Level 3 Awards In Assessing Competence In The Work Environment

Questions: Assignment 11. Explain the importance of involving the learners and others in the assessment process.2. Summarise types of information that should be available to learners and others involved in the assessment process3. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.4. Explain how assessment arrangements can be adapted to meet the needs of individual learners.Assignment 21. Explain how to judge whether evidence is:a) Sufficient b) Authentic c) Current2. Explain how to ensure that assessment decisions are:a) Made against specified criteria b) Validà ¢Ã¢â€š ¬Ã‚ ¨c) Reliableà ¢Ã¢â€š ¬Ã‚ ¨d) FairAssignment 31. Evaluate the importance of quality assurance in the assessment process2. Summarise quality assurance and standardised procedures in own area of practice3. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice.Assignment 41. Expl ain the importance of following procedures for the management of information relating to assessment.2. Explain how feedback and questioning contribute to the assessment process.Assignment 51. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare.2. Explain the contribution that technology can make to the assessment process.3. Evaluate requirements for quality and diversity, and where appropriate, bilingualism in relation to assessment.4. Explain the value of reflective practice and continuing professional development in the assessment process. Answers: Assignment 1 1. While doing an assessment, involving the learners is an important way of supporting them so that they can deal and take ownership of those things which they are learning, thinking, achieving and planning how to go ahead with them. The things which they are learning in these assessments they can apply in their work place and it will help them in growing individually too. This type of assessment will motivate them to do better in their work place this will be a great experience and help them in understanding the matters under the guidance of experts. The assessments will help the learners to reach their goals easily. These assessments help them to learn the way of delivering which they are learning and also in negotiating. The involvement of others in the assessment help the learners to work as a team with the peer groups, colleagues etc by sharing their feedbacks (Wandersman, Chien and Katz, 2012).2. The types of information are available to the learners are-a. Understanding the ro les and their responsibilities.b. Assessing the peer members.c. Working together with everyone in the organization.d. Sharing targets.e. Knowing about the risks and challenging them.f. Witnessing the assessment procedure.g. Receiving and giving feedbacks.h. The policies and procedures of the organization are available to them.i. The skills which the learners are learning can be applied and they can see the outcomes.3. Self assessment and peer assessment helps a learner a lot in their individual and professional growth. The learners can ask about the views of their peer members both formally and informally. The peer members help in boosting up the self confidence. When a assessment is done in a team and the feedback is taken from their peer group then they can easily assess them and can easily ask them where the learner need to improve in their skills (Lambert, and Lines, 2013).. Peer members helps in indentifying and achieving targets. While working in an organization what changes a learner need to make in their work can be easily accessed by their peer members and also by their leaders and they asks the learner what changes they should bring in their work. When a self assessment is done the learner himself can understand what changes need to be done with themselves. With the given time they tries to bring change in their work style and see the change that is giving better results in their work . (Tsimillis and Michael,2014)..4. Arrangements need to be done for the learners so that they can easily adapt with the arrangements like changing the time schedules, working in different shifts etc. By working at different timings the learners will get to know that at what timings and in which shift they are comfortable (Johnson, Miller and Boyle, A. 2013). Learners working under experts can increase their confidence level which will work as a positive factor for them and this will be benefitting in improving their work style and these changes will bring a positive cha nge within themselves and also in their work environment. The usage of qualified assessment with the organizational policies and procedures according to the organizational context helps the learners in negotiating and assessing (Kidney Cummings and Boehm 2014). Assignment 2 1. The evidence on the assessments which are being made are sufficient or not that decisions can be made by seen that the requirements which were needed were fulfilled or not and that can be done by reviewing those evidences that the given matters are enough or not . The work is sufficient or not can also be checked after checking the feedbacks after applying them on the learners. (Heacox,2012). The authenticity of those evidences can be checked by getting to know that those are done with 100% seriousness or not. While doing the work whether there was any manipulation done or not can be checked with the accurate facts and figures which is present with the concerned person. Authenticity of the work can be checked by not only checking the facts and figures but also by taking feedbacks from the peer members, colleagues, managers etc and checking them with the evidences of the assessments. After checking the authenticity then come the next stage that the evidences which are being used ar e of current scenario or not. The authenticity of the work can be 100% true but the references which have been taken should not be an old one. The evidences which have been used need to be current because people mainly relate their views with the current scenarios and they do not go with the old traditional views. As the organization is growing with the evidences of the present scenario so the facts and figures of the current generation maters a lot for the organization and also for their employees (Wandersman, Chien and Katz 2012). 2. The evidences and the references which are being used need to be related with the criteria which have been specified. The reference used in the process are valid or not can be checked when the assessment will be done with the learners. (Hall, Griffiths, Haslam and Wilkin, 2012). When the output of the assessment will be positive and will be going with the current scenario then it can be said that the assessment is valid. The validity of the assessment also matters when it is easily approachable by the learners and will be giving positive results to the organization. When the output will be a valid one then only it will be reliable and the learners can apply in their work life. The evidences which are used are reliable or not can be easily identified when they will be used with the current scenario and will be giving proper and appropriate results. The reliable assessments can be repeated in other assessments also if needed and like this the leanings can be transferred from one to another.The assessment which is applied by the learner is fair or not can be determined by seeing the result after doing the assessment. If the result is not fair then changes has to be done so that fair assessment can be done. The learners preparing their individual assessments and designing them helps both the organization and the individual to get authentic, reliable and fair facts. This helps the learners to achieve their own targets both personally and professionally. The decisions made for the assessments are fair or not can be decided by doing without any biasness and identifying them with the related criteria. If the criterias are met then it can be decided that the decision made is fair (Tomlinson, 2014). Assignment 3 1. The assurance of the quality that is being used is very important. The steps taken to measure the quality of these assessments can be done by observing the learners that the evidences they are using are giving proper results or not. If the evidences of these assessments are giving positive results then it can be understood that the level of these evidences are quiet high (Cook, and Polgar, 2014).. It can be checked in some other ways also like interviewing the candidate on whom this assessments are done and also examining the products with which the assessments are done. The standards of these evidences are also checked to see that these assessments which are being used are matching the standards of the organization or not. Awarding the organization by the external bodies and maintaining the laws and regulations helps the organizations to reach their goals. (Brookhart, Moss and Long, 2010). 2. The assurance of these assessment qualities which are being used and the standards can b e maintained by applying those assessments in the organization and also on the learners, who will be bringing change in the organization by using those assessments in their work structure(Ollin, and Tucker,2012). When the learners will be applying those evidences in their daily work life then it will be bringing a change in the learners work style and these will also bring a positive change for the organization (Fung and Yip, 2014).The learners who are bringing positive changes in their work style, in their working environment and also in the internal environment of the organization in a positive way then they can be rewarded by the organization for giving a positive contribution to the organization (Brown, , Bull and Pendlebury 2013). A feedback method can be implemented so that it can also be understood that the assessments which are being done are giving positive response or not (Leekitchwatana, Pimdee and Moto, 2013). 3. While conducting an assessment certain disputes can take p lace in the practice area and those can be solved by awarding the organization for the good work which has been done to take the organization in the next level (Beaven,2012). To avoid the disputes the experts have to make sure that they are covering the procedures both internally and externally so that it does not get influenced by any external being. The policies and the procedures all need to be documented and confidentially kept so that whenever there is any problem it can be solved. It has to be made sure that no disputes should take place due to discrimination. The results of the assessments procedures need to be transparent so that it is easily understandable and already a trail run has been done before applying it on the learner (Pershing, 2006). Assignment 4 1. The importance of the procedures which is being followed while managing the information during assessment is that whether the action plans which are being taken are accurately reflecting on the activities done in the organization or not. The assessments are being documented so that in the future whenever it is needed it can be referred. The assessments which are already completed are documented or not. When the assessments are being done then those procedures i.e. the methods taken to complete the assessments need to be recorded for future use. Feedbacks need to be taken after the completion of the assessments both in written and orally and those also need to be recorded. The assessments, polices and the procedures which are being used and making a huge impact for the betterment of the organization needs to be awarded (Ahmed, 2008).2. After conducting the assessment process the feedbacks are collected from the learners and then the decisions are made on the basis of those feedback s (Yu and Jin, 2014).The feedbacks are collected and thoroughly checked to see that whether the assessments applied are making good impacts on the learners and also on the organization or not. Whether the assessments are motivating the learners to do better in their work areas. While checking the feedbacks it is also seen that if there is any need of organizing further assessment programs or not. Feedbacks gives are result that whether there is any need to doing assessments on the individual learner or not. These feedbacks gives a overall view about the organization that in which areas of the organization there is any need of development and what more targets should the organization need to achieve (Baird, 2014). Assignment 5 1. From the organizations point of view the policies and the procedures are under the regulatory bodies which are including Ofqual, Ofsted and other awarding firms which are including the health and safety issues, diversity and equality issues etc. The policies, procedures and the legal issues related with the assessments checks that the standardization is maintained or not. Whether the sharing of good practices, views from the peer members , shadowing the works , cascading training, are all maintained by the organization or not. Whether the professional developments which are done continuously are being identified by the exterior influences in spite they are being mentioned internally (Stalmeijer et al., 2014).2. Contribution of the technologies while doing the assessments is maintained by selecting the suitable software which will be used for online and initial testing. Assessments are done on the audio visual reports, and feedbacks are taken on those though technology media only. Statistical data are easily obtained with the help of technologies. Information technology helps in distance learning and online exams are taken. The authenticities of these assessments are checked and it is known that the sources are reliable or not. The records are kept confidentially in the systems with backups so that if the data are tampered then it can be easily recovered. The data are kept safeguarded under high security so that they are not misplaced. The softwares are updated regularly to keep up with the new generation (Moodysson, 2008). 3. Within the legal framework evaluating the assessments on the basis of equality and diversification is done by applying the Equality Act in the organization. These act need to be applied in every organization so that the equality and the diversification is maintained. The work environment gets affected when the diversification and equality is not maintained. Conflicts within the peer group occurs which badly affects the organizational en vironment (Ollin and Tucker, 2012). Organization uses policies and procedures to maintain the balance and actions are taken if any person goes against the policies. Codes of practices are maintained which are related with this types of issues. In organizations people with different types of physical problems work together. It is seen that in an organization with the medically fit people many people with physical problems works with same speed and giving better results to the company in comparison to the normal people. The organizations need to find out the strengths of these disabled people (problem like- audio and visually disabled) and make them work and they will giving the organization outstanding results. But to get best results the organization has to compromise with them in certain sectors like flexible timings, providing additional facilities whenever needed. Encouraging them by giving them awards and rewards so that they can work better (Dubuisson-Quellier, 2013). 4. Reflec tive practices for continuous professional development need to become a habit. Using of tools like describing, revising and analyzing need to be done while doing the self -assessment. For reaching the goals the individual need to do the SWOT analysis so that by himself only he will get to understand his positive and negative aspects (Martin, 2007).Other than individual view about himself he can also take feedbacks from his colleagues, other learners, managers, peer members etc who will be giving their views so that the individual can change his weakness into his strengths. By doing the analysis by himself also taking views from others and also the organizational reports helps the individual to predict his skills and knowledge. Based on the analysis from the expertise the individual can boost his self confidence, monitoring his knowledge and can do the modifications wherever needed. This analysis helps the individual to grow his skills, knowledge and self confidence which will benefi t both the individual and the organization (Whitty, 2013). References Ahmed, N. (2008). Emerging systems of educational quality assessment in developing countries Quality Assurance in Education, 16(2)Baird, J. (2014). Teachers views on assessment practices Assessment in Education: Principles, Policy Practice, 21(4), pp.361-364.Brookhart, S., Moss, C. and Long, B (2010) Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy Practice, 17(1), pp.41-58.Dubuisson-Quellier, S. (2013) A Market Mediation Strategy: How Social Movements Seek to Change Firms' Practices by Promoting New Principles of Product Valuation. Organization Studies, 34(5-6), pp.683-703Fung, D. and Yip, V. (2014) The effects of the medium of instruction in certificate-level physics on achievement and motivation to learn. J Res Sci Teach, 51(10), pp.1219-1245Martin, D. (2007). Principles and Practices of Case Management in Rehabilitation Counseling Springfield: Charles C Thomas Publisher, LTD.Moodysson, J. (2008). Pri nciples and Practices of Knowledge Creation: On the Organization of Buzz and Pipelines in Life Science Communities. Economic Geography, 84(4), pp.449-469Ollin, R. and Tucker, J. (2012) The vocational assessor handbook London: Kogan Page.Pershing, J. (2006). Handbook of human performance technology San Francisco, CA: Pfeiffer.Stalmeijer, R., Whittingham, J., de Grave, W and Dolmans, D (2014) Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute Assessment Evaluation in Higher Education, pp.1-14Wandersman, A., Chien, V. H., and Katz, J. (2012) toward an evidence-based system for innovation support for implementing innovations with quality: tools, training, technical assistance, and quality assurance/quality improvement.American journal of community psychology, 50(3-4), 445-459.Tsimillis, K. C., and Michael, S. (2014). Quality management and quality assurance in medical laboratories Laboratory management information systems: curre nt requirements and future perspectives, IGI Global, 136-153.Kidney, G., Cummings, L., and Boehm, A. (2014) Toward a quality assurance approach to e-learning coursesWandersman, A., Chien, V. H., and Katz, J (2012) Toward An Evidence-Based System for Innovation Support (Tools, Training, Technical Assistance, Quality Improvement/Quality Assurance) for Implementing Innovations with Quality to Achieve Desired Outcomes American Journal of Community Psychology, 50, 445-459Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. Ascd.Hall, D., Griffiths, D., Haslam, L., and Wilkin, Y. (2012) Assessing the needs of bilingual pupils: Living in two languages. Routledge.Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners (Updated Anniversary Edition). Free Spirit PublishingCook, A. M., and Polgar, J. M. (2014). Assistive technologies: Principles and practice. Elsevier Health SciencesLambert, D., and Lin es, D (2013) Understanding assessment: Purposes, perceptions, practice. Routledge.Johnson, S., Johnson, R., Miller, L. and Boyle, A (2013) Reliability of Vocational Assessment: An evaluation of level 3 electro-technical qualificationsOllin, R. and Tucker, J. (2012) The Vocational Assessor Handbook: Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA). Kogan Page Publishers.Beaven, D. F (2012) U.S Patent No. 8,095,413 Washington, DC: U.S. Patent and Trademark Office.Liang, D., Pedrycz, W., Liu, D., and Hu, P. (2015). Three-way Decisions Based on Decision-theoretic Rough Sets Under Linguistic Assessment with The Aid of Group Decision Making. Applied Soft ComputingLiang, D., Pedrycz, W., Liu, D., and Hu, P. (2015). Three-way Decisions Based on Decision-theoretic Rough Sets Under Linguistic Assessment with The Aid of Group Decision Making. Applied Soft ComputingClemen, R., and Reilly, T (2013) Making hard decisions with Decision Tools engage LearningGui on, R. M. (2011). Assessment, measurement, and prediction for personnel decisions Taylor and FrancisTherivel, R., and Paridario, M. R (2013) The practice of strategic environmental assessment. RoutledgeBoud, D. (2013). Enhancing learning through self-assessment RoutledgeRace, P (2014) The lecturer's toolkit: a practical guide to assessment, learning and teaching. Routledge.Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.

Bullying in the workplace free essay sample

Separates bullying from harassment and will provide some high level tactics that a Human Resources Manager (HRM) may engage to strategically minimise bullying. The essay does not cover the drivers of bullies, why bullying may take place, the effects of bullying nor does it seek to provide a detailed checklist to refer to when bullying is encountered. As prescribed by the Health and Safety in Employment Act (1992), every person in the workplace has a responsibility to create and maintain a safe and secure work environment. Often, the ownership of health and safety is part of the Human Resources (HR) portfolio. Having been ‘delegated’ such responsibility, the HRM must develop their competency to ensure that the organisation has effective structures, culture, policies and programmes to ensure legal compliance thereby enhancing the health, safety, well-being and support of employees. The HR function must also create an environment that ensures managers monitor compliance with safety practises and procedures in the organisation (Rudman, 2007). We will write a custom essay sample on Bullying in the workplace or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A competent HRM recognises that stress is a workplace hazard. It is interesting to note that in the Health and Safety in Employment Act (1992) the word ‘stress’ appears just three times, ‘harm’ 121 times and the word ‘bullying’ does not even feature. Much research has gone into establishing the link between bullying contributing to work-related stress though this essay does not investigate that link. Compellingly, bullying is recognised as a significant workplace hazard in New Zealand (Bentley et al, 2009) which affects employee health and, also importantly, business productivity. While the costs of bullying in New Zealand are unknown, in Australia bullying has been estimated to cost the economy at least $4 billion per annum (Bentley 2013). 114. 350 3 The singular expressions of ‘bullying’ and ‘harassment’ are frequently used interchangeably and can be mistaken to be synonymous. Both expressions are often linked inextricably together, for example in a Bullying and Harassment Policy. Bullying and harassment both involve behaviours which, among other things can harm, intimidate, threaten, victimise, undermine, offend, degradeor humiliate. The University of Sussex delineates the two expressions well: Harassment is linked to Human Rights legislation, specifically the Human Rights Act 1993. Therefore harassment tends to focus on discriminatory aspects such as gender, race, ethnic background, colour, religion, sexual orientation or disability. Harassment may be a single incident or a series of incidents. Bullying is repeated inappropriate b ehaviour, directly or indirectly, by one or more persons that could be reasonably regarded as undermining an individual’s right to dignity. It is not explicitly covered in legislation as illegal though this of course does not make it condonable. Workplace bullying can take a number of forms and none are mutually exclusive. It may be verbal, for example name calling, insults, teasing or verbal abuse. It may be physical such as touching, pushing, hitting, (Richards and Freeman, 2010), or damaging property. The possibility of violence, whether it is oral, visual, written or physical is considered a hazard and therefore should be managed accordingly. The rise of drugs, particularly amphetamine and ‘legal highs,’ can make for potentially volatile situations in the workplace. Violence is at the extreme end of the bullying spectrum and if the assault is with a weapon or creates serious harm to someone this is regarded as criminal behaviour (Sullivan, 2000). Best practice is for any Bullying Policy to include such possibilities so that they are preferably avoided or dealt with effectively if they do occur. Ideally the organisation would have a robust Drug and Alcohol Policy to support and be congruent with the Bullying Policy. 114. 350 4 Bullying may also be covert and this is typically more difficult to distinguish. Covert bullying may include lying and spreading rumours, negative facial or physical gestures, playing jokes to humiliate or embarrass, mimicking, and encouraging others to socially exclude someone. HRM Online (March 2014), a dedicated HR website, reported that in Perth, the Melville City Council are introducing a code of conduct to prohibit negative body language such as shrugging or rolling one’s eyes. While these behaviours may be linked to bullying; the behaviours on their own would unlikely be enough to issue a warning on. Comparatively, WorkSafe New Zealand ‘Preventing and responding to workplace bullying’ (2014, p7) has a comprehensive list of covert bullying behaviours. The final type of bullying to be reviewed is likely to present a considerable challenge for HRM given rapidly advancing technology. Cyber-bullying is either overt or covert behaviours or actions using digital technologies. Examples include harassment via a mobile phone, setting up a defamatory website or intentionally excluding someone from social networking platforms. Cyber-bullying can happen at any time, can be in public or in private, and sometimes is only known to the victim and the person bullying. Instant messaging, texting, social network sites have all played a part in the increase of victims as they provide another medium for bullies to target the victim rather than just face to face (Privitera and Campbell, 2009). Martin Cocker, Executive Director of NetSafe, an independent non-profit organisation promoting confident, safe, and responsible use of online technologies says online bullying is getting worse. People are seeing that you can sustain an online attack against somebody without a response. Theres no clear action taken against [cyber-bullies], so its encouraging them to see that as the vector to release their frustrations. (Bay of Plenty Times, March 05, 2014). The interconnectedness of the workplace and, by extension employees, adds another dimension to managing bullying. For example, an employee may bring their personal smart-phone into the workplace, use it in their personal time and make derogatory comments to a colleague about another employee. Any Internet, Email 114. 350 5 or Mobile Device Policy is unlikely to cover such a scenario in a proactive manner; rather the existing policy will be updated after the event. Arguably this is too late for the victim and the workplace has failed in its responsibility to provide a safe and secure environment. Adding to this, globalisation creating an exposure to different cultures is a potential risk and any multinational company ought to have localised policies to deal with bullying effectively. The New Zealand Government is proposing legislation to criminalise cyber-bullying behaviour with the Harmful Digital Communications Bill. While not specifically designed for workplace bullying, the purpose of the Bill is to make it easier for authorities to deal with cyber-bullies. The legislation will make it an offence to send or post harmful messages (punishable by a $2000 fine or three months jail) and create a specialised enforcement agency to deal with cyber-bullying complaints. For bullying to be deemed as workplace bullying it must be at the place of work and/or in the course of employment. Largely because of advancing technologies and the ability of employees to engage in flexible work arrangements, this is a rapidly changing field and adds another layer of complexity for the HRM. ‘Course of employment’ includes situations such as remote working, travelling for work-related purposes, off-site work meetings or occasions like team building events or supplier functions. Any policy or procedure that the workplace has needs to be adapted and reflect these changing conditions. As mentioned previously, best practice demands that these policies are proactive and communicated before any situation occurs. Data from Statistics New Zealand supports Bentley’s (2009) finding that bullying is recognised as a significant workplace hazard. The December Quarter 2012 Survey of Working Life Report found that 11. 3 percent of 1844 respondents had experienced discrimination, harassment, or bullying at work in the previous 12 months. This is up from the previous survey of 1743 respondents in the March Quarter 2008 reporting 114. 350 6 that 9. 8 percent of respondents had experienced the same in the previous 12 months. Intriguingly, the 2008 survey details that females were more likely to report the experience than males (12.6 percent of females compared with 7. 4 percent of males). This presents a strategic opportunity for HRM to plan for and create an environment to encourage male employees to be more forthcoming regarding bullying. The rise from 9. 8 to 11. 3 percent across two surveys is cause for alarm though cannot yet be presented as a trend. The survey is designed to run every three years and the 2015 survey results will be telling. We now have an understanding that bullying is a repetition of destructive targeted behaviours but is not considered criminal behaviour (Sullivan, 2000). Notably, a one-off incident is not defined as bullying (Wiedmer, 2011). Bullying is not a single episode of rejection, dislike or a mutual argument or disagreement. Performance management or a performance improvement plan by a manager for the employee is not considered as bullying though the employee may deem it so and wish to raise the matter with HR. This is sufficient reason for HR be involved in the formulation, implementation and monitoring of any such plans. Reputational impact is important (Bentley, 2013) as the organisation too can be considered a bully. Countdown, for example is the focus of a current Commerce Commission investigation for alleged bullying of suppliers. The NZ Wheel Clamp Company was also accused of bullying behaviour after clamping and charging people $100 for parking for under two minutes in a car park. The NZ Herald on 13 March 2014 reported that they have gone into liquidation. Within the community there is unlikely to be any concern, though working for such a company is unlikely to be satisfying and would give rise to major challenges to a HRM in regards to culture. Conversely, there are ways where a company can strategically and publicly signify its zero tolerance to bullying other than a declaration of such on the corporate website. One action is to embrace Pink Shirt Day as supported by the Mental Health Foundation. Pink Shirt Day is a national campaign aimed to raise awareness about 114. 350 7 the power to prevent bullying and aims to reduce bullying by celebrating diversity and promoting the development of positive relationships. Having a clear concise Bullying Policy is vital as it sets the tone for how the company deals with the issue. The Policy needs to set out what employees and the employer are responsible for, and how to behave. Atkins (2010) states that a HRM could consider adding in real life examples (with the identifying details removed) into the policy order to make it more ‘real’. The company code of conduct should be linked to the Bullying Policy as should the individual or collective employment agreement and the company values. These will directly influence the company culture and environment particularly if the code of conduct makes it obvious what is acceptable and what is not (Adams and Crawford, 2000). The Bullying Policy must be up to date, be reviewed regularly and the company must take responsibility for enforcement of the policy. It integral that managers follow the procedures and processes set out in the HR manual when dealing with a sensitive situation as bullying (Needham, 2003). The most effective policies are often drafted in consultation with staff as this increases the sense of ownership. Employees have to read, understand and sign compliance to the policy which ideally includes an overview of bullying incorporating a non-exhaustive list of desired and undesirable behaviours. Tactically this makes it easier for a HRM to deal with bullying and any potential dismissal as the policy is now a tool. Training the organisation’s leaders in bullying awareness is critical; they must know what it looks like and what to do about it. Prevention is better than cure and the selection process can often avert the issue by hiring the right person. Interviews and screening need to get to the core of the prospective employee; what are their values? This is important as values drive emotions, emotions drive behaviour and behaviour influences the workplace. From 114. 350 8 this perspective the recruitment, selection and induction processes strongly influence workplace culture. In conclusion, employers are obligated to create a safe and secure working environment for their employees, and take all practicable steps to manage hazards and avoid exposing employees to unnecessary risk of physical injury or psychological harm. Additionally, the Health and Safety Reform Bill aims to increase the personal liability of managers and directors for breaches. While the Ministry of Business, Innovation and Employment (August 2009) states that it can sometimes be difficult to distinguish workplace bullying from a mere personality clash, bullying is recognised as a human rights issue and is a problem for everyone. Awareness of workplace bullying appears to be emerging (Bentley, 2013) and it is in everyone’s best interest to do as much as they can to support a colleague before bullying becomes entrenched in the organisation (Richards Freeman, 2010). HR adds value to the business by recruiting, motivating and retaining talent and building capacity for tomorrow’s goals. The HR function is to plan, organise and advise on how to get the best out of people to deliver business results. Having people agitated by bullying detracts from this aim and therefore reduces the value HR creates. As Needham asserted, courage from those in leadership positions is crucial in creating a bully-free organisation. Bullying in the Workplace free essay sample Bullying in the Workplace Introduction For this paper I will be discussing work place bullying. I will address what work place bullying is, why people bully, the effects bullying has on the individual as well as the organization, what you can do if you are being bullied, as well as offer suggestions for organizations to become bully free. What is Workplace Bullying? Workplace bullying involves unwelcome behaviors that can cause emotional harm or make a person feel isolated in their workplace. Workplace bullying might also involve unwanted physical contact as well. These behaviors are considered bullying when they make up a pattern of behavior in which the bully intends to threaten, insult, shame or demean a specific individual or group of people. Bullying can also be described as the use of aggression in order to control or hurt another person. According to the Canadian Center for Health and Occupational Safety (2005), examples of bullying can include: †¢ spreading rumors, gossip, or innuendo rejecting someone or isolating someone from other workers †¢ withholding necessary information or purposefully giving the wrong information †¢ making offensive jokes or sexually inappropriate jokes †¢ tampering with personal belongings or work equipment. We will write a custom essay sample on Bullying in the Workplace or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ intimidation, criticizing or threatening a person consistently over time According to a study conducted by Careerbuilder, bullying affects the life of 27% of American adults. The most harsh forms can lead to a number of stress-related health complications that include high blood pressure, immune system diseases, depression, and post-traumatic stress disorder. Being bullied at work can disrupt a persons productivity at work and can derail a person’s career. Careerbuilder (2011) surveyed more than 5,000 workers and found that about 15% of their sample reported feeling bullied by one of their supervisors, and 12% believed they had been bullied by someone they worked with. Another seven percent identified their bully as someone in the organization than their immediate boss. Surprisingly, seven percent said they had been bullied by a customer. These statistics mean that about 41% of employees had been bullied by someone while at work. Why do people bully? The reasons people bully others are similar to causes of bullying at school. These reasons include things such as personality, experience in early childhood, underdeveloped communication skills, and intolerant believes about ethnic or other minority groups (Einarsen, Hoel, Zapf, Cooper, 2003). Although some of the research on workplace bullying finds that males and females are equally likely to bully, some other studies find that women are not reported as bullies as often as men are (Rayner, Hoel, Cooper, 2002). Studies on bullies have shown that these individuals have strong sociopathic tendencies, which ascertain their targets with persistent intent and employ in ‘serial bullying’ (Zapf, Einarsen, Hoel, Vartia, 2003). There is also evidence that the victims of office bullies have personality differences between those who get bullied and those who do not. Studies suggest that victims of bullying are less independent, less extraverted, less emotionally stable and more concerned about their job (Coyne, Seigne, Randall, 2000). Personality traits may contribute to workplace bullying, however studies have shown that there are strong links between bullying and the workplace environment (Salin, 2003). Research has shown that high occurrences of bullying are often linked to highly stressful and unpredictable work environments as well as those that are overworked. Peyton (2003) also highlights the importance of workplace influences and describes the type of organizational culture that promotes bullying as: †¢ a fiercely competitive environment †¢ a major change in the organization †¢ a climate of uncertainty †¢ a strong autocratic of management an authoritarian organizational structure †¢ low levels of staff contribution or discussion †¢ disproportionate workloads †¢ a lack of procedures to keep bullying from occurring According to Peyton (2003), most people are capable of becoming an office bully and may display those behaviors in arenas when they become intolerant and aggrava ted by the actions of others. Accidental or unintentional bullying may occur when individuals are facing excessive organizational metrics. These individuals’ response may be to micro-managing and be over-controlling in their behavior towards others in an attempt to meet organizational goals. Heightened anxiety and uncertainty about job security can occur from downsizing, restructuring and organizational change that can increase the amount of work a person is responsible for, increased ambiguity in role, and heightened anxiety. Consequently, people may become more concerned about their own job status, causing them to become jealous about others work assignments or overly harsh in their criticism about the work of others. Additionally Peyton (2003) says bullying is partly caused by the strong individualism inherent to Western culture and its organizations that are driven by winner-take-all competition among employees. Salin (2003) likewise asserts that promoting an autocratic style of management in organizations can openly or covertly encourage bullying. Research by Hoel and Cooper (2000) found a significant and strong correlation between an autocratic managed environment and the occurrence of bullying. Organizations with rigid, top-down structures that stress positional power and autocratic leadership, can directly or indirectly reward some forms of bullying by either rewarding the bullies for high performance of their employees, or by preventing bullied members from challenging the authority of the supervisors. The Effects of Bullying on Workers and the Workplace Workplace bullying is a form of emotional sadism. The targeted employee begins to feel belittled and powerless, especially if employers do not have operational policies in place to deal with these situations. Bullied employees may experience greater and greater frustration and anxiety. They may start to suppress rage. Or they may begin to avoid the workplace as much as possible (Canadian Center for Occupational Health and Safety, 2005). Some possible symptoms of being bullied are headaches, nausea, and lack of sleep (Canadian Center for Occupational Health and Safety, 2005; Zapf et al. 2003). The target’s ability to concentrate or be productive at work properly may become an issue. There have been advanced cases of bullying, where employees needed to be placed on short-term or long-term disability leave. Not only is the targeted employee affected, the workplace as whole can suffer (Zapf et al. , 2003). The company my experie nce increased absenteeism, reduced morale and productivity, increased risk of accidents, and greater employee turnover can result if the company does not intervene. How Workers can Handle Bullying There are some tips for employees that are the targets of bullying at work (Peyton, 2003). It is suggested that those who are being bullied should keep a detailed written account of every time it occurs. The log should include specific information like who, where, when and how the bullying occurred. By doing this, it will demonstrate that these are not isolated incidents and that this harassment has been ongoing. These details help people report bullying in an objective way making it harder to question the seriousness or the accuracy of the report. If a person is just going by memory, it could be easy to make a mistake about a detail that is proven incorrect making the entire report look false or made-up. It is important to report the bullying to an immediate supervisor. If a supervisor is the bully, report the bullying to the supervisor’s boss. Another suggestion is to avoid the bully when possible. You may want to sit away from the bully in the meetings and eat your lunch at a different time and place. This may help the target to be bullied less if the opportunity doesn’t present itself. When avoiding the bully is not possible, do what you can to walk with a friend to meetings, lunch and other workplace settings. You are less likely to be bullied when you are with someone else. Bullies target those they think are weaker than themselves, so walk confidently, with your head up, to convey self-confidence. If the bully thinks you are equals, she or he is less likely to target you. Ways the Workplace Can Reduce/Prevent Bullying Because an organization cannot always look over the shoulder of every employee at all times, it is probably impossible to eliminate workplace bullying totally. However, there are several things that the experts suggest might help create conditions that reduce the prevalence of bullying in organizations. 1. Promote a supportive culture, and promote open communication with both peers and leaders. Research by Law, Dollard, Tuckey, and Dormann (2011) found that a work climate in which managers show concern for the health and safety of employees reduces the incidence of bullying. 2. Companies need to develop specific, zero-tolerance anti-bullying policies increasing awareness of appropriate work behavior. The content of the policy is very important. It should cover the definition of what bullying is, who bullying should be reported to, explain procedures for investigating complaints, as well as a statement of consequences of not complying your company’s standards. Include staff from all areas of your company to help design your policy, and increase awareness and acceptance of it throughout the organization. Law et al. (2011) found that bullying is reduced when employees have a role in designing and implementing anti-bullying policies and procedures. The policy will not only be for the potential victim of workplace bullying, but are also for managers, to give them the appropriate cause of action about how to deal with bullying. 3. The company should include training sessions with managers on how to identify and deal with bullying behavior. 4. Companies need to create a sense of trust and collaboration among employees. Having some kind of conflict mediation or conflict resolution procedure for employees is one of the keys to developing this climate. Reducing conflict and employees’ believing that everyone is treated fairly helps reduce bullying (Salin, 2003). 5. Bullying in organizations may start with poorly trained leaders, so leadership training in ethics and assertive instead of authoritarian style can help a lot. According to Hague, Skogstad, Einarsen (2007), workplace bullying is linked to the management style of high-level managers. Submissive, distant, and indifferent senior managers lead to increased reports of bullying in the workplace. In contrast, employees who see their managers to be more ethical tend to report less bullying. Conclusion In conclusion, workplace bullying is increasingly recognized as a threat to the well-being of employees and management, and to the profitability of the organization as a whole. The identification the problem of workplace bullying is now motivating workers and organizations to find solutions to this problem. These changes include increasing awareness of bullying in both supervisors and their supervisees.

Money Study Guide Essays - Money, Finance, Financial Services

Money Study Guide 1. ______________ is anything of value that serves as generally accepted medium of financial exchange or legal tender for repayment of debt. 2. When you think of money, you think of ______________. 3. ____________________ is tokes used as money which includes metal coins and paper bank notes. 4. _________________ deposits are funds deposited in checking accounts where checks can be written against the account balance. 5. ____________________ checks are issued by a financial institution which functions as cash but is protected against loss or theft. 6. A _____________________ account is a deposit account at a bank or savings and loan which pays interest. 7. ___________ deposits are savings accounts or CD held in a financial institution for a fixed term (6 month CD). 8. A _______________ _______________ mutual fund is a type of mutual fund that invests in high-yielding, short-term money instruments. 9. A __________ card is a card which allows customers to access their funds immediately, electronically. 10. Direct Deposit of a pay check and Electronic Funds Transfer (Western Union) are examples of _______________ money. 11. __________________________ was a type of paper money that was issued from 1862 to 1971 in the U.S. 12. _______________ is a series of coins struck at a mint as part of currency. 13. Name the three functions of money: a. _________________________________ b. _________________________________ c. _________________________________ 14. Name the four methods of obtaining capital: a. ____________________________________ b. ____________________________________ c. ____________________________________ d. ____________________________________ 15. ___________________ is the value of an ownership interest in property 16. ____________________ any form of wealth capable of being employed in the production of more wealth 17. ________________________ refers to the portion of net income which is retained by the corporation rather than distributed to its owners as dividends. 18. ______________________ is the capital that a business raises by taking out a loan. 19. The ____________ value of money is the value of money figuring in a given amount of interest earned over a given amount of time. 20. Using the time value of money terminology, $100 invested for one year at 5% interest has a future value of ____________.

How to Write an Essay to the USA College and Get Accepted

How to Write an Essay to the USA College and Get AcceptedIndian students can become successful in the course of their studies if they get good marks in the subject of English because this is the requirement for admission to a college in the USA. You do not have to worry about your weak English writing skills as all the university instructors have a facility that makes it possible for you to send an essay to the university and have it read.This essay has to be written in an English writing style, so if you find it difficult to write essays for college application, you need not worry, because you can use an online writing service provider. Many online writing service providers are available and make it possible for the students to prepare an essay in the comfort of their home. When you send the essay to the college, they will make it available for the evaluation of your writing ability.For the purpose of admission to the USA college, you have to make sure that you will be able to prove to the university that you have some experience of working in US. The essay can be sent along with the application, in which case it will not be required as they will not be able to take your home address.If you want to avoid the stress involved in writing the essay, you can even prepare it by yourself and mail it to the college. However, the requirements are different and you should check out the rules carefully before you get started with the process.You have to make sure that you send the essay in the form of a cover letter, which should indicate the reason for the application and provide details about your knowledge about the subject. It is advisable to include your qualification along with your educational qualification if you have one.When you send the essay to the college, you will have to provide all the information mentioned above. A test to know whether you are able to speak the language can also be added.Once the submission of the paper is done, the paper will be analyze d by the admissions staff and they will decide whether you are eligible to appear for admission to the university. This is a very simple process and you do not have to worry about the grades. You can go for the college of your choice after you have completed your studies.If you are from India, you can send the essay to the USA college by email or fax. If you wish to send your paper by fax, you can use any of the online services available. Before you submit the essay, it is necessary to make sure that it has been printed out properly, so it can be easily identified by the college.

Role Pastoral Women in Income Generating Activities Essays

Role Pastoral Women in Income Generating Activities Essays Role Pastoral Women in Income Generating Activities Essay Role Pastoral Women in Income Generating Activities Essay Ethiopia is a country covered by 60% in Pastoral areas and around 15% of the total population living in pastoral areas and also 95% of the total livestock population were living in pastoral areas. People living in pastoral areas have a limited access in to the human health, and education services, pastoral areas have very poor communications also lack the basic services in addition, the pastoral communities livelihoods are harshly endangered by livestock illness, drought and adverse conditions of trade (PICP, 2002). Shinile Zone is located south eastern part of the Ethiopian countryamd one of the nine governmental zones of Somali Regional State. It occurs the northern part Somali of the Region, it borders with Somalia (Somaliland) on the southern, Djiboutiin the north eastern , Oromia and Dire dawa on the south Jijiga Zone on the southeast, and Afar Region on the west. The population of the zones livelihoods are mainly depends on livestock and livestock’s product. There is also a important quantity of trade activity and there is also a little amount of crop production in the southern part – n livestock and imported goods The Pastoral population of the zone covers the largest area in shinile zone , which is the total population of zone is around 85% . In shinile district pastoral community is about 90% of the population; The rest of the population are mostly occupied in Agro pastoralism. while a small minority (less than 5%) are involved in business activities in town or commercial centres. Pastoralists in Shinile district were affected constantly by recurrent drought for last two decades. These recurrent droughts pose a severe challenge on livestock rearing activities: the main livelihood of the pastoral communities was depending on the livestock and livestock products. The droughts caused the decrease of livestock and live death which in turn negatively affected the incomes from the livestock. As a result, pastoral mens were not fulfill their role as a household provider from livestock rearing, whereas the pastoralist women cover most of the activities the to accomplish both role men and women to generate the income of the household and also giving food and family needs . lthough, women are the back bone of family involvement In income generating activities in arrange to make extra revenue for the household, it is not well defined what is the degree of the women participation in such income earning activity affects the role of women and responsibilities in the pastoralist livelihood system. This research studies will design to recognize how women’s participati on in income Generating activities affects responsibilities and gender roles in Shinile district. 2. Critical Review Methodologies Messay Tegegne(2012) is the author of research paper titled by An Assessment on the Role of Women in Agriculture in Southern Nation Nationality People’s Region: The Case Of Halaba Special Woreda, Ethiopia. This researcher was use the following methods and collection and data analysis in his research The research question of the researcher was 1. What do women and men do in agricultural activities and when, where, and when activities take place? 2. Who has access to control over resource and decision making in agricultural activities? 3. What is the socio-economic factors that hinder the role of women in agricultural activities? . what is the role women in agriculture activities ? The researcher’s method of the data collection was gathered by the primary sources and secondary sources. The primary data was gathered exactly from the target respondents using questionnaires and interviews and group discussion with focus groups. Secondary data was collected through review of related literatures the main data collection tools used was interview schedule from the community and the grass root level leader it was contained close ended questions, some open ended and structured questions also used. nd analyzed by the SPSS Software, The research article of the Elizabeth Tesfaye Haile(2008) which is titled by: Gender Role and Pastoralist Women’s Involvement In Income Generating ActivitiesThe Case of Women Firewood Sellers in Shinile District, Somali Region, Ethiopia. She has been used her research on the following procedures The set of her research questions was 1, what is the impact of women’s involvement in firewood sales as an income Generating activity on gender roles and responsibilities among pastoralists in 2. What are the effects of pastoral women in income generating activies on gender role? 3. What are the task of the pastoral men and women in shinile district? 4. What is the gender responsibility in pastoralist in shinile district? The Method of data collection Both primary and secondary data’s were utilized in this research paper primary data was gathered tools such as semi-structured interviews, focused group discussions, and observation were employed. Secondary data also reviewed with the related literature topics such as books and journals. And it was analyzed by the qualitative analysis. Marco Rangil Escribano is also other author research paper titled by: Participation of rural women in income generating activities (iga): constraints and opportunities. The case of lay gayint district (amhara region, ethiopia). The researcher was followed the following steps in his research RESEARCH Question What are constraints and opportunities that are faced to engage in income generating activities Lay Gayintdistrict ? Method of data collection The data was collected by using tools of Rapid Rural Appraisal (RRA): interviews with key informants, mapping, transect walks. Focus group discussion and data was analyzed T-test, Chi-square test, Logit Model and qualitative method of the data analysis. Eneyew and Mengistu (2013): Double Marginalized Livelihoods: Invisible Gender Inequality in Pastoral Societies The main research question of the researcher were What are the causes of gender inequality in (agro-) pastoral societies? What is the extent of gender inequality in terms of selected socio-economic variables The methodologies of their data collection and analysis used was the Primary data collection were followed by the Harvard gender analysis framework and analyzed by Descriptive statistics such as mean, standard deviation, percentage, t-test, and chi square test were used Data analysis was conducted using the Statistical Package for Social Sciences (SPSS) version 16. NKHONJERA(2011): is the author paper The Role Of Women’s Empowerment On Agricultural Development In Malawi Research question of the paper is 1. What is the importance of the women participation in agricultural development? Under this question there are many sub question addressed in this research such as 2. What are the barriers to women participation in agricultural development? 3. Is the national policy restrain or promote women’s participation in agriculture? This research paper is used in secondary data adequately utilized the literature that are already available Relevant sources from, academic literature, articles, journals reports, conventions policy documents, and laws were reviewed by critically assessing the diverse issues that are in line with women’s participation. The paper does not have a primary data flied observation and it was simply used by generalization of the secondary datas obtained by reviewing different topics relate to his research topic. MOHAMMED A. the title of the study was: The Role of Microfinance in Strengthening Pastoral Household Food Security Research questions 1. What are the roles of micro finance in food insecure household and impact of their income generation? 2. What is the role of women controlled income sources? Method of data collection and analysis Primary data collection was used by interview, questionaire and structured and semi structured methods. The data gathered from the was analyzed and presented in the different fomrs. Such tabulat form,graphics,percentage and figures form . besides to this, it was analyzed using mean,mode and measures of central tendencies and dispersions with the help of the â€Å"Statistical Program for Social Sciences† SPSS software. 3. Objective of the Research Proposal The main objective of the paper is to classify the role of pastoral women’s involvement in incone generating activities and propose the feasible convenient pastoral womenprograms, and to show the top level managements and decision and policy maker at the Woreda and region,to tackle the problem therefore they may take advice and include strategies in the rural development planning the Specific objectives are:- * To assess the degree nd way of the pastoral women’s are generating income at househol level * To know the way of the pastoral women are supporting their families * To identify the income generating activity on pastoral gender roles and responsibilities. * To the extents of the women has acess to resource over the control in household level 4. Research Question 1. What are the roles of pastoral women in income generating activities at household level? 2. What is the effect pastoral women’s involvement in income generating activities in gender role? 3. Who has acees to control over resource and decision making in household level? .. METHODOLOGY OF RESEARCH In this research proposal detail description of the study area and method of the study approach, source of the data collection and data anlysises. Description of the study area The study will be conduct in shinile wareda of the Somali regional state shinile is the one of the six eight wareda of the Somali region it is located in northern part of the region it is bounded hadhigala district , the western part in dire dawa eastern part in dhambal district and the western part I oromia. Research strategy The study will be both qualitative and quantitave method data collection. he primary data will be conduct directly from respondents using simple questionnaires, case study and group discussion with focus groups. Secondary data will be collect through theories and review of related literatures such as articles,journals,books and internets. Quantitative m ethod Quantitative research is data obtained on field by using structured questionnaire, interview, that are designed and it will include different topicwhich is related in the role of the women in income generating activities. Some basic information will be collect from the respondents such s demographic and socio-economic situation pf the pastoral women and any necessary things. Qualitative method In this method of redearch is mostly concentrated on the role of women in income generating activities in the research area. The data will gather through focus group discussions and interviews by using interview and discussion guides. Secondary data will be gather from reviewing related literature and Sectoral offirces such as Woreda Agriculture office, microfinance office, Women’s Affairs The discussion will undertake to collect information from relevant bodies Involving on actual implementation of the role of women. Sampling Techniques After identification of the primary data collection tools which is interviews ,focused group discussions, semi-structured and observation will employ and randomly sampling will be select the case study with four focus group discussion will held . each of the group will will ten in numbers to carry out gender study as a means to identify the role of pastoral women In income generating activities, access and control. It will carry out the discussion for men and women separately in order to allow women to speak freely. The data also will arrange and give coding make easier analysis and finally thr write up will be done. Method of the data analysis Qualitative and quantitative raw datas collecred from the field will arranged by using coding and process based on the research questions of the methodological research the gathered data will arrange and it will give codes and process to analyze by using simple Descriptive statistical analysis such as mean, mode, standard direferent statistic tools such as Statistical Package for Social Sciences (SPSS) version 16. And finally interpretation will be done after the entry and analysis. 6. Refferences An Assessment On The Role Of Women In Agriculture In Southern Nation Nationality People’s Region: The Case Of Halaba Special Woreda, Ethiopia available at http://cgspace. cgiar. org/bitstream/handle/10568/29021/Thesis_MessayTegegne. pdf? sequence=1accessed 27/7/2013 Double Marginalized Livelihoods: Invisible Gender Inequalityin Pastoral Societies Adugna Eneyew 1,* and Sileshi 2 Mengistu available athttp://edepot. wur. nl/969 accessed 27/7/2013, Gender Role and Pastoralist Women’s Involvement In Income Generating Activities The Case of Women Firewood Sellers in Shinile District, Somali Region, Ethiopia available at http://edepot. ur. nl/969 accessed 26/7/2013. Participation of rural women in income generating activities (iga): constraints and opportunities. The case of lay gayint district (amhara region, ethiopia). Available at dppc. gov. et/downloadable/reports/Early_warning/DRR%20DAY-2012/PARTICIPATION%20OF%20RURAL%20WOMEN%20IN%20INCOME%20GENERATING%20ACTIVITIES. pdf a ccessed 26/7/2013 The Role Of Women’s Empowerment On Agricultural Development In Malawi available athttp://search. babylon. com/? q=Household+food+security+and+women%27s+pivotal+role+in+the+context+to+market+oriented+agricultural+devt. amp;babsrc=HP_ssamp;s=webamp;rlz=0amp;as=0amp;ac=0 accessed 12/7/2013 The title of the study was: The Role of Microfinance in Strengthening Pastoral Household Food Securityavialable at pcdp. gov. et/Docs/Research/PCDP%20publications%20and%20research%20reports/The%20Role%20of%20Microfinance%20in%20food%20security%20of%20pastoral%20household. pdf aceesed 28/7/3024 Annex1 University of Greenwich Questionnaire on The Role of Pastoral Women in Income Generating Activities: The Case Shinile District Somali Region, Ethiopia. Name of the interviewer: ____________________Date of interview: ________________ Name your of Kebele: ________________________Questionnaire: ___________________ I. Personal information 1. Name of the respondent:__________________________ 2. Age-_________________ 3. Sex: Male Female 4. Marital status: MarriedSingle Divorced Widowed 5. Religion: MuslimOrthodox CatholicProtestant Others (Specify):_____________ 6. Your Educational background No education Primary education Secondary other Religious education 7. Do you have children and if yes _____ . 1 how many____________ 8. Total household members:___________________ 9. What is the age and sex structure of your households Age | Male | Female | Total | lt;5 years| | | | 5-15 years| | | | 16-30 years | | | | 31-45 years| | | | 46-65 years| | | | gt;65 years| | | | | | | | 10. what is your Employment status Unemployed Professional/non manual Manual (skilled/unskilled) business - - 11. what is your main source of income? 1. 2The women†™s contribution to household expenditure None/almost none Less than half About half More than half All 13. list the main activities done the women as a an income generating activities? a. ___________________ b,__________________________ c ________________________ d. ________________________ e. ____________________ II. Household property possession and wealth 14, how many livestock you owned ? _______________________ 15. How many livestock do you have? ___________ 15. How did you obtain these animals? 1. by legacy 2. through marriage 3. through gift of our relatives 4. Other means 16. who has a duties and responsibities of the livestock rearing? ____________________________________________ 17,what is the time to spend for livestock keeping and rearing in per day? ________________________________________ 18. do you do any other activities rather than livestockkeeping ? if yes what kind of activity ? what do you get ? __________________________________________________________________ ______________________________________________________________________________________ 18. How is your participation in decision making on income expenditure? 1/ I always decide on my own 2/ I am involved in decision making 3/ I get information only after decision is made by my husband 4/ I sometimes decide by my own and my husband decide on his own at other time 5/ I have equal say on income expenditure 19. Are there any incidences that you overtake women’s assigned duties in livestock Production or domestic tasks after women’s engagement in the income generating? 20. In general, what changes have you experienced in your livelihood as a result of women’s involvement in firewood sales? VI. Guideline for Focus group session with women pastoralists This question are a group discussion questionnaires that are designed by a group of people . which are mixed both men and women with equal in a members it contains four groups each focus group discussion contains ten members which is five men and five in women and it will asks same question in each of the team member members with equal opportunity discussion will be separated in men and women in order to allow womens to participate freely without feeling fear from their mens because culture and religion are imiting the womens participation in such discussions . this focus group discussions will give more attension or enphasises on women because of women’s income generating activities in pastoral areas were yet not defined . more of this questions were deigned to know the extent of the pastoral women are participating the income generation. What are the jobs and actions of pastoralists in livestock production, domest ic Reproduction and community work? -how many houra are spend womens for income generating activities per day? What are ways of the women managing the selling activities inlivestock production and domestic reproduction in given day? * How the pastoral womens share their dailly activities in domesticor reproduction or production in your areas? -To what intra-household resources (Livestock, land, money etc) those pastoralist men and women have access? * What is the ways of the pastoral womens involvement in the income generating activities? * Can Pastorals womens are use or buy livestock to get un income generating activities ? f yes whygt; * Do the women are spend their income from the income generating activities I n other resources /non animals household resources like food,clothes ,houde utility. etc? if yes why? * To what degree womens acces to control their income from income generating activities selling? * Does women income generating activities helps their family ? if yes what extent ? what extents women’s control their income over resource? * In conclusion,what is happened whe n women involvements occurred in the gender activities or access to control over resource? Are it is improved or deteriorated†

Computational Fluid Dynamics Outline Example | Topics and Well Written Essays - 1250 words

Computational Fluid Dynamics - Outline Example In the design of pipe systems it is necessary to take into account with Water Hammer effect and consequently, it is important that these Water Hammer effects be calculated with the appropriate accuracy. Application of Newton’s second law of motion to the case of unsteady flow of a compressible liquid in an elastic pipe leads ultimately to the momentum equation in pipes. The following equation expresses the law of conservation of momentum in 1D-dimension. where is the diameter of the circular pipe and is the friction factor of the pipe. The value of is a function of the Reynolds number and the roughness of the pipe and is given below. Also is the pressure of the liquid in the pipe, is the liquid velocity in the x-direction coinciding with the pipe length, is the fluid density and is the time. We notice that the convective term is negligible compared with other terms. Where is the speed of sound in the pipe as a function of the local density, the compressibility of the liquid (bulk modulus) which is defined as , the elasticity of the wall, the diameter of the pipe , the thickness of the wall and the lame coefficient of the material of the pipe. The equation (1) and (2) are a simultaneous pair of partial differential equations which relate the two dependent variable and , as function of and . All methods of analysis of Water Hammer have theses equations, or simplified forms of them, as their starting points and it is important to note the assumption and approximations which have been used in their derivation. These are as follow: The pair of partial differential equation 1 and 2 are of hyperbolic type and, consequently, linear combinations of them can be found which reduce to ordinary differential equations along two intersecting families of curves in the -plane. The Equations which specify the two families of curves and the ordinary differential

Curriculum Alignment for 3rd Grade Research Paper

Curriculum Alignment for 3rd Grade - Research Paper Example It is a recognized element that the standards in place demand that a learner gains knowledge so as to address the immediate need of passing tests and SAT’s. This should not be the case in the modern educational setting. Knowledge must be gained for the learner to have the capability of addressing any issues they come across in life. This application should be quick and even in the face of difficult challenges; learners might apply this knowledge to advance onto the next stages (Falk, 2012). This paper will examine one subject area, and some recommendations that may assist learners cope with the present situations. Subject and grade that need assistance It is crucial to nurture the minds of learners at a tender age. This is where the mind is eager to learn and receive new ideologies. In 3rd grade, it is highly vital for educators to instil a number of methods of educating learners. At this stage, it is particularly easy for the learners mind to be distracted. During learning se ssions, teachers may find it difficult to capture the learner’s attention throughout the whole session. It would be considered a waste of treasured period if the pupil got into class, and only benefitted from the first few minutes of the lesson. Teachers need to understand that having long periods is detrimental to the minds of young learners. It does not make sense to the learner to have long periods of which they do the same thing, and do not grasp any new concept (Elmore & Green, 2006). In mathematics, for example, some of the learners find it problematic to handle new concepts. Instead of teachers taking the time to teach these new concepts and later explain them, they are keener on finishing one concept while heading to another. This is one of the core reasons why learners end up hating mathematics as a subject. Effective mathematics should provide the learner with an instructional program that is balanced. In this approach, the learner acquires basic computational exper tise. They also grasp the basic concepts they are provided with, and become adept at solving mathematical problems (Kagan & Kauerz, 2012). Some improved/advocated for standards in mathematics are underway and are of significance to this stage in learning. How teachers and all stakeholders will provide for curriculum alignment Teachers and guardians in the school should participate fully in the learner’s intellectual growth. This provides a cushion for the child to fall onto whenever a problem arises during the course of their studies. To improve the relationship between the parent, teacher, and learner, it is crucial for the parties to sit down and advice each other. They can advise each other on all possible things that go on in each other’s lives. This is because they must help each other understand how to relate with one another. Learners at this stage tend to relate to their elders by acting out, or lashing out at them. This is one way for the created forums to rea ch out to them, and teach them ways of how to communicate (Kagan & Kauerz, 2012). The taught curriculum in this class should go hand in hand with the school calendar. This is to prevent the pushing of course content into the next academic year. Usually when this happens, the learner is at a disadvantage. They do not acquire the needed knowledge at the time they are supposed to, which makes them stagnate at the previous level (Mooney & Mausbach, 2008). They, therefore, lack the