three different types of adult learning. The first is andragogy, the second is self directed learning, with the third being transformative. Andragogy is used as a description of adult learning as a concept in which the learner is motivated by a series of assumptions that end with the learner developing solution to problems in order to learn in the context that an adult learns best (Melik & Melik, 2010, p. 108). Defining andragogy is a bit difficult as it has been presented through a variety of different ideas and is therefore not quite a firm theory through which to filter ideas. Andragogy was originally presented with three assumptions. Some criticisms of the ideas behind andragogy is that it is focused on the individual and not a critical evaluation of the social perspective on adult learning. The concept of andragogy has been correctly criticized for not informing the social perspective, but Knowles suggests that it does not have to promote the social perspective in order to have value in developing a structure of ideas about adult learning. One of the main proponents of andragogy as a theory of learning for adults is Malcolm Knowles. Knowles introduced the idea in the 1970s in response to the fact that most theory on learning was focused on

Risk Management Brochure Assignment Example | Topics and Well Written Essays - 500 words

Risk Management Brochure - Assignment Example The sum of murders dropped by 19% from forty seven in 2008 (Holmes, 2012). In Colorado Springs, homicide dropped from twenty three in 2008 to nineteen in 2009. In Denver, thirty of the 2009 killings – almost 80% - have been resolved, as stated by Mary Dulacki, the coordinator of records for Denver Police. It is believed that one of the factors that has contributed to the reduction in murders is the improvements in crisis or emergency medical services - doctors and paramedics are nowadays keeping individuals, who were deceasing in the past, alive. An overall view of every reported offence throughout 2014 in Colorado is shown in the above figures. The statistics has been organized to make it simpler to get both the combined total of reported offences plus the total of offences reported for every 100,000 individuals in Colorado, the data is further split into different categories (property crimes and violent crimes) to give more perception to how prevalent offence is in the region (Holmes, 2012). It is clear that the crime rate in Colorado averages 55 percent more than the remainder of Colorado while he crime rate on a nationwide scale is 48 percent more than. Also, it is apparent that the violent crime occurrence in Colorado is 17 percent greater than the average crime rate in the remainder of the country. Similarly, a crime that involves property holds 56 percent greater than the Nationwide’s average. Both figures associate with how secure businesses and residents are while conducting daily activities in Colorado region. Over the years, Colorado has had extreme issues of murder in spite of the actuality that, in several ways, society is getting more secure. The violent crime rates have decreased considerably over the last decade, and the rate of murder in 2004 is far more than that of 2014. Nationally, the murder rate in Colorado is in the center of the pack amongst states of

Nursing as a Critical Aspect of Healthcare Industry Essay

Nursing as a Critical Aspect of Healthcare Industry - Essay Example Nursing is a critical aspect of healthcare industry. I am passionately interested in nursing people to health. I would like to apply for nursing program from XX College. The college is renowned for its excellent academic programs with a wide scope of personal and professional development through cross-cultural understanding and proactive involvement in social activities and issues. In the contemporary times, it is important to be sensitive to socio-environment issues that directly or indirectly affect everyone. It is especially true for nursing professional where one needs to take care of people coming from wide spectrum of society. I believe that as nursing an assistant, I love to care about others but as a nurse, I can do better. The college program would help develop critical nursing skills and perspectives towards wider issues on nursing paradigms so that I can become a proficient and empowered nurse. My deep interest in nursing was developed since my neighbor, who lives alone wa s diagnosed with leukemia. She is like my grandmother and I regularly go her place to take care of her during evenings. She knows she is going to die but still manages to be happy and carefree despite the terrible pain that she tries to hide. I am amazed and inspired by her fortitude and optimistic nature and I want to be a nurse so I can develop better skills to cope with such cases. I am basically an extrovert, optimistic and compassionate person and try to bond with people, especially those who are in distress. My natural instincts for the sick people have primarily motivated me for opting for the profession. I sincerely believe that the college would equip me with necessary knowledge and skill so that i can realize my dream of becoming a good nurse.

The meaning of love in The necklace and The lady with the dog Essay

The meaning of love in The necklace and The lady with the dog - Essay Example This paper analyzes what love means in both accounts. Both stories portray that love is an eternal fulfillment and happiness; however, these rewards only await those who are willing to sacrifice everything. Dmitri sacrificed his norms and Monsieur sacrificed his own priorities. The middle class families and society of the nineteenth century were rather conservative. People used to stick to rules and liberal thinking was not as much prevalent as it is today. The plot of â€Å"The Necklace† takes place in France somewhere in the 19th century. The important thing to note about this time is people’s values on modesty. Women were kept at homes and according to present day standards, that practice can be deemed as something that deprived women of their rights. Monsieur proved his love for his wife with his actions. The events in â€Å"The lady with the Dog† also take place in the 19th century setting among middle class people in Russia. Dmitri was notorious for having affairs with every woman who was willing to have one despite his marriage. â€Å"The Necklace† Monsieur Loisel (â€Å"The Necklace†) Monsieur is a humble man earning average salary as a clerk. He is not rich; however, he does possess the greatest wealth of all, staying content and happy with what one has. He is highly appreciative of his wife; he loves her and always supports her. His nature is like a blotting paper: he accepts all the harshness of life and his wife with love and contentment. When both husband and wife sit for dinner at the round table, Monsieur’s wife notices that the table cloth has been used three times without washing while Monsieur uncovers the tureen in a happy mood: â€Å"Oh! The good potpie! I know nothing better than that†(10). Monsieur is a man who is accustomed to adjustments if something is not available; on the other hand, his wife gets irritated when she does not get something. When Monsieur brings home the invitation to the party, his wife gets sad as she does not have matching (expensive) jewelry to wear with the dress. He is a little surprised as to the awkwardness in wearing flowers instead of jewelry that match the color of the dress. After all, is not it common sense? But to his wife, it is not. Monsieur accepts things as they are, not what he wishes them to be. If they did not have money to get expensive jewelry, he considered it a fact of life and not something to whine or cry about. In the end, Monsieur is the one that comes up with the plan of buying a similar necklace when Mathilde loses the original one, and arranges the money through loan and mortgages. The money he gives Mathilde for her fancy dress was meant to pay for a gun that he so wanted, but against his wife’s happiness his own wishes meant nothing to him. He quietly gives up his life while paying for the necklace without a word of complaint. Mathilde is very lucky to have such a wonderful husband but she never realizes it. She is so consumed in her self-made misery that she never knows that Monsieur loves her unconditionally. Mathilde Loisel (â€Å"The Necklace†) â€Å"She was one of those pretty and charming girls, born by a blunder of destiny in a family of employees† (7). Mathilde is a charming beautiful woman, born in the family of clerks, and this is where the problem starts. She blames her fate that she is born in a middle class family, which is why she is always at war with herself

Curriculum and Instructional Adaptations, Attitudes and Collaboration Research Paper - 1

Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting - Research Paper Example Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting ADHD is characterized by poor attention spans, being fidgety and restless, heightened variability of task performance, impulsiveness, distinctly observable hyperactivity and inability to exhibit compliance with rule-governed behavior. Such children are easily identifiable and the usual reporting party is either the parents or the teachers’ at the primary level of education of such children. Unless special strategies and instructional adaptations are made for such children at the right stages of their life, they run the risk of being school dropouts and slipping into an abyss of psychological disorders in their adult life. The primary focus of a teacher should therefore be to be well equipped to identify behaviors associated with ADHD in the classroom environment. The classroom has been adjudged as the best environment where such students’ can be recognized. Ready availability of children for developmental comparisons in the classroom and special demands placed on them for attention, learning and self-control elucidate the differences between them, if any. Multiple criteria for diagnosis of such children are described in the American Psychiatrist Association’s Diagnostic and Statistical Manual and a well trained and informed teacher is the best candidate to identify such children due to the close proximity, consistent contact and direct observation/evaluation of task handling abilities by them.

Legal aspect Essay Example | Topics and Well Written Essays - 1250 words

Legal aspect - Essay Example They include autonomy, beneficence, nonmaleficence, veracity, confidentiality, justice, and fidelity. Based on the case before us, the nurses had the ethical responsibility of providing safe, compassionate, and competent care to the patient (Storch, Rodney, and Starzomski, 2004). In this regard, it was the responsibility of nurses to ensure that the patient is provided with the necessary treatments and care to ensure his well-being. In fact, the patient also has the right to receive treatment from nurses regardless of their status or situation. Therefore, it was the obligation of the nursing staff to ensure that the right of the patient is protected. The nurses were also under the ethical responsibility to preserve the dignity of the patient. This included the duty of providing the necessary support to ensure the patient’s dignity and integrity is maintained, according to Storch, Rodney, and Starzomski (2004). In the case before us, the patient had the right to be provided wit h the necessary care such as ensuring his cleanliness and well-being is assured. This includes being cleaned and turned on bed periodically to ensure his dignity is not compromised. The nurses were also under an ethical obligation to promote justice of the patient (American Nurses Association, 2006). ... Further, the nurses had the ethical responsibility of ensuring that the privacy and confidential information pertaining to the patient are maintained, according to the American Nurses Association (2006). In this regard, the nurses were expected to ensure that any confidential information pertaining to the patient is only used for the purpose for which it is meant. Therefore, they should ensure that private and confidential information is not divulged to the public without the consent of the patient. 2. Was there a deviation from the standards of care in this instance? Explain. The case before us showed a deviation from a number of standards of care expected of the nurses in discharge of their duties. Firstly, the case manifests a deviation from the nurses’ ethical duty to provide safe, compassionate, and competent care. This is evident from the fact that the nurses at the hospital failed to ensure that the patient received the quality care. According to Mrs. O’Hara†™s family, their patient died because of the nurses failed to administer the care and treatment expected. The fact that the 86-year old man laid on the bed without assistance from nurses is a clear proof of the deviation of this standard of care. The case also shows a deviation from the ethical responsibility of protecting the dignity of the patient. Every patient has a right to receive the necessary support from the health care providers such as being given the opportunity to bath and the turned on the bed in case the patient is too weak to do so by himself or herself (Burkhardt and Nathaniel, 2002). The case before us, however, shows clearly that the nurse charged with the responsibility of providing such a support failed to do so. As claimed by Mrs. O’Hara’s family, the 86-year old patient

Week9 journal entry Assignment Example | Topics and Well Written Essays - 250 words

Week9 journal entry - Assignment Example This does not help creativity, which means that it does not provide opportunities to students that would be helpful in securing a job. The knowledge that is currently being provided is already saturated. This means that there are more similar skills in the society than there are job opportunities for them, which may explain why there are many unemployed educated individuals. This is in spite of the fact that there are numerous employment opportunities without individuals to fill because the correct and competitive skills have not been taught. Therefore, the education system especially the American system is offering the most basic knowledge leading to more unemployed but educated individuals in the society. As such, individuals only know how to think in one way, which inhibits creativity. To provide the correct skills, the education systems need to shift their modes of teaching towards specific technical skills. This implies that universities and colleges need to train the students h ow to think in a diverse manner so as to enhance their problem solving skills that are in high

Disaster in Franklin County Essay Example for Free

Disaster in Franklin County Essay Section A. The Emergency Operations Center (EOC) has a large Chain of command. At the head is the EOC Commander, who receives information from the other parts of the chain, and is responsible for relaying that information to other agencies, and also the Homeland Security agency (formerly Federal Emergency Management Agency). The Safety Officer is in charge of making sure safety policies are followed, and also for relaying what safety equipment might be needed. This person also keeps track and investigates injuries reported as a result of rescue operations. The Liaison Officer answers questions and provides briefings for the other agencies during this emergency. This person is the main point of contact for other agencies. This role takes the pressure off of the agency commander, diverting attention and questions to the liaison officer. The Public Information Officer gathers together the proper health information needed and ensures that the public is informed of pertinent health information specific to the emergency. This person also ensures that everyone has the same information and is aware of which information is to be disseminated to the public. The Legal Officer will ensure that the legal aspects of emergency operations are followed. This will include following and enforcing the contractual obligations of several different agencies involved in this emergency event. The EOC coordinator will coordinate all of the command staff, and ensure that each one is performing adequately, and assisting each unit as necessary in obtaining or completing required tasks. The next tier of command includes the Operations Chief, the Logistics Chief, the Financial/administrative Chief, and the Planning/Intelligence Chief. The Operations Chief will develop, organize, and carry out the incident objectives. Such objectives will include which areas to search, or survey, and which assets and field resources are utilized. The Operations Chief will supervise each team and area, utilizing the resources effectively. Theà ‚  Logistics Chief does exactly that, takes care of logistics. This can consist of finding equipment needed for health workers, emergency personnel, or finding space to put refugees and pets. The Finance and Administrative Section Chief plays an important role in tracking finances, expenditures and tracking both resources on hand and resources that have been distributed during the emergency. This enables the department to be aware of supplies that are low and allows for the department to request needed items from outside sources. This section also ensures that proper contractual processes are in place. The Planning Section Chief gathers information, analyzes the information, and then manages the information gathered, ensuring that all of the sections of the incident responders are informed of everything happening with each section of the response. They then compile the Incident Action Plan. The last tier of the EOC group is the individual Public Health Organizations. This includes the Community Services Branch Director, the Medical/Health Branch Director, the Fire Branch Director, the Public Works Branch Director, and the Law Enforcement Branch Director. Each director forms their own Chain of Command similar to the EOC chain of command for their own department. Each director is in essence the EOC commander for their particular department. The Public Health Nurse serves under the direction of the Medical/Health Branch director (United States Department of Labor, n.d.). Section B. Public health personnel played several different roles in this disaster scenario. The command structure is the incident commander on the first tier, the public information officer and the liaison officer on the second tier, and the third tier consisting of the operations chief, planning chief, logistic chief and finance/administration chief finishing out the third and last tier. The Public Health Nurse is not listed on the departmental command structure. The Public Health Nurse will analyze the incident and apply nursing judgment to public health needs for the incident. In the disaster scenario, the nurse needed to be aware and ask for needed resources such a s potable water and sanitation, as well as vulnerable populations in need of home oxygen, needed medications for various co-morbidities such as hypertension and diabetes, and environmental hazards brought about by the natural disaster, such as the possibility of typhoid, cholera, possible mold exposure. The Public Health Nurse will also conduct interviews with the affected population, access and populate  information to be relayed to the Public about direct and/or possible health hazards and safety hints/tips to help keep the population safe. This may include public information sheets, information fairs, public meetings, and media interviews. The Public Health Nurse should also be aware of possible environmental hazards and which supporting agencies to contact in regards to the possible environmental hazards (University of Minnesota, School of Public Health, 2006). Section C. The community health nurse has many resources available to enable them to deal with situations outside of the community health nurse’s scope of practice. These include the Public Works department, for sewage, water, road management, building inspection, and environmental services. This department also has resource information available to the nurse for companies in the private sector. The public nurse will also have available to them the Fire and Police departments, which also include the State and County Police. The Fire department and Police departments have search and rescue teams available, which can include water, mountain, and land rescues. The Health Department also has resources for the Community Health Nurse, such as environmental inspectors, food inspectors, and resources available such as the Center for Disease Control (CDC). Available through Community Services Department are work crews, interpreters, and public buildings to be used as shelters (University of Minnesota, School of Public Health, 2006). Section D. The nurse utilized the resources available at the time to arrange for environmental health specialists to inspect residences and assist community members. The nurse also arranged for transportation to shelters, provisions and medications for those sheltering in place. The nurse also relayed information regarding hazardous waste cleanup and education concerning combustions engines and inadequate venting. The nurse was able to get information on the needs of the community at large and relay that information to the EOC task force to enable education and interpretative needs to be fulfilled (University of Minnesota, School of Public Health, 2006). Section E. The community health nurse was able to advise residents on depression and Post Traumatic Stress Disorder (PTSD) signs and symptoms, and was able to make referrals to community services for treatment of the possible depression and PTSD. The nurse was able to take the information gathered from the phone calls to facilitate news flyers for distribution to the community and churches on  what symptoms and behaviors to look for, and resources to help the affected residents. The nurse was also able to educate community members on health and mold issues, and to refer and send out a specialist to inspect potential hazards. The nurse notified 911 in response to a reported injury from a chemical spill that had been reported contained and cleaned up. The nurse then notified environmental specialists about possible contamination and chemical exposure near public parks and recreation sites. By facilitating the emergency response, the area was secured and helped prevent other possible injuries (University of Minnesota, School of Public Health, 2006). Techniques used to comfort, calm and educate the people consisted of empathy and an open approach. Active listening, non-confrontational empathetic concern relayed to the people that their fears were normal and were valid concerns. This approach made the people feel comfortable and facilitated open conversation between the nurse and the community members (University of Minnesota, School of Public Health, 2006). Section F. Nursing personnel can be prepared for large scale disasters by joining the National Nurse Response Team (NNRT). The National Nurse Response Team is a specialty team used in any scenario requiring hundreds of nurses to assist in chemoprophylaxis, a mass vaccination program, or a scenario that overwhelms the nation’s supply of nurses in responding to a weapon of mass destruction event (Public Health Emergency, 2009, para. 1). Nurses can also be better prepared for disasters by being prepared at home, as well as attending continuing education classes on disaster preparedness, as well as large scale disaster training and scenarios. References Public Health Emergency. (2009). http://www.phe.gov/Preparedness/responders/ndms/teams/Pages/nnrt.aspx United States Department of Labor. (n.d.). https://www.osha.gov/SLTC/etools/ics/what_is_ics.html#Information University of Minnesota, School of Public Health. (2006). https://cpheo1.sph.umn.edu/fcs/index.asp

Intrinsic And Extrinsic Rewards Defined Business Essay

Intrinsic And Extrinsic Rewards Defined Business Essay This chapter will review the academic literature required to study the research topic. The key areas for discussion are on intrinsic extrinsic rewards, rewards schemes strategies and theories on motivation. 2.1 Intrinsic and Extrinsic rewards defined Rewards can be treated as some offerings in addition to pay. Traditional reward systems were based on positions and longevities. But now a days profit sharing, gain sharing and stock option plans are being practiced as a reward. Modern reward systems include stock grants, certificate of appreciation, even personal thank you notes (Nelson, 1994). According to Walker et al (1979), rewards are classified into extrinsic and intrinsic rewards. Extrinsic rewards include basic salary and allowances which is needed to fulfill psychological and safety needs. Intrinsic rewards help individuals feelings and perceptions about the job situation which is needed to fulfill self-esteem, competence, self-actualization etc. There are several financial rewards commonly found in sales organizations are salary and commission, bonus, fringe benefits, stock options, retirement plan which fulfills both extrinsic and intrinsic needs of employees. Coli (1997), describes classification of reward and recognition under three types of rewards. They are monetary, awards and developmental rewards. Monetary rewards includes individual bonus for project completion, stock grants, skill-based pay, gain sharing, targeted total cash, special individual increase, non-discretionary incentives for the beginning of the project etc. According to Lyons Ora (2002), financial performance includes basic salary, variable pay, other compensations, perquisites and benefits. Different individuals have different perceptions of rewards. For instance, some individuals may consider cash as a sufficient and adequate reward for their efforts at work, while others may consider holidays and material incentives (such as a car) as more rewarding in exchange for their work. Others still, may consider a shift in the treatment that they get from their leaders to be a more rewarding experience. For instance, some employees consider being recognized by their leader as more rewarding than financial incentives (La Belle, 2005). 2.1.1 What are Financial Rewards? Zammit (2004), best described financial rewards. A reward strategy is an integrated approach to reward employees according to their contribution, skill and competence and their market worth. The author classified four types of financial reward. Basic salary Performance related pay Allowances Other financial rewards The basic salary is determined according to management position, standard of living, job market, qualification of the receivers. The dimensions of performance consist of bonuses, commissions and special skills. Allowances are most commonly provided for substitution, workstation transfer and transportation, free or discounted benefits, cultural or religious holidays, telecommunications. Other financial rewards are mostly practiced by offering stock options, pension schemes. 2.2 Reward strategy Reward strategies provide answers to two basic questions for an organization Where do we want our reward practices to be in a few years time? and How do we intend to get there?. Therefore, they deal with both ends and means. Ends they describe a vision of what reward processes will look like in a few years time and means on the expectation of how the vision will be realized. 2.2.1 Reward strategy defined Reward strategy is ultimately a way of thinking that you can apply to any reward issue arising in your organization, to see how you can create value from it (Brown, 2001). Reward strategy is a declaration of intent which defines what the organization wants to do in the longer term to develop and implement reward policies, practices and processes which will further the achievement of its business goals and meet the needs of its stakeholders. It provides a sense of purpose and direction and a framework for developing reward policies, practices and process. It is based on an understanding of the needs of the organization and its employees and how they can best be satisfied. It is also concerned with developing the values of the organization on how people should be rewarded and formulating guiding principles which will ensure that these values are enacted. Reward strategy is underpinned by a reward philosophy which expresses what the organization believes should be the basis upon which people are valued and rewarded. Reward philosophies are often articulated as guiding principles. 2.2.2 The content of reward strategy Reward strategy may be a broad-brush affair simply indicating the general direction in which it is thought reward management should go. Additionally or alternatively, reward strategy may set out a list of specific intentions dealing with particular aspects of reward management. Broad-brush reward strategy (Armstrong (2007), pg. 635) A broad-brush reward strategy may commit the organization to the pursuit of a total rewards policy. The basic aim might be to achieve an appropriate balance between financial and non-financial rewards. A further aim could be to use other approaches to the development of the employment relationship and the work environment which will enhance commitment and engagement and provide more opportunities for the contribution of people to be valued and recognized. Examples of other broad strategic aims include: 1. Introducing a more integrated approach to reward management encouraging continuous personal development and spelling out career opportunities; 2. Developing a more flexible approach to reward which includes the reduction of artificial barriers as a result of over-emphasis on grading and promotion; 3. Generally rewarding people according to their contribution; 4. Supporting the development of a performance culture and building levels of competence 5. Clarifying what behaviors will be rewarded and why. 2.2.3 Specific reward initiatives As Cox and Purcell (1998) write: The real benefit in reward strategies lies in complex linkages with other human resource management policies and practices. The selection of reward initiatives and the priorities attached to them will be based on an analysis of the present circumstances of the organization and an assessment of the needs of the business and its employees. The following are examples of possible specific reward initiatives, one or more of which might feature in a reward strategy: à ¢Ã¢â€š ¬Ã‚ ¢ The replacement of present methods of contingent pay with a pay for contribution scheme; à ¢Ã¢â€š ¬Ã‚ ¢ The introduction of a new grade and pay structure, e.g. a broad-graded or career family structure; 2.2.4 Developing reward strategy The formulation of reward strategy can be described as a process for developing and defining a sense of direction. The main phases are: 1. The diagnosis phase, when reward goals are agreed, current policies and practices assessed against them, options for improvement considered and any changes agreed. 2. The detailed design phase when improvements and changes are detailed and any changes tested (pilot testing is important). 3. The final testing and preparation phase. 4. The implementation phase, followed by ongoing review and modification. 2.2.5 Implementing reward strategy The aim of implementation is to make the reward strategy an operating reality by building the capacity of the organization to put into practice the proposals worked out in the development stage. As Armstrong and Brown (2007) stress: It is always essential to design with implementation in mind. Purcell (1999), believes that the focus of strategy should be on implementation. As explained by Thompson and Strickland (1990): Implementation entails converting the strategic plan into action and then into results. An effective reward strategy is a living process and, in the words of Rosabeth Moss Kanter (1984), an action vehicle, formulation is easy; implementation is hard. A pragmatic approach is required whats good is what works. Implementing reward strategy is much more about process than design how it will be done rather than what will be done. The principles of procedural and distributive justice apply. People must feel that the procedures used to determine their grades, pay level and pay progression are fair, equitable, applied consistently and transparent. They must also feel that the awards distributed to them are just in terms of their contribution and value to the organization. 2.3 Rewards management strategy defined Reward management is concerned with the formulation and implementation of strategies and policies in order to reward people fairly, equitably and consistently in accordance with their value to the organization. As Duncan Brown (2001) emphasizes, the alignment of your reward practices with employee values and needs is every bit as important as alignment with business goals, and critical to the realization of the latter. It deals with the development of reward strategies and the design, implementation and maintenance of reward systems (reward processes, practices and procedures) which aim to meet the needs of both the organization and its stakeholders. Rewards can be regarded as the fundamental expression of the employment relationship. 2.3.1 The aims of reward management Armstrong and Brown (2006), pg.33, identifies the following; à ¢Ã¢â€š ¬Ã‚ ¢ Reward people according to what the organization values and wants to pay for. à ¢Ã¢â€š ¬Ã‚ ¢ Reward people for the value they create. à ¢Ã¢â€š ¬Ã‚ ¢ Reward the right things to convey the right message about what is important in terms of behaviors and outcomes. à ¢Ã¢â€š ¬Ã‚ ¢ Develop a performance culture. à ¢Ã¢â€š ¬Ã‚ ¢ Motivate people and obtain their commitment and engagement. à ¢Ã¢â€š ¬Ã‚ ¢ Help to attract and retain the high quality people the organization needs. à ¢Ã¢â€š ¬Ã‚ ¢ Develop a positive employment relationship and psychological contract. à ¢Ã¢â€š ¬Ã‚ ¢ Align reward practices with both business goals and employee values. à ¢Ã¢â€š ¬Ã‚ ¢ Operate fairly people feel that they are treated justly in accordance with what is due to them because of their value to the organization (the felt-fair principle of Eliot Jacques (1961)). The fundamentals of reward management Recognizing the importance of the part played by line managers in implementing reward strategy and the need to ensure that they are committed and have the necessary skills; Paying close and continuous attention to communicating with employees and involving them in the development as well as the implementation of reward strategy; Being absolutely clear about the objectives of the strategy and resolute about evaluating its effectiveness. The following Reward strategies theories can be applied when developing a reward scheme in an organization. Pay people right (Zingheim and Schuster) Zingheim and Schuster (2000) have laid down the following six principles for paying people right: 1. Create a positive and natural reward experience. 2. Align rewards with business goals to achieve a win-win partnership. 3. Extend peoples line of sight between effort and outcome, motivating smart working over simply expending extra effort. 4. Integrate reward with strategic aims and the kind of contribution desired. 5. Reward individual ongoing (input) value to the organization with base pay. 6. Reward results (outputs) with variable pay. Dynamic pay (Flannery, Hofrichter and Platten) Flannery, Hofrichter and Platten (1996) expounded the concept of dynamic pay and suggested that the nine principles that support a successful pay strategy are: 1. Align compensation with the organizations culture, values and strategic business goals. 2. Link compensation to the other changes. 3. Time the compensation programme to best support other change initiatives. 4. Integrate pay with other people processes. 5. Democratize the pay process. 6. Demystify compensation. 7. Measure results. 8. Refine. Refine again. Refine some more. 9. Be selective. Dont take to heart everything you hear or read about pay. 2.3.3 Components of an effective reward strategy An effective strategy is one in which there are clearly defined goals and a well-defined link to business objectives; well-designed pay and reward programmes, tailored to the needs of the organization and its people, and consistent and integrated with one another; and effective and supportive HR and reward processes in place. Brown (2001) has suggested that effective reward strategies have three components: 1. They have to have clearly defined goals and a well-defined link to business objectives. Recognize the value of everyone who is making an effective contribution, not just the exceptional performers. Allow a reasonable degree of flexibility in the operation of reward processes and in the choice of benefits by employees. Devolve more responsibility for reward decisions to line managers. 2. There have to be well-designed pay and reward programmes, tailored to the needs of the organization and its people, and consistent and integrated with one another. 3. Perhaps most important and most neglected, there needs to be effective and supportive HR and reward processes in place. Armstrong and Brown (2006), have further suggested the following approach to reward strategy. This has the following characteristics: Appreciating that a good strategy is one that works and therefore focusing on implementation programmes; Planning with implementation in mind recognizing during the design process that plans have to be converted into reality and taking steps to anticipate the problems involved; Aligning reward strategies with the business and HR strategies; Ensuring that reward strategy fits the culture and characteristics of the organization, meets business needs and takes account of individual needs and preferences; Being aware of good practice elsewhere but not being seduced by the notion that it is best practice, i.e. universally applicable and easily replicated; Paying more attention to using strategic reward initiatives to support the engagement and commitment of people so that they are motivated and productive, rather than focusing on the mechanics of new reward fads; Bearing in mind that the development and implementation of reward strategy is an evolutionary process it is about doing things better at a manageable pace rather than extraordinary new developments; Providing flexibility within a framework, i.e. developing a flexible approach to the reward of different people but always within a framework that provides for consistent treatment; Appreciating that implementing reward strategy will require a comprehensive change management programme. 2.4 What is Motivation? Many contemporary authors have defined the concept of motivation as; the psychological process that gives behavior purpose and direction (Kreitner, 1995); a tendency to behave in a purposive method to achieve specific, unmet desires (Buford, Bedeian, Lindner, 1995); an inner force to gratify an unsatisfied need (Higgins, 1994); and the will to accomplish (Bedeian, 1993). In this study, motivation is operationally defined as the inner force that drives individuals to achieve personal and organizational goals. Understanding what motivates employees is one of the key challenges for managers. Although it is not possible directly to motivate others, it is nonetheless important to know how to influence what others are motivated to do, with the overall aim of having employees identify their own welfare with that of the organization (Bruce and Pepitone, 1999). While motivation is determined by both monetary non-monetary factors, money has come to play an overly important role in our thinking about the causes of behavior. In most companies, very limited time effort are spent on considering non-monetary sources of motivation (Gratton, 2004). For organizations to address these expectations an understanding of employee motivation is required (Beer et al., 1984). Carnegie (1975) emphasizes the human aspects of management. They postulate that as it is people who make a business succeed or fail it is the organizations chief responsibility to motivate their people so that they will assure success. The author believes that each human being has the potential for creativity, contribution and achievement of business goals. Therefore, the infinite question is how organizations reach this potential and how they stimulate creativity and foster in their people the desire to succeed and to achieve self-fulfillment through their work. The common theme of all the above authors is the belief that people need to be respected and treated as precious human capital, more essential to an organizations effectiveness than its financial capital. Organizations are under constant pressure to enhance and improve their performance and are realizing that an interdependent relationship exists between organizational performance and employee performance. In the following section the focus will be on the motivational theories and the impact that these theories have on enhancing employee performance. 2.5 Theories on motivation The process of motivation as described below is broadly based on a number of motivation theories that attempt to explain in more detail what it means. Some of the distinctive theories will be discussed below. 2.5.1. Needs (content) theory The basis of this theory is the belief that an unsatisfied need creates tension and disequilibrium. To restore the balance a goal is identified that will satisfy the need and a behavior pathway is selected that will lead to the achievement of the goal. All behavior is therefore motivated by unsatisfied needs. The best-known contributor to needs theory is Maslow, A (1954). He formulated the concept of a hierarchy of needs, which start from the fundamental physiological needs and lead through safety, social and esteem needs to the need for self-fulfillment, the highest need of all. He said that man is a wanting animal; only an unsatisfied need can motivate behavior, and the dominant need is the prime motivator of behavior. This is the best-known theory of needs, but it has never been verified by empirical research. 2.5.2. Herzbergs two-factor theory Herzbergs two-factor model theory states that the factors giving rise to job satisfaction (and motivation) are distinct from the factors that lead to job dissatisfaction. It is sometimes called the motivation-hygiene theory. There are two groups of factors. The first consists of the satisfiers or motivators, which are intrinsic to the job. These include achievement, recognition, the work itself, responsibility and growth. The second group comprises what Herzberg calls the dissatisfaction avoidance or hygiene factors, which are extrinsic to the job and include pay, company policy and administration, personal relations, status and security. These cannot create satisfaction but, unless preventive action is taken, they can cause dissatisfaction. He also noted that any feeling of satisfaction resulting from pay increases was likely to be short-lived compared with the long-lasting satisfaction from the work itself. One of the key conclusions derived from the research is therefore that pay is not a motivator, except in the short term, although unfair payment systems can lead to demotivation. Herzbergs two-factor model draws attention to the distinction between intrinsic and extrinsic motivators, and his contention that the satisfaction resulting from pay increases does not persist has some face validity. But his research and the conclusions he reached have been attacked first because, it is asserted, the original research is flawed and fails to support the contention that pay is not a motivator, and secondly because no attempt was made to measure the relationship between satisfaction and performance. As Guest, D (1992) has written: Many managers knowledge of motivation has not advanced beyond Herzberg and his generation. This is unfortunate. Their theories are now over thirty years old. Extensive research has shown that as general theories of motivation the theories of Herzberg and Maslow are wrong. They have been replaced by more relevant approaches. 2.5.3. Equity theory To explain how employees judge the fairness of rewards received in proportion to resources invested for completing a task by assessing ones on investment-reward ratio Equity theory (John Stacey Adams) is used, This theory is compared against the ratio of another colleague holding a similar position (McShane et al.2000 pg 79). A comparison can be made using the formula below: Outcomes (Individual) = Outcomes (Other) Inputs (Individual) Inputs (Other) Above formula can be explained, that employees seek to maintain equity between the inputs that they put in to a job and the outcomes they receive from it against the perceived inputs and outcomes of others. The belief in equity theory is that people value fair treatment which causes them to be motivated to keep the fairness maintained within the relationships of their co-workers and the organization. The main concern however is payment; this therefore is the cause of equality or inequalty in most cases. In any position within the organization, an employee wants to feel that their contributions and work performance are being rewarded with their pay. According to equity theory, if an employee feels under-paid then it will result in the employee feeling hostile towards the organization and perhaps their co-workers, which may result the employee not performing well at work anymore. But Adams Equity Theory is very much more complex sophisticated motivational model, in this model more than merely assessing effort put in (inputs) and rewards (outputs). Equity Theory gives prominence to an additional perspective of comparison, were employees compare themselves with others (people who consider in a similar position). Referent others are used to describe the reference points or people with whom we compare our own situation, which is the Highlight part of the theory. The three primary assumptions applied to most business applications of Equity Theory can be summarized as follows: Equity norm- Where Employees expect a fair return for what they contribute in their jobs. Social comparison- Employees determine what their equitable return should be after comparing their inputs and outcomes with those of their coworkers. Cognitive distortion Employees who perceive themselves as being in an inequitable situation will seek to reduce the inequity either by distorting inputs and/or outcomes in their own minds, by directly altering inputs and/or outputs, or by leaving the organization. 2.5.4. Vrooms expectancy theory Vrooms expectancy theory basically separates effort (which arises from motivation), performance, and outcomes. Its assumption is that behavior results from conscious choices among alternatives. Vroom realized that an employees performance is based on individual factors such as personality, skills, knowledge, experience and abilities. He stated that effort, performance and motivation are linked in a persons motivation. He uses the variables Expectancy, Instrumentality and Valence to account for this. Expectancy  is the belief that increased effort will lead to increased performance i.e. if I work harder then this will be better. This is affected by such things as: Having the right resources available (e.g. raw materials, time) Having the right skills to do the job Having the necessary support to get the job done (e.g. supervisor support, or correct information on the job) Instrumentality  is the belief that if you perform well that a valued outcome will be received. The degree to which a first level outcome will lead to the second level outcome. (i.e. if I do a good job, there is something in it for me.) This is affected by such things as: Clear understanding of the relationship between performance and outcomes e.g. the rules of the reward game Trust in the people who will take the decisions on who gets what outcome Transparency of the process that decides who gets what outcome Valence  is the importance that the individual places upon the expected outcome. For the valence to be positive, the person must prefer attaining the outcome to not attaining it. For example, if someone is mainly motivated by money, he or she might not value offers of additional time off. The three elements are important behind choosing one element over another because they are clearly defined: effort-performance expectancy (E>P expectancy) and performance-outcome expectancy (P>O expectancy). E>P expectancy:  our assessment of the probability that our efforts will lead to the required performance level. P>O expectancy:  our assessment of the probability that our successful performance will lead to certain outcomes. Crucially, Vrooms expectancy theory works on  Perceptions   so even if an employer thinks they have provided everything appropriate for motivation, and even if this works with most people in that organization, it doesnt mean that someone wont perceive that it doesnt work for them. Thus, Vrooms expectancy theory of motivation is not about self-interest in rewards but about the associations people make towards expected outcomes and the contribution they feel they can make towards those outcomes. 2.6 Theoretical framework 2.6.1 Relationship between Financial Rewards and Performance Financial rewards practiced by an organization play an important role in motivating employees to perform depending on the type of business its involved in and require their employees to be engaged in.. Therefore, organizations financial performance is ultimately dependent on the employees performance. It is also considered that improper reward practices may result below average financial performance of organizations. Most agree that reward practices act as motivators that shape the employees behaviors. According to prior researches, it is commonly believed that if financial rewards are effectively used, employees are motivated to perform high and that ultimately results financial performance. Financial performance is improved if there is a carefully crafted reward practice (Allen Helms; 2001). It is difficult to relate financial reward with organizational financial performance (Kerr, 1999). Reward must positively influence performance (Nelson, 1994). Regardless to team-based reward, individual reward is still important as individuals could see that their activities are making difference to the organization. According to Zingheim Schuster (2000), a few businesses design their reward system for the optimization of company performance. Basic salary and incentives matches competitive practice and emphasizes performance results. Incentive plans are often used in employment settings to encourage superior performance. While such inducements are found to have positive effects on job performance concerns have been raised over rewards influence on task interest and creativity. (Bartol Locke, 2000; Fay Thompson, 2001) In a research, it is found that employees stock ownership plans and profit sharing are widely used reward practice (Lawler et all, 1995). Hale (1998) and Lawler (1981, 1987) recognized rewards have critical importance as a means of employee motivation. Organizations and manager acknowledge reward and recognition consistently as a motivator of individual employees. Employees understandings and satisfactions with reward system lead to specific behaviors and actions, finally results operational and financial results (Cacioppe, 1999). According to Saxby (2007), it is an avoidable mistake of management for not rewarding employees for a well done job. Tangible rewards are nicer and more meaningful regarding employee motivation rather than intangible praising and acknowledgement. Contradiction to the theory, according to LaBelle (2005) in some cases managers may practice rewards for some behaviors which is unexpected or unproductive. Sometimes worker may misunderstand the objective of getting reward. Some cases of mismatches are discussed below: Safety vs. Productivity: Sometimes, employees do not understand that whether heshe is receiving reward for working safely or for the firms productivity or for the quality of services rendered. 2.6.2 Relationship between Financial Rewards, Motivation and Performance Financial incentives and rewards can motivate. People need money and therefore want money. It can motivate but it is not the only motivator. It has been suggested by Wallace, M.J and Szilagyi, L (1982) that money can serve the following reward functions: It can act as a goal that people generally strive for although to different degrees. It can act as an instrument that provides valued outcomes. It can be a symbol that indicates the recipients value to the organization. It can act as a general reinforce because it is associated with valued rewards so often that it takes on reward value itself. But doubts have been cast on the effectiveness of money as a motivator by Herzberg et al (1957). As noted, he claimed that, while the lack of it may cause dissatisfaction, money does not result in lasting satisfaction. There is something in this, especially for people on fixed salaries or rates of pay who do not benefit directly from an incentive scheme. They may feel good when they get an increase, as, apart from the extra money, it is highly effective ways of making people believe they are valued. But the feeling of euphoria can rapidly die away. However, it must be re-emphasized that different people have different needs, and Herzbergs two-factor theory has not been validated. Some will be much more motivated by money than others. What cannot be assumed is that money motivates everyone in the same way and to the same extent. But do financial incentives motivate people? The answer, according to Kohn, A (1993) is absolutely not. He challenges what he calls the behaviourist dogma about money and motivation. And he claims that no controlled scientific study has ever found a long term enhancement of the quality of work as a result of any reward system. When you look at how people are motivated, claims Kohn, It becomes disturbingly clear that the more you use rewards to motivate people, the more they tend to lose interest in whatever they had to do to get the rewards. He quotes research that has repeatedly shown that the more salient or reinforcing the reward is, the more it erodes intrinsic interest and points out that various devices can be used to get people to do something, but that is a far cry from making people want to do something. Pfeffer, J (1998) also contends that: People do work

The Underlying Message of The Tyger by William Blake Essay -- The Tyge

The Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger† is deceivingly straightforward. Though Blake uses â€Å"vividly simple language† (Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mild† lamb, the tiger is hard to accept. It is a symbol for that which people fear. For some, their fears are not reality, and are much easier to ignore than accept. But no matter how hard to accept, the lamb and tiger are equally important, and together create a balance that is ideally healthy for the world. The Tyger can be interpreted through many different theologies, as a form of the sublime, and as an essential part of human life. Because Blake is ambiguous about the tiger’s nature it is hard to understand. Blake uses paradox to his advantage in the first stanza, which creates an ambiguous effect: The expressions â€Å"forests of the night† and â€Å"fearful† have a menacing quality that is negative in nature. On the other hand â€Å"bright† and â€Å"symmetry† (a sign of perfection) have positive overtones, and are more commonly associated with goodness. Blake has given many clues; and the effect is such that the reader is led to believe that the tiger has both good and evil qualities. The one underlying question that Blake asks of the reader: what God could â€Å"dare† (l.24) to create such a creature? According to the Christian doctrine, there is one God who is the maker of everything. Though there is much argument over how much He partakes in the creation of evil. Nonetheless, this passage is found in the Bible: â€Å"I form the light, and create darkness: I make peace, and create evil: I the Lord do all these things.† (Isaiah 45:7). The tiger could very well be the expression of this God. There are many other beliefs in the world besides Christianity within which the tiger can be proven to reside. Monotheism, for example, is the â€Å"belief in a single, universal, all-encompassing deity†(Wikipedia). This deity could also be the â€Å"immortal hand† that formed the Tyger. Manicheanism, one of the major ancient religions, uses the theology of dualism as its main principle. The Dualism doctrine can be said to â€Å"consist of two basic opposing... ...he tiger and the lamb.† (250) Ultimatley, the reader must make the decision whether the tyger is a positive or negative part of life. Works Cited 1. E.D. Hirsch, JR. Innocence and Experience: And Introduction to Blake USA: Yale University, 1964. 2. The Holy Bible containing The Old and New Testaments, King James Version Toronto: Canadian Bible Society. 3. â€Å"Dualism†, â€Å"Monotheism†, â€Å"Christianity†, Manicheanism†, â€Å"Taoism† Wikipedia. http://en.wikipedia.org/wiki/Main_Page. 4. Roy P. Basler. â€Å"The Tyger: A Psychological Interpretation† Sex, Symbolism, and Psychology in Literature. New Brunswick: Rutgers University Press, 1948. 20-24. 5. Morton D. Paley, â€Å"Tyger of Wrath†. Twentieth Century Interpretations of Songs of Innocence and of Experience. Ed. Morton D. Paley. USA: Prentice-Hall, Inc. 68-92 6. â€Å"Manicheanism† Encyclopedia of the Orient http://i-cias.com/e.o/manichae.htm 7. William Blake. â€Å"The Tyger†, Literature: An Introduction to Reading and Writing. E.V. Roberts and H. E. Jacobs 7th Ed. USA: Pearson Prentice Hall 2004. 8. William Shakespeare, â€Å"Henry V† Shakespeare-literature.com http://www.shakespeare-literature.com/Henry_V/10.html

The Crucilbe: Theater Project. Includes Directorial, Set, Sound, And C

I chose Arthur Miller’s The Crucible because of the plot’s dark history and suspense. Also because of the play’s reflection of McCarthyism. The so called â€Å"witch-hunts† for communist brought on by Senator Joseph.   Ã‚  Ã‚  Ã‚  Ã‚  The play is set in Salem, Massachusetts, 1692, where suspicions of witchcraft were floating around the town air. Act 1 starts out in early spring and ends in Act 4 when it is late fall. The play opens with Betty Parris sick in bed, and Reverend Parris tending to her, and wondering what made her so sick. Soon Abigail Williams saunters in, and through much probing, Reverend Parris eventually finds out that she, Tituba, Susanna Walcott and Betty were all involved together in a secret practicing of witchcraft. Abigail tells of a dance around a cauldron in the woods, and says that was all that happened. But, when Reverend Parris reveals how he was in the woods at that particular time, and saw the dances, Abigail gradually explains what went on, while leaving herself out as the main practitioner. She says she was forced into it all by the other girls and Tituba. Now the stage is set for a variety of unexpected accusations, scandals and tribulations.   Ã‚  Ã‚  Ã‚  Ã‚  The main characters are Abigial Williams, the â€Å"trouble maker† of the play, is the niece of Reverend Parris. Though only 13 years old she manages to get the whole village in an uproar. With the help of the other girls in the village, she fools the Salem council into thinking that the devil has inhabited certain citizens. Reverend Parris is the minister for Salem. He is a paranoid, power hungry man. He is more concerned about his reputation than his daughter and niece's souls when the first rumors of witchcraft get under way. However, he quickly learns to take advantage of the witch craze for his own personal gain.   Ã‚  Ã‚  Ã‚  Ã‚  John Proctor had an affair with Abigail when she was his household servant. He hates hypocrisy, and his hidden sin causes him a great deal of moral anguish. He hesitates to expose Abigail as a fraud because he knows his own conscience is unclean. He does not try to expose her as a liar until it is too late. He is accused of witchcraft and convicted. He suffers a moral dilemma over the decision to confess or not to confess to witchcraft. He confessed his affair before Danforth and Hathorne because he refuses to a... ...o show that she was a servant and wasn’t clothed in the same clothes as her masters.   Ã‚  Ã‚  Ã‚  Ã‚  Last is sound. This play didn’t have any chances for back ground music except for the end of each act. The ending song for Act 1 is called â€Å"Pulse† which is performed by The Kroumata Percussion Ensamble located on the C.D. â€Å"The 2nd Construction†. It contains light xylophone, snare drum, timpani and bells. Act 2 opens with the living room and Elizabeth singing in the back ground. It also had a fire place so I wanted the sound of the fire crackling randomly through the scene. Then we hear the neighing of a horse and John proctor arrives.   Ã‚  Ã‚  Ã‚  Ã‚  Act 3 ends with the uproar from John proctor and I chose another piece from The Kroumata Percussion Ensamble entitled â€Å"Soldier’s Song† which is a series of drum rolls, base drum crashes and timpani rolls. Act 4 leads us to the jail cell where the fall moon is shining through the window and the sounds of frogs and crickets can be heard. The scene ends with John being taken away to the hallows. For this scene I wanted a constant percussion ensemble of sounds and to get increasingly louder as the curtain falls.

french revolution:peasants becoming oppressed. :: essays research papers

By the 18th century the third estate became aware of their oppression through various sources. These sources include the Influence of philosophers and the Echoes of the American war of independence. Goodwin states, the aim of the French philosophers, of the eighteenth century, was to liberate mankind from the fitter of ignorance and from subservience of outmoded practices. D. Richard further illustrated that philosophers such as, Rousseau, Voltaire, Monesquieu and the encyclopedias have contributed to the uprising of the third estate, within the revolution. In fact, Voltaire’s, influence within the revolution was mainly directed towards the corrupt government, ecclesiastical bigotry, censorship and cruel and arbitrary penal systems at the church. D.Richards further stated â€Å"he poured scorn on the pretensions of the church and folly of the government and the credibility of those who are taken by both.† His cry for injustice and brave actions, allowed him to receive tremendous gratitude from the third estate. As a matter a fact, Voltaire was the most influential philosopher within the revolution to challenge. Rousseau also influenced the third estate. Rousseau preached the equality of man, he later attacked justice â€Å"Men though born free are every where in chains†, and even in the government he said. Rousseau according to A. Goodwin claimed that the only legitimate state was one that expressed the â€Å"General will† (the will of the people as a whole) which is inspired by good motives and directed only in the common interest. His contract social (social contract) of 1762 envisaged free men guaranteeing each other natural rights. Historians have concluded that Rousseau, inspired the people emotionally, preparing them to retaliate. Another radical, Montesquieu inspired the third estate within ideas. His aim mainly was to focus on various parts of parlements and it’s unfair implications, towards the third estate. Alongside, the three philosophes mentioned above. Diderot and the encyclopedias also contributed to the influence of the revolution. He, like Voltaire, preached the injustice of the church practices and government. He criticized the heavy burden of taxation upon the third estate. He suggested that the intolerable acts of taxation be abolished with the exception of land tax, which was chiefly paid by the clergy and nobles for Diderot and the encyclopedias the common good was supreme law and government therefore the general happiness of society. Besides the philosophes, the physiocrates played a vital role in the usurpation of the revolution .A. Goodwin also noted that, the physiocrates, led by Rivere, supported freedom of contract, and specifically demanded scientific government to replace the irrationality of privileged.

Importance of art in society Essay

People seem to gravitate towards images ,giving them a meaning from their own personal lives. That they themselve are able to relate back to their : concept of what life is, memories of their yester-year and their dreams to be. Understanding what’s going on when a face begins to squish ,to make room for wrinkles ,a slight pout in the lips gives the viewer, the impression the, image ,of a face, within the picture is getting upset. Children are able to grasp the concepts, the elderly seem to understand,psychologically disabled comprehend what is happening within a picture because they give it their own personal meaning,correct only to them being thats its their interpretation. pictures can cause people to feel so emotionally intense they decide they should take up arms. in world war ii visual art,propaganda art, was used as a war tool to provoke emotions leading everyday men to go out and buy bonds ,pious germans to commit acts like genocide against the jews, housewifes to pursu e work in factory jobs: â€Å"One of the main reasons why World War II had a huge impact on the world was from propaganda because it promoted a great deal of industry and economic stability. When one thinks of how many people participated in the war, they probably only think of how many soldiers fought in the war and how many casualties there were. Due to the art of propaganda, most of the citizens from each country during World War II were acting participants because it lit a fire in everyone’s stomachs to help their country’s cause in whatever way possible†¦.† (World War II..) images impact us the power within pictures is an immense one, causing two races before in conflict with each other , to agrees to seat aside their differences and work together This poster of two young men working on an engine promotes the citizens of America to work harder so the army has more materials, implying that even normal citizens can take part in the war even if they are not fighting (World War II..) A maiden whose ferociously mad at her bridesmaid for leaving the wedding on the day of or, the look of bright blue skies ,light brown beaches ,a towel on top of the sand with a man laying down , celebrating his vacation , people tend to understand the feelings with in these pictures because they ,themselves, have had similar feelings.Visual art is a message that is able to promote feelings of glee and good memories to the viewer but, at that time are able bring back feelings of extreme hatred and aggression. Visual arts can aid in the relieving of stress, to whomever may need it.Being a victim of bullying,going home to a empty house of no one to open up to and, share the pain with.Theres paper and pencil,visual art . So the bullied child tells his pain to the paper everything he feels :â€Å"how he wishes he would stop being tormented because it making him feel like his worthless†,†how hes thinking of missing a step when he goes down the stairs because it will make his pain go away†.this is a relief for him being able to vent it out,taking away the pain on his mind.He letting the negative thoughts go away ,and becoming fun thoughts again. the pain within him grows smaller with each mark he leaves on the paper, as he finishes up his drawing.Visual images gives the drawer the chance to vent and not let them emotions build up Feeling can about about an issue can be express like â€Å"how the viewer feels about something† it all comes out in the picture , as lines are drawn,nonverbal giving his/or her feelings representations. the way a student draws his math teacher with frightening demonic fangs and a menacing look , the picture read the teacher is a horrible monster. The same math teacher that didn’t like him , that would continuously send him to the disciplinary office to be disciplined. Or the problems of everyday life that have yet to have an answer ,too. Visual images help in finding that  solution to those problems by being a voice to be heard by the public.During the the 1600 around the world knew nothing about the atrocities of slavery,how slaves imprisoned were being treated by their slave masters’. then came a visual material to bring about a solution to the problem , called â€Å"uncle toms cabin† . This very visual book full of emotional images gave a view into the slave fields around that era, the 1600s. The millions of slaves who spent their lives on their masters cotton field picking and sorting cotton, the challenges the would face for being enslaved were being given a voice to public ,for help.Slaves had no choice and were forced into strenuous labor full days of bone-break cotton picking, from early in the morning till late at night. the way they were need to be brought to the public eye,to be stopped, and this is what visual aids were able to accomplish and more: † helped to lay the ground work for the civil war â€Å" (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by,  campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across.

Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Tim e, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Res ponse Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. [email  protected] edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester & year, Integrated Unit based on †¦ (na me of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness & clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 & Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used & author: Snow Treasure by Marie McSwigan | |**Appointment day & time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets | 20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learn er will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have p layed in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively.Social Studies – Go al 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far.They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to ou r country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis.Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom.