Curriculum Leaders In Higher Education Education Essay

1998 Census reported high per centum of adult females population and literacy rate ( 48 and 27 % ) ( Population Census Organization, 2009and MOE, 2009 ) . Similarly Higher Education Commission of Pakistan ( 2009 ) studies increased figure of female pupils in higher instruction, but they are by and large unseeable leading places particularly higher instruction. This could be consequence of patriarchate ( Haeri, 2002 ) or adult male jingoism ( Haq, 2000 ) . We are losing great human capital because of this. Leadership concept being gendered has shown its branchings in all walks of life. We need reconceptualizeation of leading constructs and factors which affect adult females to go up leading places. Although Memon ( 2003 ) reported addition in adult females territory educational officers, I am looking at leading place like university frailty Chancellor of the Exchequer. Harmonizing to HEC statics less than five-percent of HEI are headed by adult female. Female educational institutes ar e fewer than of male ( Warwick & A ; Reimers, 1995 ) hence they form minority educational leaders group ( Rarieya, 2006 ) . Different subdivision of this paper will discuses leading constructs, course of study leading, leading and gender, factors impacting leading development, research methodological analysis, followed by treatment and decision.CONCEPT OF LEADERSHIPThe construct of leading would supply a model for this research survey. There is no 1 agreed upon definition of leading. It is elusive and contested construct ( Allix & A ; Gronn, 2005 ) due to its complexness in nature, contextually in pattern and subjectiveness in apprehension ( Leithwood, Jantzi, & A ; Steinbach, 1999 ) . There is a turning understanding on the premise that leading is a societal influence of one individual or group applied on other individual or group. And this influence is used to accomplish a end ( Hughes, Ginnett & A ; Curphy, 1995 ; Leithwood, Jantzi, & A ; Steinbach, 1999, and Yulk, 1994 ) . This accomplishment of end or desired purpose involves animating and back uping others towards accomplishing airy end that is based on personal and professional values ( Earley and Weindling, 2004 ) . The construct of holding values, to me act upon the manner leaders think and act. In educational view, current yearss are disputing, leaders are required to get by with disputing demands of reforms ( Harris, 2003 ) . The leader ‘s function is made complex and demanding by the societal and demographic conditions of postmodern society ( Elkind, 1993 ) . This is true in medical instruction. The leaders in medical field demand to present accomplishments and attitudes to go effectual leaders. One of the most of import standards for judging the effectual future leader would be their accomplishments to pull off feelings of ego and others ( Fullan 2001 ) , but they need to hold political orientation, professional entrepreneurship, mediation accomplishments and capableness of conveying alteration. Therefore, the footing of leading power rests upon cognition of organisational map, interpersonal relationship, group kineticss, personal direction and people ‘s value sets ( Harris 2003 ) . Perceptibly leading orientation is switching from act uponing to pull offing alteration and feelings of people. The initial orientation is rooted in personal and positional power, while the ulterior demands for sensitiveness and value-laden leading. It is the ulterior orientation is favourable for adult females leading.Concept OF CURRICULUM LEADERSHIP‘Curriculum leading ‘ has emerged as a new construct in leading literature. The impression of ‘curriculum ‘ loosely highlights a dynamic definition of a idea procedure which is conceptualized and developed for intents of execution of instruction and larning efficaciously in the schools. The quality of course of study procedure is enhanced when rhythms of contemplations, ratings and alterations for betterment are added upon the existent procedures of the course of study development and execution. Through curriculum leading influence one makes educational organisation more cohesive and coherent to accomplish ends. The human community has capacity to determine its hereafter. Leadership is th e procedure which grows from this capacity, act uponing others with the power and authorization kineticss. Curriculum leading means making a figure of undertakings related to the instruction and propensity procedures inside the schools. In other words, it requires programs, leading actions and direction engagement that can back up and determine what is taught, learned, and tested based on the school course of study. This demands the course of study leader to hold a deeper apprehension and broader cognition base of school course of study. It requires understanding of theories of course of study development and execution ( Glatthorn, 2000 ) . Lee and Dimmock ( 1999 ) add the undertakings of a curricular leader further by saying that, â€Å" Curriculum leading and direction encompasses the undermentioned end puting and planning ; monitoring, reexamining and developing the educational programme of the school ; monitoring, reexamining and developing the educational of the school ; monitoring, reexamining and developing the staff of the school ; civilization edifice ; and apportioning resources † ( p.456 ) . Krug ( 1992 ) divided the function of curriculum leading in five constituents: specifying mission, pull offing course of study and direction, oversing instruction, supervising pupil advancement and advancing the instructional clime. The logical inquiry, who should be curriculum leader. Is it chief or frailty principal? Fullan ( 1991 ) responded â€Å" principals † as course of study leaders and Drew from literature that the strong course of study leaders act as resource suppliers, instructional resources, communicators and are visibly presence. Kleine-Kracht ( 1993 ) uses the term ‘indirect leading ‘ to depict principals ‘ functions in easing ‘teacher leading ‘ as opposed to working straight on course of study undertakings or undertakings. Glickman ( 1989 ) argues about principal should be the leader of the instructors as curriculum leader instead than as the exclusive course of study leader. Teachers become more committed and self-managing when schools become true communities, liberating principals from the load of seeking to command people ( Sergiovanni, 1992 ) . Many researches advocate principals to be of import in curriculum leading function nevertheless, Leithwood et Al. ( 1999 ) assert that, â€Å" original beliefs refering the principal as the primary or most of import instructional leader required rethinking † ( p.8 ) . Morrison ( 1995 ) argues that a vice-principal or a deputy caput instructor in primary schools is desirable to exert curriculum leading partially because of his/her place to pass on and keep affair between the principal and the staff. To reply the inquiry, O'Neill ( 2003 ) emphasized the function of sections or capable co-coordinators. Therefore, curriculum leading implies a set of functions and maps that relate to a figure of major countries of course of study leading and direction. It is about the school systems that facilitate the effectual instruction and acquisition procedures inside and out side of the schoolrooms. Besides it includes development of school civilization that maximizes pupil acquisition by supplying dynamic curriculum passage in a originative school civilization that encourages creativeness, invention, edifice squads where acquisition is for all and continued. Attempts are directed to the cutting border educational excellence, with a critical and human-centered positions. Within the complex working of today ‘s schools, as principals portion the lead and the burden, the success of their public presentation will be determined by their ability to animate a civilization of authorization by moving as ‘hero-makers ‘ instead than heroes ( Slater, 2008 ) .LEADERSHIP AND GENDERDuring m y class work for PhD, I learnt that the relationship between leading and gender has late gained attending in literature. Leadership as a societal procedure affects gender both in organisations or society, and is extremely going gendered ( Acker, 1994 ; Adler, et al 1993 ; Blackmore, 1999 ; Ozga, 1993 ) . Theoretical attacks of leading are soundless about gender and do non see gender as a variable of leading concept. These attacks try to turn out their neutrality, but fail. Leadership as gendered construct can be analyzed from three positions ( Yulk, 2002 ) : I ) conceptual building of leading, II ) the organisational civilization where the leading is practiced ; and III ) the procedure of being socialized into leading.Conceptual building of leading:The leader is/as a â€Å" MAN † is unwritten, widely accepted and practiced construct, ignores female ( Alder, et Al, 1993 ) . Most literature is founded in manfully experiences ( Shakeshaft, 2006 ) presuming that the experiences of male and female are same ; hence leader is a adult male. Adjectives like good, airy, multi-skilled, end orientated, facilitative, self regulative and service oriented, are all attached with adult male ( Senge, 1994 ) . Traits like decision, assertiveness and assurance are traditionally been related to adult male ( Yulk, 2002 ) . These adjectives and traits give birth to adult male as a leader. Literature qualifies female leaders as flexible, supportive, nurturing, collaborative, collegial and socially merely ( Fitzgerald, 2003 ) . But when adult female is portrayed in leading as subsidiary, kills all the value ( Mavin & A ; Brayans, 2002 ) . Sing ownership of power, adult females are comfy with power through or with others, believing in sharing ( Blackmore ) , which makes them more acceptable as a leader ( Brunner, 2005 ) .Organizational civilization and construction.I have yet to see any organisation which is gender impersonal. It is preponderantly male who are in control. Organizations have gendered values which affect you as male or fem ale ( Ozga ) . The manner the male and female are trusted in transporting out bigger pressing and of import undertakings, crates sense of uncertainnesss in adult females ‘s head about effectual adult females leading ( Fitzgerald, 2003 ) . They are the insiders in organisation but foreigners for leading ( Blackmore ) . Organizations are largely dominated by adult male ( Coleman, 2003 ) and their kineticss are more adult male friendly than adult females, assisting adult male to accomplish higher ranking easy. The organisational patterns like demand of excess clip, work and policy issues are all unmindful of gender sensitivenesss ( Blackmore )Socialization into leading.The manner work forces and adult females are socialized creates stereo-typicality. The different stereo-typicality signifier the footing of socialisation. The differences of socialisation could be built-in like biological differences. Gendered societal functions like place jobs and kid attention are related with ad ult females, while work forces perform in wider work environment ( Ashraf, 2007 ) . The work forces ‘s work takes pride than that of adult females. I was amazed to larn about adult females stating â€Å" He † and â€Å" His † when depicting a leader. When adult females socialize this construct of adult male leading, they accept feminty being submissive and dependent. It would beef up the prevalent stereotype of adult male as leader and adult female as follower. These stereotypes give rise to behaviours for adult male and adult females. Woman are measured against masculine theoretical accounts of behaviours. Interestingly, if they adopt those behaviours, they are assumed to be unfit for the function and if they do non, they are termed as being excessively feminine ( Blackmore ) . It is catch 22 state of affairs for them, which could ensue in shattering their assurance.ENVIRONMENTAL FACTORS WHICH CONTRIBUTE WOMEN TO SUCCESS IN LEADERSHIP ROLEI recognize that the un dermentioned history may non supply a comprehensive coverage of all of the experiences conducive to leading development. However, these experiences represent two wide spheres of life: work and household. The events happening across these two spheres are shown to lend to one ‘s leading outgrowth and development.I: Work:A: Experiences: Educational, occupation and as leader: Educational experiences are considered as cardinal to future success. Wakabayashi and Graen ( 1984 ) reported educational experiences as most often cited events in one ‘s life that contributed to leading development. But for Yukl ( 2003 ) accomplishments for leading are largely learned from [ occupation ] experience. Particularly anterior occupations challenges are helpful in leading development. McCauly, Ruderman, Ohlott, and Morrow ( 1994 ) illustrate that occupation demands such as making alteration, occupation overload, and confronting inauspicious concern conditions represented dimensions that coul d impact leading development. A anterior success as leader is reported by Avolio ( 1994 ) as one of the positive leading development factor. Bacillus: Opportunity: chances whether achieved or grabbed are of import determiner of leading. This relates to the organisational clime created to back up unexpected growing chances ( London & A ; Smither, 2002 ) Degree centigrades: Peer influence, mentorship and function theoretical account: Peer through different schemes influence leading development ( Richard, 2007 ) . The equal relationship is a valuable constituent of curriculum leading development. In add-on to equals, the mentorship narratives are typically heard in the interviews of course of study leaders. Their interviews reveal that they come into contact with wise mans in their earlier life. Their wise mans served as ushers, function theoretical accounts, accomplishment builders, affairs, clarifiers, and even constructive criticizers. Geting wise mans is an of import development experience for persons traveling into leading functions ( Kram, 1983 ) . Restine ( 1997 ) survey identified mentoring as lending factor in adult females leading development.Two: Family:A. Parents and siblings and/or other household members: Leaderships are seen to hold function of household members in assisting them organize their values and ends associate d with leading. For case in Bhuto household of Pakistan, parents and household members influence their kids to leading functions, manners and values of leading. Keller and Cacioppe ( 2001 ) found parent-children attachment manner effects leader-follower attachment manner. The parental influence to leading manners is seen subsequently in life. Parents provide the function theoretical accounts for kids to place with in the same manner that transformational leaders do with their followings. Such parents help kids to develop their self-efficacy for taking others, advance a strong belief to a higher set of beliefs and values, and supply the challenges and support for kids to construct toward success ( Popper and Mayseless, 2003 ) . Cubillo and Brown ( 2003 ) explained early history and familial support determining the thought of adult females leaders. Womans are supported by their male parents in peculiar. Bacillus: Religious experiences: Religion is one signifier of experience that provides persons with a mechanism for doing sense of life. Wasylyshyn ( 2001 ) emphasized that all human existences are sense doing entities and therefore are looking for ways to calculate out life and the way they should take in the hereafter. There are many illustrations of leaders who derive their values and aims on the footing of religious and spiritual foundations ( Martin Luther, Gandhi, Martin Luther King, etc. ) . Bloom and Erlandson ( 2003 ) highlighted the communal and spiritual patterns in determining leading individuality of adult females. C. Experience of loss: Zaleznik ( 1977 ) described the twice-born magnetic leader as person who has experienced a dramatic life event that changed him or her so dramatically that the person has become a different individual with a radically different life focal point. Personal injury could be one type of experience impacting leading development. In fact, it is rather common for leaders to depict such losingss as turning points in their lives that led them to a deeper apprehension of what they were and who they wanted to go. Bennis ( 2002 ) suggested that harsh and traumatic experiences revealed a concealed portion of one ‘s interior ego that, if successfully transcended, can ensue in greater apprehension and compassion for others.Barriers WHICH DETER WOMEN TO SUCCESS IN LEADERSHIP ROLEWhile a figure of authors have attempted to place and categorise internal and external barriers to the advancement of adult females ‘s callings in educational leading, small discourse has oc curred in Pakistan refering how adult females experience leading ( Rarieya, 2006 ) . The undermentioned history of barriers is based on Cubillo & A ; Brown ( 2003 ) , Ashraf ( 2007 ) , Carnes ( 1996 ) , Coleman ( 2003 ) , , Hill and Ragland ( 1995 ) Blackmore, and Ozaga. Women frequently have a hard clip in stepping frontward and going leaders. There has been much research sing the barriers confronting adult females and attitudes that inhibit adult females from stepping into leading functions. Evidence suggests that adult females face a ‘glass ceiling ‘ when they attempt to travel into leading places. The barriers to adult females ‘s engagement in leading can be considered under these three headers:I: Barriers STEMMING FROM SOCIALIZATION AND STEREOTYPINGA: Constraints of traditional gender functions: Women ‘s traditional individualities and functions have been associated with parenting and caring/nurturing, while work forces ‘s traditional individualiti es are associated with paid employment and the populace sphere. Traditional positions do non take into history the assortment of existent accomplishments and expertness that each individual has and their possible to lend in concern, agriculture and community work. It is of import to to the full acknowledge the potency for engagement by everyone. Bacillus: Manifestations of sexism: Social attitudes sing appropriate gender functions can act upon adult females ‘s determinations sing leading and engagement. Preconceptions about adult females can be so profoundly ingrained that many who hold them are non even cognizant of them. Beliefs can be that adult females leaders are less capable, less competitory or less productive than work forces, non task-oriented plenty, excessively dependent on feedback and ratings of others or deficiency independency.Two: Person BarriersA: Balance of work, household and life style: Both work forces and adult females have household duties. However, adult females continue to presume greater duty for caring for kids, every bit good as for their spouses, parents, and other household members. This is reflected in adult females ‘s lower degrees of leading engagement. Anyone with household duties choosing for leading functions face challenges holding the possible personal and household impact. T he complexnesss and tensenesss of the function, the size of the extra work load and the demand to go to extra meetings increase the complexness of equilibrating household life committednesss. The determinations adult females are doing in relation to work and household are act uponing how and when they participate in leading functions. Organizations that support household duties and supply flexible agreements can better their attractive force and keeping of top male and female leaders with valuable accomplishments. Adopting a leading function and taking duty for doing determinations requires a considerable committedness of clip and energy. This means that adult females must strike an effectual balance between work, household, life style, community and leading committednesss. Today, with the altering nature of employment and lovingness duties, adult females are under increasing force per unit area to take part in leading activities but have less clip to make so. Bacillus: Male and female leading manners: Womans leaders face different outlooks about leading manners and attacks. Women leaders are expected to expose greater inter-personal accomplishments and follow more participatory, democratic manners, while work forces are expected to follow more directing attacks. An single leading manner is developed through societal, historical, and cultural contexts. Organizations may be given to keep stereotyped positions of leading affecting features which are stereotypically masculine behaviours. Some adult females are loath to take on leading functions in these organisations as the behavioural outlooks are incompatible with their universe positions and life experiences. More stiff positions of leading manners can compress adult females, who prefer to exert a different signifier of leading. Leadership accomplishments are non gender particular. It is of import for organisations to acknowledge and formalize a assortment of leading manners. Degree centigrades: Cultural barriers: Culture plays a important function in specifying leading. Different civilizations can value different leading functions and manners and the procedure of leading can take many different signifiers. Many cultural community leaders face the extra challenge of seeking to equilibrate determination doing across two civilizations.Three: Organizational BarriersA: Policies: Glass ceiling, glass walls, gluey evidences are few metaphors which are used to picture unobserved barriers for adult female to go up for leading place. These glass or laxan are policies which are man-friendly. Womans are in organisation but out of leading civilization. Lack of function theoretical account, wise mans and critical friends are other of import factors. Collegialities are over ridden by competition. Bacillus: Skills acknowledgment: many adult females wish for a greater function in determination devising and leading. Leadership accomplishments are frequently defined in relation to people ‘s professional experience in paid employment. It can be hard to interpret accomplishments derived from voluntary community work into a formal employment application. Most adult females have decision-making and leading accomplishments, and these accomplishments are valuable. Unfortunately, it is frequently the instance that adult females and their work are non valued and this impacts negatively on their assurance.MethodologyRESEARCH QUESTIONBased on above conceptual apprehension of curriculum leading, leading and gender, and factors impacting adult females in leading dominance, the undermentioned research inquiry would be the focused the survey:‘How curriculum leading is enacted by a adult female in higher instruction context of Pakistan? ‘CONTEXTUAL BACKGROUNDThe survey was con ducted in Medical College of Aga Khan University ( MC AKU ) . The principle for choosing this peculiar context is because it has revised and renewed it conventional medical course of study to new Problem Based Curriculum in 2002. This is appreciated by other medical colleges who are seeking course of study advises from MC AKU. Hence, I consider MC AKU playing a leading function in medical instruction in Pakistan. The curricular activities of MCAKU are lead by curriculum commission. This commission comprises of five twelvemonth commission caputs stand foring old ages I – V course of study sub-committee, members stand foring longitudinal instruction subjects, clinical accomplishments commission, scrutiny and publicity commission, few single module members, and representation of pupils. It does curriculum development, organisation, and execution. Every curricular alteration or alteration is discussed and approved by it.RESERCH PARTICIPANT:My research participant heads the curric ulum commission. She by developing is a histopathologist and acquired a higher grade in wellness profession instruction. She is been at MC AKLU for more than 15 old ages. She was a member of course of study reclamation undertaking force and performed active function in reclamation procedure. This is one of ground to choose her as my research participant. She has a through apprehension of course of study patterns in median college and in medical instruction. She appeared to be in her late mid-fortiess, married with two kids, a native Pakistani Born belonging to Ismaili religious order of Islam. A adult female found of have oning starched cotton suites with boy-cut hair manner holding no involvement in jewellery. A robust looking friendly individual.CASE STUDY:I chose case-study method to understand broader image of adult females leading phenomenon in one typical unit. The analysis of unit makes it a instance for me harmonizing to characteristics highlighted by Creswell ( 1998 ) . Cas e survey resonate with me as a research worker is because behind the theory, method, analysis, ontology, epistemology, and methodological analysis of research â€Å" stands the personal life of the research worker, who speaks from a peculiar category, gender, racial, cultural, and cultural community position † ( Denzin & A ; Lincoln, 2000, p. 18 ) . Stake ( 1995 ) describes it as probes of â€Å" delimited systems † with the focal point being either the instance or an issue illustrated by the instance ( s ) . It provides an in-depth survey of this â€Å" system, † based on a diverse array of informations aggregation stuffs. The research worker situates this system within its larger â€Å" context † or puting. Lodico, Spaulding and Voegtle ( 2006 ) write, â€Å" instance survey research is a signifier of qualitative research that endeavors to detect significance, to look into procedures, and to derive insight into and in-depth apprehension of an single, g roup, or state of affairs † ( p.269 ) .DATA COLLECTIONBassey ( 1999 ) , Bogdan and Biklen ( 1998 ) , Merriam ( 1998 ) and Johnson and Christensen ( 2008 ) favor the usage of multiple methods and multiple informations beginnings. I would utilize interview as my chief tool, which is recognized, valuable and relevant tool to capture qualitative experiences, sentiments, perceptual experiences, feelings, understanding and knowledge about how and why.Discussion:The current state of affairs of adult females leading is non proportionate to the figure of adult females in higher instruction as pupil or as instructor. This could be because of patriarchal society of Pakistan. The consequence of this social phenomenon needs more probe for adult females in higher instruction leading places. There is turning prominence of adult females ( Hill, and Ragland,1995 ) in leading place, but more contributing environment is be created to pull more adult females.Leadership construct:The construct of leading is and likely will stay contested and elusive. However, leading being a phenomenon of societal influence is accepted widely. â€Å" The leader is to be influential † and this influence is to be at national degree to be effectual. The influence is gagged by accomplishing ends and vision. Hence, the leader has to be end oriented and airy. The vision is based on values ; personal or professional. â€Å" This is my institutes and I want to function more patients through this function † . The current yearss are disputing to accomplish that. There are many environmental factors which influence the leader specially adult females leaders to achieve the airy ends. Leadership construct in educational kingdom gives rise to curriculum leading construct. This emergent construct is related to making many more things so learning in the school. â€Å" it is lot, lot more than instruction † . Lee and Dimmock ( 1999 ) has described the function of curriculum leader in school scene, but those functions are about similar to higher instruction scenes well. â€Å" I guarantee the given authorization of course of study commission ( CC ) is enacted, it includes development of policies and processs, nidation of policies, O.K. plans which come to it from Sub milliliter, proctors curriculum, module development for learning and acquisition, appraisal. †Who should be curriculum leader?Principal, vice-principal or instructor or a double function would be better penchant. If we equate school principal with dean of a university, so vice-principal would be appropriate individual to take the course of study because of being intermediary between staff and principal ( dean ) . I propose the similarity of my research participants as vice-principal. She is a affair between dean and module member, raises course of study concerns and related issues with dean on a regular footing as portion of her monitoring activity. â€Å" I am faculty members ‘ voice, non dean ‘s voice † Bing a instructor and course of study leader is double advantages. It gives a wider gamut of course of study interior and out side of category room. Lofthouse et Al. ( 1995 ) and Caldwell ( 2006 ) cites Weber ‘s ( 1996 ) positions such leading as to be â€Å" shared, co-operative, collaborative or facilitative. † Hence teacher as curriculum leaders should be recruited to take up more curricular duties.Nature and Raising or nature of raising:Irrespective of leading type and duties, the argument of â€Å" born ‘ versus â€Å" made † leading will go on. This argument drew attending to familial and environmental factors which h elp or impede leading including adult females leading. The familial and environmental factors are widely debated. â€Å" It is in my cistrons † is a strong sense of interior committedness proven scientifically in adult females every bit good ( Arvey, Zhang, Avolio, and Krueger, 2007 ) . Amongst environmental factors discussed before, in higher educational scenario, it is more of work related factors which affect adult females leading. Wall street diary ‘s metaphor of glass ceiling and glass wall ( Cubillo, 2003 ) describe unseeable barriers. â€Å" I have to give a batch in footings of fundss and publicities † is large concern. This could be regarded as â€Å" gluey floors † ( Tesch and Nattinger, 1997 ) which does non allow adult females ascendency to the ceiling. Dickstein ( 1996 ) cited in Carnes, Morrissey, and Geller, ( 2008 ) criticized the glass and called it Lexan, a stuff stronger and more hard to shatter than glass. If adult female reaches to ceiling so there is no function theoretical account seen through the ceiling ( Carnes ( 1996 ) . But values particularly spiritual makes these adult females to hold faith in them and committedness to go on. â€Å" It is our institute ; if I have to work so I will work at AKU merely † . This came from spiritual belief and fond regard to establish.Role of equals and wise mansPositive experienced and supportive environment provided by equals is one of the of import leading developmental factors. Peer relationships offer alone value for development because of the grade of common duty and the continuance of the relationship. â€Å" I used to portion an office with a co-worker. I learnt a batch from her about medical instruction. That developed my involvement to acquire a formal grade in heath profession education. † . Peers non merely assist to gestate curriculum leading constructs but besides aid pattern those. Mentors pay a major function in bearer determination devising. However, current organisational apparatus lacks that. It consequences in many inspiring adult females lose their desire to leading function. But the current economic system and service driven instruction has created an environment of competition than collegiality. Organizations should see equal and mentorship relationships as a potentially valuable constituent of an overall leading developmentDecision devisingThis is really rooted in values and adult females manner of leading. As mentioned earlier that adult females like holding more power through or with ot hers. They are more democratic in determination devising and show flexibleness than work forces. â€Å" I take every organic structure on borad. † â€Å" I do non believe in individuality, squad work is my strength † . These are typical of adult females leading manners. However, both work forces and adult females feel that it shows adult females ‘s deficiency of decision and assurance to do single determination. It is at that place forward taken a failing instead than strength. Organizations are more attuned to adult male determination doing manner and want â€Å" He adult female † than â€Å" she adult female † in determination devising. He adult females to act the same manner as adult male. Hence, â€Å" you know how much I have changed. I am more flexible now than earlier † . It appears as for doing a niche in leading place adult females might necessitate a manful ghetto in her manner and visual aspect, â€Å" Her male child cut hair mann er and concern suite. †Organizational factors:â€Å" I have to give a batch, I paid a large award to be in this potion † . This reflects organisational policies which do non honor adult females ‘s curriculum leading function. Womans do most of educational work but when it comes to publicities ; it is about research-output. Women ‘s curriculum leading functions are evaluated as acceptable in public presentation assessment, but research as outstanding. Presently at MC AKU, in footings of importance, course of study activities are fighting to come at par with net incomes bring forthing avenues. â€Å" This organisational attitude is de-motivating for all module interested in learning and larning † . Womans who likes learning and have household duties would be more affected by this organisational attitude.Past experience:Experience of successful in leading function seems to be a turning point. â€Å" My instruction was evaluated as good one. My faculty c oordination was extremely apprehended and was regarded as best. I so though that this is the line that I must choose. † . it is human nature that wages will promote. But holding a systematic grasp and feedback patterns would surely promote animating leaders. I can associate this phenomenon to myself. The manner I was appreciated changed my bearer way. This past occupation experience takes precedency over instruction or preparation experiences. It is in-service experience which generates the wonder to seek more instruction â€Å" I subsequently decide to take a formal grade in instruction † . It is informal in-service experience which gives more penetration of existent life patterns. Once one is familiar with what it is like so you opt for it.Personal factors:â€Å" I can do a difference † , â€Å" I do what I believe in † â€Å" My forbearance and endurance. I have become really patient. Which I truly do non desire be at times but I have to be. Naturally, I am a temperamental individual [ but ] over the class of clip I have been hammered plenty, that has helped [ me ] to develop forbearance and endurance, working hard, listening to everybody. I involve module in determination devising. I do non believe single determination devising, I seek input, have consensus, squad sprit. † . This shows the importance of personal values translated in action and how demands of actions change 1s behavior. It emphasizes personal features and flexible nature of adult female leading. This is in line with modern-day function of curriculum leader, who needs to larn how to mange his/her and others feelings.Decision:My research participant represented a adult female course of study leader accomplishing vision based on beliefs and values. Experiences of adult female leading are generic irrespective of instruction institute degree. Her dominance to leading has faced similar glass or laxan wall or ceiling. Experiences at work are possibly more of impor t in adult females ‘s entry into leading functions. Organization ‘s nature of â€Å" nurture † makes a difference. To pull more adult females into leading, all stakeholders must admit being of glass ceiling and walls, and agree that leting those in topographic point erodes our state ‘s considerable human capital.Recognition and dedication:I seize this chance to thank my class facilitator and myself for holding this chance to compose some thing about adult females. As a PhD pupil I promised with myself that I would compose some thing about adult females issues before completing class work. Sessions on Leadership and gender issues in leading was a great learning chance provided by my facilitator Dr Khaki. He liberally shared his positions, resources, books and article with all pupils. I greatly appreciate his valuable part. I dedicate all my attempts in composing this assignment to all the adult females of the universe who are capable but disadvantaged because of adult male made regulations of society.Mentions:Acker, S. ( 1994 ) . Gendered Education. Buckingham: Open University Press Adler, S. , Laney, J. , & A ; Packer, M. ( 1993 ) . Pull offing Women. Buckingham: Open University Press Allix, A. & A ; Gronn, P. ( 2005 ) . Leadership as manifestation of cognition. Educational Management Administration and Leadership. 33 ( 2 ) , 181-196. Arvey, D. R. , Zhang. Z. , Avolio, J. B. , & A ; Krueger, F. R. ( 2007 ) . Developmental and familial determiners of leading function tenancy among adult females. Journal of Applied Psychology. 92 ( 3 ) 693-70 Ashraf, D. ( 2007 ) . Switching place and altering image: adult females Teachers ‘ experiences in Northern countries of Pakistan. In J.F.A. Rarieya & A ; R. Qureshi ( explosive detection systems ) , Gender and Education ( pp. 78-105 ) . Karachi: Oxford University Press Avolio, B. J. ( 1994 ) . The natural: Some ancestors to transformational leading. International Journal of Public Administration, 17, 1559- 1581. Bassey, M. ( 1999 ) . Case study research in educational scenes. Buckingham: Open University Press. Bennis, W. G. ( 2002 ) . Crucibles of leading. Harvard Business Review, 80, 39-48. Blackmore, J. ( 1999 ) Disturbing Womans: Feminism, Leadership and Educational Change. Buckingham: Open University Press Bloom, C. M. & A ; Erlandson, D.A. ( 2003 ) . African American adult females principals in urban schools: Worlds, Reconstruction and declaration. Educational Administration Quarterly, 39 ( 3 ) 339-369 Bogdan, R. C. & A ; Biklen, S. K. ( 1998 ) . Qualitative Research For Education. ( 3rd Ed ) Allyen and Bacon. Brumnner, C. ( 2005 ) . Women Performing the Superintendency: Problesmatizing the Normative Alignment of Conceptions of Gender. In J. Collard & A ; C. Reynolds ( Eds. ) Leadership and gender and Culture in Education: Male and Female Perspectives. Berkshire: Open University Press. Caldwell, B. J. ( 2006 ) . Re-imagining educational leading. London: Sage Publications. Carnes M. ( 1996 ) . One position from merely this side of the glass ceiling. Journal of adult females ‘s wellness. 5: 283-286 Carnes, M. , Morrissey, C. , & A ; Geller, E. , S. , ( 2008 ) Women ‘s wellness and adult females ‘s leading in academic medical specialty: hitting the same glass ceiling? Journal of adult females ‘s wellness. 17, ( 9 ) 1453 – 1462 Coleman, M. ( 2003 ) . Gender and school leading ; the experiences of adult females and work forces secondary principals. Retirved on July 10, 2009 from hypertext transfer protocol: //www.educationalleaders.govt.nz/ Creswell, J. W. ( 1998 ) . Qualitative Inquiry and research design. Choosing among five traditions. Thousad Oaks, CA: Sage Cubillo, L. , & A ; Brown, M. ( 2003 ) . Women into educational leading and direction: International differences. Journal of educational disposal 41 ( 3 ) , 278-291 Denzin, N. K. , & A ; Lincoln, Y. S. ( 2000 ) . A enchiridion of qualitative research ( 2nd ed. ) Thousand Oaks, CA: Sage Earley, P. , & A ; Weindling, D. , ( 2004 ) . Understanding school leading. London: Paul Elkind, D. ( 1993 ) . School and Family in the Post-Modern World. Phi Delta Kappan 77 ( 1 ) 8-14. Fitzgerald, T. ( 2003 ) . Changing the deafening silence of autochthonal adult females ‘s voices in educational leading. Journal of educational disposal, 4 ( 1 ) , 9-23 Fullan, M. ( 1991 ) . The new significance of educational alteration. New York: OISE Press and Teachers College Press. Fullan, M. ( 2001 ) . Leading in a civilization of alteration. San Francisco: Jossey Bass. Glatthorn, A. A. ( 2000 ) . The principal as curriculum leader: Determining what is taught and tested. California: Sage Publications. Glickman, . C. , ( 1989 ) . Has Sam and Samantha ‘ s clip come at last? Educational Leadership, 46 ( 8 ) , 4- 9 Haeri, S. ( 2002 ) . No shame for the Sun: Lifes of professional Pakistani adult females. Karachi: Oxford University Press Haq, M. ( 2000 ) . Human development in South Asia ; the gender inquiry. Mehbub ul Haq Huamn Development Center. Karachi: Oxford Harris, A. ( 2003 ) . The altering context of leading: research theory and pattern. In Harris, C. Day, D. Hopkins, M. Hadfield, A. Hargreaves & A ; C. Chapman ( Ed ) , Effective leading for school betterment. London: Routledge Falmer Higher Education Commission HEC: statistical study. at hypertext transfer protocol: //hec.gov.pk/stats.html retrieved 10/7/2009 Hill, M, S. , & A ; Ragland, C. , J. ( 1995 ) . Women as educational Leaderships, Opening Windows, Pushing Ceilings. California: Crown Press. Hughes, R. H. , Ginnett, R. C. , & A ; Curphy, G. R. , ( 1995 ) . What d leading? In J. T. Wren ( Ed. ) The leading comrade: Insight on leading through the ages ( pp. 39-43 ) . New York: the Free Press Johnson, B. & A ; Christensen, L, ( 2008 ) . Educational Research, Quantitative, Qualitative, And Mixed Approaches. Los Angles: Sage Keller, T & A ; Cacioppe, R. ( 2001 ) . Leader-follower fond regards: understanding parental images at work. Leadership & A ; Organization Development Journal. 22 ( 2 ) , 70-75. Kleine-Kracht, P. ( 1993 ) . Indirect instructional leading: An decision maker ‘s pick. Educational Administration Quarterly, 29 ( 2 ) , 187 – 212. Kram, K. E. ( 1983 ) . Phases of the wise man relationship. Academy of Management Journal, 26, 608-625. Krug, S. E. ( 1992 ) . Instructional leading: A constructivist position. Educational Administration Quarterly, 28 ( 3 ) , 430 – 433. Lee, C. J. & A ; Dimmock, C. ( 1999 ) . Curriculum leading and direction in secondary schools: a Hong Kong instance survey.School Leadership & A ; Management, 19, ( 4 ) 455- 481. Leithwood, K. , Jantzi, D. , & A ; Steinbach, R. ( 1999 ) . Changing leading for altering times. . Buckingham: Open University Press Lofthouse, M. , Bush, T. , Coleman, M. , O'Neill, J. , West-Burnham, J. & A ; Glover, D. ( 1995 ) . Pull offing the course of study. London: Pitman Publishing. Lodico, G. M. , Spaulding, T. D. , & A ; Voegtle, H. K. ( 2006 ) . Methods In Educational Research ; From Theory To Practice. San Francisco: Jossy-Bass London, M. , & A ; Smither, J. W. ( 2002 ) . Empowered ego development and uninterrupted acquisition. Journal of Human Resource Management, 38, 3-16. Mavin, S. & A ; Brayans, P. ( 2002 ) . Academic adult female in the United kingdom: Mainstreaming our experiences, networking for action, Gender and instruction, 14 ( 3 ) , 235-250. McCauly, C. D. , Ruderman, M. N. , Ohlott, P. J. , & A ; Morrow, J. E. ( 1994 ) . Measuring the developmental constituents of managerial occupations. Journal of Applied Psychology, 79, 544-560. Memon, M. ( july-deceber 2003 ) . Role of womn in educationa direction in Pakistan. Asiatic Network preparation and research institutes in Educational Planning ( ANTRIEP ) : News missive, 8 ( 2 ) , 10-12 Merrium, S. B. ( 1998 ) . Qualitative research and instance survey Application in instruction. San Francisco: Jossy and Bass Morrison, K. , ( 1995 ) . The deputy caput instructor as the leader of the course of study in primary schools. School Organization, 15 ( 1 ) , 65- 76. Ministry Of Education, GOP ( 2009 ) . Pakistan instruction statistics ( drumhead ) 2005-06 hypertext transfer protocol: //www.moe.gov.pk/ retrived 10/07/2009 O'Neill, J. ( 2003 ) . Understanding curriculum leading in the secondary school. In Bennett, N. & A ; Anderson, L. ( Eds ) . Rethinking educational leading: Challenging the conventions. London: Sage Publications. Ozaga, J. ( 1993 ) . Women in Educational Management. Buckingham: Open University Press Popper, M. , & A ; Mayseless, O. ( 2003 ) . Back to rudimentss: Using a rearing position to transformational leading. Leadership Quarterly, 14, 41-65. Population Census Organization ( 2008 ) hypertext transfer protocol: //www.statpak.gov.pk/depts/pco/index.html, retrieved on 10/7/2009 Rarieya. J. F. A. , ( 2006 ) . Women in Educational Leadership: A Comparative Study of Kenyan and Pakistani Women Educational Leaders. Quality in Education Teaching and Leadership in Challenging Times 21-23 February, 2006. Aga Khan University, KarachiSenge, P. M. ( 1990 ) . The 5th subject: The art and pattern of the learning organisation. New York: Doubleday. Restine, L. N. ( 1997 ) . Experience significance and chief development. Journal of educational Administartion, 35 ( 3 ) , 253-267 Richard K. L. ( 2007 ) .A A strategic attack for incorporating theory to pattern in Leadership development. Leadership & A ; Organization development Journal 28 ( 5 ) 426-443. Senge, P. ( 1994 ) . The Fifth Discipline. New York: Double twenty-four hours Sergiovanni, T. J. ( 1992 ) . Why we should seek replacements for leading. Educational leading, 49 ( 5 ) , 41 – 45. Shakesshaft, C. ( 2006 ) . Gender and educational direction. In C. skelton. B. Francis & A ; l. Smulayn ( Eds. ) , The sage Handbook of Gender And Education, ( pp.497-511 ) London: Sage Slater, L. ( 2008 ) . Pathways to constructing leading capacity. Educational direction disposal & A ; leading. 36 ( 1 ) 55-69. Spillane, J. P. ( 2006 ) . Distributed leading. San Francisco: Jossey Bass. Stake, R. ( 1995 ) . The art of instance survey research. Thousand Oaks, CA: Sage Tesch, B. , & A ; Nattinger, A. ( 1997 ) . Career promotion and gender in academic medical specialty. J Irish Coll Physicians Surgeons. 26:172-176 Wakabayashi, M. , & A ; Graen, G. B. ( 1984 ) . The Nipponese calling advancement survey: A seven-year followup. Journal of Applied Psychology, 69,603-614. Warwick, D. & A ; Reimers, F. ( 1995 ) . Hope or Despair? Learning in Pksitan ‘s primary schools. Westport, CT, Praeger. Wasylyshyn, K. ( 2001 ) . On the full realization of psychological science in concern. Counseling Psychology Journal: Practice and Research, 53, 10- 22. Yukl, G ( 2003 ) Leadership in Organizations, National College for School Leadership. Retirved from hypertext transfer protocol: //www.ncsl.org.uk/ on 10/07/2009. Yukl, G. ( 20002 ) Leadership in Organizations. Delhi: Pearson Education Inc Yulk, G. A. , ( 1994 ) . Leadership in organisation. I ( ed 3 ) Gaithersburg. Madrid: Spain. Zaleznik, A. ( 1977 ) . Directors and leaders: Are they different? Harvard Business Review, 15, 67-78.

Why Germany Failed in the Battle of Barbarossa

Between June and December in 1941, German judgement inhibited achievement in Operational Barbarossa. Strategic indecision in a wider and more specific context was exacerbated by climatic conditions and a widening rift between the reality and the theory of the battle. The Blitzkrieg strategy that had defined German military capacity was inapplicable to the Russian situation in several contexts. Blitzkrieg was intended to avoid stagnant trench and linear warfare, it was intended to prevent enemy forces form arranging a coherent defence, and it depended upon a highly mobile and mechanised form of warfare. None of these credentials existed in Operation Barbarossa, and the result was a battle of attrition. In commencing Operation Barbarossa, the German prerogative was; ‘Provided everything was over quickly’. Hitler had expected complete strategic freedom within five weeks, an outcome which did not require substantial supplies. However, the reality was that supplies were grossly mismatched with the capability and objectives of German infantry and tanks. The subsequent extension of supply lines increased exposure to Russian attack. The changing nature of the Operation had wider ramifications. Blitzkrieg was not just a tactic, but it was the most fundamental structure of the wider German war plan. Consequently, the entire domestic structure of production was intricately arranged to facilitate a particular warfare. This rendered it incapable of supporting the prolonged warfare of Operation Barbarossa. In November 1941, the Quartermaster General of the German Army reported that; ‘We are at the end of our resources in both personnel and material. We are about to be confronted with the dangers of a deep winter. ’ Hitler was so confident of a rapid victory that he did not prepare for even the possibility of winter warfare. In the first instance, the campaign was launched too late. Hitler should have invaded in April so that objectives could have been achieved before winter set in. However, Hitler’s decision to fight over Yugoslavia in Operation Retribution delayed Barbarossa by five weeks. German Command was unprepared for winter warfare. The many German weapons that malfunctioned in the climate debilitated German firepower. More significantly, forces were not equipped with adequate cold. Vital supplies such as fuel were consumed in managing the temperature. Deep mud, followed by snow disrupted supply lines to exacerbate existing logistical problems. Russian equipment was comparatively adapted for these conditions. Soviet soldiers had warm, quilted uniforms, felt-lined boots and fur hats Climatic conditions only exacerbated the morale deficiency that already marred German forces. Depression was rife, and the presence of an intangible enemy starved German soldiers of contact and success. Soviet potential was severely underestimated by German Command. Communist structures were resistant and adaptable in the sense that they pervaded all aspects of Russian existence. Despite significant losses of land to German forces in the West, the capability of Russia to produce armaments was retained as Communist political structures legitimised the relocation of all industry eastwards. Throughout the duration of the war, the Soviets retained the capacity to rapidly replace its losses and mobilise over 500,000 drafted men each month. The capacity of the Soviet to extract sacrifice from its population was foreign to Western nations. Russian soldiers were reportedly insensible to losses and unmoved by severe attack. A German officer observed that ‘The Russians seem to have a never-ending supply of men. Furthermore, there was little opportunity to interfere with supply columns or communications, because supplies were obtained from the villages through which they advanced. Russian partisans of these same communities would engage in Guerrilla Warfare with advancing German forces. The mismanagement of tactics and climate, and the underestimation of Russian f orces was largely the result of Hitler’s detachment from the tactical and logistical realities of Barbarossa. Hitler’s original three-pronged attack was ludicrously ambitious and unrealistic. Rather, he should have concentrated all forces and supplies on successive breakthroughs. Later, the redirection of the majority of German forces south towards the Caucasus necessitated the displacement of the majority of the 6th Army’s supplies. Despite this, Hitler did not alter the objectives of the Army. Though it was severely incapacitated, particularly in terms of firepower, he insisted that it continue to Stalingrad to isolate the oil fields. Hitler’s decisions were absolute and inflexible, but were undefined and imperceptive to the specifics of the Operation. Paradoxically, these decisions did not ensure conformity, but depended entirely upon the unpredictable interpretations of those under Hitler. As a result, his intentions were often distorted with significant consequences. Moreover, Hitler’s decisions were actualised within an inefficient system. Hitler did not recognise the vitality of admistrative order and clear lines of authority, frequently interfering in the informed judgements of those in the Operation, including Von Paulus. Rather, Hitler dogmatically pursued his preconceived notions of the inherent weakness of communism and inferiority of the Russian culture. His response to the mounting failures of Barbarossa was obtuse. He proclaimed; ‘What we need here is national socialist order’. Perhaps it was mentality that resulted in his gross underestimation of the capability of the Soviet Army. Ultimately, the failure of Operation Barbarossa was the result of palpably inappropriate German judgment. It remains the largest military operation in human history in terms of manpower and area traversed, but as a result of these judgments, also in casualties. Barbarossa provided Britain with an invaluable ally, with which Germany was forced to fight the dreaded two-front war.

Supporting Mental Health Essay Example | Topics and Well Written Essays - 500 words

Supporting Mental Health - Essay Example Understanding the biological make up, environmental factors and providing quality programs that promote the child’s healthy mind are all supportive of mental health. A biological factor which contributes to the child’s mental health involves the genetic influence. A number of genetic disorders had created mental retardation. A child is considered retarded if he has an extremely poor performance in any standardized intelligence tests. However, not all forms of retardation are inherited. One form could reside in the impairment of the brain and nervous system as a result of trauma or an imbalance in the body’s neurotransmitter chemicals in transmitting messages to and from the brain. Others could be caused by failure in the genetic code to produce necessary enzymes for important metabolism promoting mental health. A child who is free from all of these biological misfortunes may have a healthier mind. Although, there is strong hereditary evidence influencing the chil d’s mental health, the same applies to the effect of the environmental factors. Santhrock and Yussen (1984) in their book explain that environmental factors like home and education may likewise have an impact on the child’s mental health. Home environment which constitutes the family could enrich or damage the child’s mental health.

Brain based learning Assignment Example | Topics and Well Written Essays - 250 words

Brain based learning - Assignment Example It has also been found that the learning process of a person is dependent on the brain’s capacity to handle a variety of activities in one go (Zadina, 2014). Additionally, research on the brain-based learning explains that the same type of information is likely to be stored in various parts of the brain (Jensen E. P., 2008). As such, the brain-based learning depends on the emotional state of the learner during the learning process, which can be facilitated by factors such as diet, stress and exercise among other conditions. For this, it is evident that the use of brain-based learning technique highly enhances the learning process of the students (Politano & Paquin, 2000, p. 123). In regard to the confidence, brain-based learning has been found to be efficient in reducing anxiety in learners who are struggling with activities such as reading, pronunciation or any other learning-related activities (Sprenger, 2010). As such, tutors can use this technique to seek the right opportunities that can be used to emphasize the ability of the learner towards the achievement of the brain that they would want. Brain-based learning may also employ various techniques such as the inclusion of music and activities, which have been shown (Connell, 2005) to minimize stress, a killer of confidence in

The Influence of Global Economic and Political Environment on Airline Essay

The Influence of Global Economic and Political Environment on Airline Industry in China - Essay Example "Globalisation" was coined by Levitt (1983) who describes it as the shrinking of the world as brought about by the expansion of the reach of global media and the reduced cost of communication, resulting in the convergence in the tastes of consumers worldwide and the large-scale creation of global markets for standardised products. According to Giddens (2001), it is "the growing interdependence between different people, regions and countries in the world as social and economic relationships come to stretch worldwide". It is these economic and political relationships which have encouraged nations to reevaluate their political agenda and economic policies. According to Rosenberg (2000), "The term 'globalisation' after all, is at first sight merely a descriptive category, denoting either the geographical extension of social processes or possibly, as in Giddens' definition, 'the intensification of worldwide social relations'." Among the major economic changes in a more globalised world is the diminishing role of nation-sates and the increased significance of transnational corporations in the transformation of the economies in bothy the national and international scales. Business is at its primacy and transnational corporations which possess cross-border markets and production systems are the poster boys of an increasingly globalised planet. In business and industry, Bartlett and Ghoshal (1989), Hout et all.(1982), Campbell (1993), Keegan (1995), Bertrand (1994), Parker (1998) find that "Globalization [to business administration] is the set of transformations faced by companies as a consequence of the contemporary phenomenon typical of the post cold war which is constituted by: (1) the empowerment of transnational organizations; (2) the mass information technology evolution; (3) the increasing flows of capital, merchandise, people and data across national borders; and (4) the tendency of world market homog enisation." (Azevedo and Bertrand, 2000). Among the most dynamic economies of the 21st century is China. It has for the past five decades undergone numerous, often radical transformations, finally emerging from its cocoon to become among the most powerful and influential economic and political players in the Asian region and the global stage. In fact, China has opened its doors to the world, providing business investments in many parts of the globe especially among developing and underdeveloped nations. It has also adopted shifts in policy and governance, designed to attract robust invest6ments and businesses from abroad and bolster the vast potentials of its trade, commerce and other potentials of its economy. Like all other nations, China must reckon with the permeating effects and challenges of an increasingly globalised world. Like all other nations, China must reckon with the increasing role and dominance of transnational corporations and the diminishing roles of nation-states. From a highly centralised form of government, China must begin to not only delegate policy and decision-making to its corporations, but also encourage and develop its corporations into globally-competitive entities. This entails empowerment of its domestic corporations, gradually increasing their capability to undertake vital economic, operational and management decisions for both

What is a small power Is international development a different issue Essay

What is a small power Is international development a different issue for small powers - Essay Example China's economy, culture, science and technology and navigation had reached a peak that was unequaled anywhere else in the world. Its skilled navigators and the "Silk Road" linking western China with western Asia had introduced advanced Chinese technology and civilization to Japan, Korea, Southeast Asia, the Middle West Asia, the Middle East and Europe. Years of war and long periods of centralized ruling and a closing down of borders have slowed down China's development. China re-emerged recently as the fastest growing economy in the world. The development goals of China are not without its challenges and this paper seeks to explore different challenges facing China with regard to challenges. Cultural Revolution began in the mid-1960s in China. With the start of this revolution many people started having radical leftist thinking. Initially, intellectual achievement and foreign ideas, and the professions, including management, were not considered important. Formal management education was hard to find in China and those having a yearning for managerial education were discouraged. Social, political, and economic changes have brought about new development in the republic of China. Initially problems like poverty, illiteracy, and premature mortality haunted China because of the feudal structure of the society. Progress and development were not the key features of this society. Land reforms started in the 1950s and 1960s brought some changes in the society with the help of modernization. Class and gender inequalities that existed before started diminishing with the passage of time. Though China opened up itself to many Western concepts but the way different concepts have been adopted and used in China differ a lot from the West. The change was initiated but it could not be sustained at the level it was initiated. The Chinese Communist Party has not been able to shun the values and influence of feudal background. Population & Development In any discussion of the world population problem, China is usually first country mentioned, along, perhaps, with India. As the first nation with more than 1 billion people, China's impact on its own as well as global economy and environment promises to become larger with each passing year. Population explosion has been the biggest concern of China with respect to its development. As the population increased the demands on the infrastructure and the environment also increased. It has been estimated that China's population will increase to 1.5 billion by 2030 causing extra strains on the capacity of the environment and natural resources. "China's population will continue to grow in the next 40 years as a result of its huge base of fertile population. It is well known that the dynamics are determined not only by the current levels of fertility, mortality and migration, but also by previous levels of these components of change, which effect the current age-gender structure" (Shen, 1998). Problems of living space for families, access to potable water resources, health, education and many other issues come up as a result of unbridled population explosion. Pace of modernization has been greatly affected by population pressure. The immense employment pressure also results because of increase in the working population. Unemployment thus becomes another challenge. Despite growing population efforts have been made to curtail the problems that crop

An Ounce Of Cure By Alice Munro and A Good Man Is Hard To Find by Essay

An Ounce Of Cure By Alice Munro and A Good Man Is Hard To Find by Flannery OConnor - Essay Example The narration is from the third person, but the story is centered on grandmother. She is the one, who is described the most, who’s thought and actions are given more attention. Other characters seems not as important to the story, and others are downplayed so much so that the reader hardly notices they are there, like children’s mother, who seems to wear the same clothes all through the story, she hardly talks, her name is unknown. As to contrast, the grandmother is very particular in her choice of clothing; she is a real â€Å"lady†. However it seems children do not like her so much. The story takes place in Georgia, even though no specific place mentioned. During the second half of the story the characters are mainly in the â€Å"ditch†, only sometime people are taken to the forest. The story keeps the reader in suspense. It starts with an argument in the beginning as to what place they will go for vacation – Florida or Tennessee. The old lady rea lly wants to go to Tennessee, so she uses all the arguments possible to convince her son to head that direction. Then she attempts to talk to her daughter-in-law, but the mother seems to be utterly uninterested in what grandmother has to say.

Two Myths of Globalization Assignment Example | Topics and Well Written Essays - 750 words

Two Myths of Globalization - Assignment Example Globalization refers to the increasingly close economic ties among countries. These ties include trade, travel, immigration, shared information sent over the Internet, increased investment in foreign countries, cross-cultural exchanges of students and knowledge, availability to quality education, and an advanced pace of technological advance. Globalization is also closely tied to corporations that operate in many countries at once, as well as to international financial institutions such as the International Monetary Fund (IMF) and the World Bank that enable to help finance the process of globalization and to result in an increased financial outcome. I am here to show my support for the phenomenon that is globalization. The phenomenon that has changed the world, possibly and positively forever. As Gottesman puts it "If we want to make sense of globalization, we should stop comparing apples (the mature industrial country economies) with oranges (the economies of what used to be called the underdeveloped countries, which are now variously called developing countries or newly industrializing countries- NICs for short).(Gottesman) There are those who oppose globalization. ... to quote Persson who appropriately says "Globalization is a powerful force but we need to learn to live with the increased global competition." (Persson pg 4). I understand why people fear that globalization causes social ills but when weighed against the benefits it becomes clear that globalization is the clear winner. Fears of the negative impact of globalization can be aptly called false alarms. What about the global satellite TV channels which are beamed across the world. Thanks to globalization these channels have helped increase the empathy of the young in rich countries for the effects of poverty, famines, and civil wars in poorer areas of the world. It is because of globalization that we are more aware of what is going on in the world around us. To be honest, without globalization most of the NGO's that rally against it would fail to gather and organize themselves across the world!! Why would an individual sitting in Pakistan help an NGO called Greenpeace if they didn't know what Greenpeace stood for How this individual is aware of Greenpeace is a result of what can most simply be called Globalization? The people who stand up against globalization benefit from it just as much as everyone else. The adverse social effects of globalization are mistaken. Globalization, in fact, has helped reduce poverty and the use of child labor, fosters women's rights, promote respect for democratic norms, enriches culture, and even sustains the environment. Multinational corporations are not wreaking havoc by leveling wages and labor standards across the globe. In fact, they raise them.  

Greater Fairbanks Chamber of Commerce Essay Example | Topics and Well Written Essays - 750 words

Greater Fairbanks Chamber of Commerce - Essay Example I hope to advance to a more responsible role within a larger organization. I would also be interested in working in a library or educational environment. Any information, advice and literature would be much appreciated. I am enclosing a large, stamped addressed envelope for this purpose and look forward to your response. Thank you for your time and attention. My strength lies in the ability to motivate people to be the best at what they do and to enjoy their work. My education and previous work experience support me in carrying out the leadership role to the highest standards. I am committed to excellence in all aspects and consider people to be any organization's greatest asset. I see this as a major factor in influencing the success of the business and improving outcomes for all concerned. This has been my strategy in all past employment, and as can be seen from my resume, it has worked well. I also believe that a sound product knowledge is a positive attribute for any store manager. Your company has a great reputation for quality goods, customer service, and staff development, and I would be glad to be a part of this, believing that I would be an asset to the business and make a positive contribution in all the areas demanded by the role. To obtain the job of assistant Store Man... Your company has a great reputation for quality goods, customer service, and staff development, and I would be glad to be a part of this, believing that I would be an asset to the business and make a positive contribution in all the areas demanded by the role. I look forward to your response and would be happy to discuss any issues by telephone or email, should you need to clarify anything. Thank you for your consideration of my application. Yours faithfully, SIGNAture TYPE NAME Name Address Telephone Email Objective To obtain the job of assistant Store Manager, Home Improvement, responsible for overall running of the department and development of associates in order to deliver quality customer service and contribute to the reputation and profit of the organization. Qualifications Team leadership in varied retail environments; involving and including staff training and development, improving customer service, accounting, ordering and replenishing of stock. Management role in Home Improvement department, with increased diverse product knowledge and management skills. Committed to promoting team work, achieving targets and setting standards of excellence in all areas, roles and tasks within the department. Well proven customer handling and interpersonal skills. Strong innovative approach to people and charismatic leadership style. Business and financial management strengths. Ability to think under pressure, to diffuse difficult situations and to develop and build positive behaviors. Professional Accomplishments Achievement of 20% rise in profits in six months and increasing positive customer feedback to 98% (from 75%) within one year. Introduction of staff participation and suggestion

Autonomous Vehicles and Software Architectures Essay

Autonomous Vehicles and Software Architectures - Essay Example Thus, this is a challenge since one cannot predict whether or not the system will fail. In addition, such vehicles are unreliable. For instance, when the control system is affected or rather fails completely, the vehicle cannot be operational. This is a challenge because it inconveniences the owner of the vehicle for he or she cannot use it for daily businesses. There is a difference between designing distributed architecture and non-distributed architecture since the distributed architecture tend to split the middle and presentation tiers logically and physically to perform in several servers whereas in non-distributed architecture, the middle tier and the presentation tier perform in one server. The following reasons explain why there is a difference in designing the two architectures: To start with, the distributed architecture permits distribution of the application elements across various physical servers whereas the non-distributed architecture permits the application to run in only one server and its elements are freely allocated. Secondly, the distributed architecture’s design is complex for web application since it affects performance of the remote calls. On the other hand, the non-distributed architecture’s design is the simplest in web applications since it has no effect on remote calls. Moreover, the distributed architecture is more expensive to design because more materials and procedures are involved in setting up several servers whereas the non-distributed architecture is less costly since it entails a number of stable and easy procedures in setting up a single server. Lastly, in the distributed architecture, the applications are difficult to test and debug for it is fully dependent on the container server. In non-distributed architecture, the application is easily developed, tested and

Egyptian Style Essay Example for Free

Egyptian Style Essay â€Å"Egypt has long fascinated the west. † This couldn’t be more true. Egyptian art can be said to be one of the most significant periods in art history. Their modern advances in such a far time ago were made unknowingly and helped shape art to what it is today. By just looking at it, Egyptian art may not come off as amazing as it actually is. One must dig deeper. The artwork they were creating wasn’t always made to be art. Instead, it was mainly made for religious purposes. Anything they created was being made to be symbolic in a religious view. They decorated their temples with paintings and statues in the belief that doing this served the gods, showed devotion to the king, and maintained the order of the universe. There was much more involved in the artwork, or craftwork of the Ancient Egyptians. They created their own style that everyone followed, and it reoccured through many periods of Egyptian history. Styles can range from abstract to realism, expressionism to surrealism. But in order to understand these styles, one must need to know the true definition of style. When used in describing the history of art, style usually refers to a characteristic, or a number of characteristics that we can identify as constant, recurring, or distinct. In art, the sum of such characteristics can be associated with a particular artist, group, or culture, or with an artist’s work at a specific time. Ancient Egyptian art forms styles were just that. They are characterized by regularity or consistency and detailed depiction of human beings and the nature. Artists wanted to preserve everything of the present time as clearly and permanently as possible. Completeness took precedence over prettiness. These forms and art styles present an extraordinarily vivid representation of the time and the culture, as the ancient Egyptian life was lived thousand of years before. Egyptian art seemed to obey one law. The mode of representing man, nature and the environment remained almost the same for thousands of years at that time, and the most admired artists were those who replicated most admired styles of the past. A Shabti is a small human figure representing a person who would perform a given task for the deceased in the afterlife. Described as funerary figurines, these figures were costly items produced for the privileged people. The wealthy nobles and royalty did not plan on doing any work themselves, so they would take their symbolic servants with them. Shabties were made from various materials including; faience, wax, clay, wood, stone, metal and other minerals. The Shabties observed, were from the time of 1932-1759 BCE. Covering the period of the Middle Kingdom. They all seemed to be very similar by the way the were posed with their arms crossed and standing up. All their facial expressions seemed to have the same appearance as well. The painting or carving of the writing all looks similar but once looked at more closely to see the details, the the amount of time put into the pictures and writing can be seen. Many of patterns include lines drawn on the clothing. Also the figures were called upon to carry out the tasks in the after life. To do so the Shabti was supplied with miniature agricultural tools to fulfill these tasks. Which can be seen when looked at very closely. What makes them different from each other is the medium they were created in. The faience figures are a blueish to light green color with most of the writing carved into it. The wood Shabties are painted over to be any color, sometimes even with golden leaf. To call these figures a type of object is correct. They are all objects that can be seen and once were touched and made. They all are this same type of object because even though they were made at different times and in difference places in Egypt, they all still are seen today. If the Shabties were not grouped together, being able to recognize them separately would be just as easy. They are very distinct figures by their size, silhouette and detailed writing. Being able to be recognized Ancient Egyptian Shabties when separate and still look appropriate when together is one of the style characteristics Egyptians were able to create. The similarities in the each other figures, is the characteristic of being consistent. How each statue was placed in the glass case, they almost seemed to be grouped. Beginning with the alabaster, the two figures were both of medium size and couldn’t make out much of the writing on them. The next grouping was ones made of limestone. With these three figures grouped together, one could see how they were created by the same artist following the steps of the first. The largest of the bunch was the limestone, Coffin of Luy. This was different from most in the collection since it was an actual open figure, but still had a reoccurring pattern like he other figures. The next grouping, The Three Shabties of Setau, were made out of wood. These were the most colorful, since they were all painted. They seemed to still be like the older figures but made in a newer and more decorated way. The figures made of faience varied in size, some only a few inches. They were either carved in or has black paint writing on them. As seen, there is a large variety of Shabties, yet the sense of style kept between was able to pass along through hundreds of years. The one Shabti that stood out to me was the, Shabty of Sati. New Kingdom, Dynasty 18, Reign of Amenhotep III 1390-1352 BCE. It was made out of faience, but wasn’t the common green-blue color. It had the most different colors all painted on it. Including red, blue, yellow, and green. The whole figured wasnt painted so the faience material could be seen. What drew me to it at first was that it was in a case of its very own. It was in the same pose as the other figures but this one looked very well preserved, not smudged or chipped like many of the others, so it stood out. The combination of the paint and grey made it very unique to use both materials. The style of this figure very much goes with the rest of figures. As stated earlier, the most admired artists were those who replicated the most admired styles of the past. With this figure since it was a later on piece, it seemed to still associate with the same characteristics of the past Shabeti figures. Ancient Egyptian artwork was not meant to be artwork at first. Religious meanings and symbols were the priority. Everything was for the god’s and what would come in their life. But from these practices of art, they created a style of their own. Style in relation to art history, usually refers to a characteristic, or a number of characteristics that we can identify as constant, recurring, or distinct. In art, the sum of such characteristics can be associated with a particular artist, group, or culture, or with an artist’s work at a specific time. The culture of Egyptian art was to keep the process constant of the same kind of art. And as time passed, even if some characteristics changed, the main style recurred somehow. The Shabeti figures did that, and once studied upon more, most of Egyptian art will be styled in the same way, shape, and form.

Sachin Tendulkar Essay Example for Free

Sachin Tendulkar Essay Sachin Ramesh Tendulkar (Listeni/ËÅ'sÉ™tÊÆ'É ªn tÉ›nˈduË lkÉ™r/; born 24 April 1973) is a former Indian cricketer widely acknowledged as one of the greatest batsmen of all time, popularly holding the title God of Cricket among his fans. Some commentators, such as former West Indian batsman Brian Lara, have labelled Tendulkar the greatest cricketer of all time. He took up cricket at the age of eleven, made his Test debut against Pakistan at the age of sixteen, and went on to represent Mumbai domestically and India internationally for close to twenty-four years. He is the only player to have scored one hundred international centuries, the first batsman to score a double century in a One Day International, the only player to complete more than 30,000 runs in international cricket. and the 16th player and first Indian to aggregate 50,000 runs or more in all forms of domestic and international recognised cricket. In 2002 just half way through his career, Wisden Cricketers Almanack ranked him the second greatest Test batsman of all time, behind Don Bradman, and the second greatest ODI batsman of all time, behind Viv Richards. Later in his career, Tendulkar was a part of the Indian team that won the 2011 World Cup, his first win in six World Cup appearances for India. He had previously been named Player of the Tournament at the 2003 edition of the tournament, held in South Africa. In 2013, he was the only Indian cricketer included in an all-time Test World XI named to mark the 150th anniversary of Wisden Cricketers Almanack. Tendulkar received the Arjuna Award in 1994 for his outstanding sporting achievement, the Rajiv Gandhi Khel Ratna award in 1997, Indias highest sporting honour, and the Padma Shri and Padma Vibhushan awards in 1999 and 2008, respectively, Indias fourth and second highest civilian awards. After a few hours of his final match on 16 November 2013, the Prime Ministers Office announced the decision to award him the Bharat Ratna, Indias highest civilian award. He is the youngest recipient to date and the first ever sportsperson to receive the award. He also won the 2010 Sir Garfield Sobers Trophy for cricketer of the year at the ICC awards. In  2012, Tendulkar was nominated to the Rajya Sabha, the upper house of the Parliament of India. He was also the first sportsperson and the first person without an aviation background to be awarded the honorary rank of group captain by the Indian Air Force. In 2012, he was named an Honorary Member of the Order of Australia. In December 2012, Tendulkar announced his retirement from ODIs. He retired from Twenty20 cricket in October 2013 and subsequently announced his retirement from all forms of cricket, retiring on 16 November 2013 after playing his 200th and final Test match, against the West Indies in Mumbais Wankhede Stadium. Tendulkar played 664 international cricket matches in total, scoring 34,357 runs.

Effect of Drug and Alcohol interventions

Effect of Drug and Alcohol interventions This study seeks to look at whether drug and alcohol interventions are of benefit to that of the service user, especially from an adult perspective. It will seek to address the help that is out there to help individuals who might recognise the need to be rid of their addiction and to be restored back to their normal routine life, before the addiction gets a hold of them any further. Qualitative researches tend to concentrate on specific issues that are health related, and that such matters are fundamental to the temperament of our thoughts and feelings. Issues that a qualitative approach might find much easier to address, such is not the case when dealing with quantitative data. Therefore it is not a matter of asking whether or not qualitative research is better than quantitative approach, but rather what is the best approach to gather information for a specific research question such as their lived experience which is what this research is based upon. Because I aim to investigate th e benefits of interventions treatment provided by the healthcare and social care sectors therefore the best approach would be to use a qualitative approach. A qualitative approach will be used; this is to best understand the experience that they have faced, and the method of interviews will be used to help gather concrete data. When an individual becomes addicted, the user no longer consumes just for the fun of it or to get high. But in actual fact, the person with the addiction now relies on the alcohol or the drugs in order to perform on a day by day basis. One might say in some circumstances, the addicted persons daily life will revolve around fulfilling their need from the substance on which they are now hooked. This study aims to help those who are not aware of services provided out there, to gain knowledge and know that there are different sectors as well as inter-professionals whether it be healthcare or social care intends to help them fight their fears. By talking about the ir experiences and feelings they are now faced with and the required actions they now should take in order to tackle their addiction, will best help one to understand what best intervention treatment is benefit able for each individual as others might be more severe and likewise not so severe. Literature Review Intervention is the course of action for which an individual take advantage of when all other options has been exploited in an attempt to help a person conquer a drug or alcohol problem. (Drug alcohol addiction-recovery). It is an intentional method used by which change is introduced into an individuals thoughts, that of their feelings and behaviour. The process of drug intervention normally seeks reinforcement from a wide variety of service providers. In addition to specialist addiction services, this may include general practitioners, pharmacists, hospital staff, social workers, and those working in housing, education and employment services, who sees it crucial to approach individuals whom they recognise are self-destructing themselves. The National Treatment Agency for Substance Misuse (NTA) is a special health authority within the NHS, established by Government in 2001, to improve the availability, capacity and effectiveness of treatment for drug misuse in England (NTA, 2007). T he NTA has reasoned that there is absolute need for combined and harmonised input from a diverse range of professional groups. However in such case it should be that the local regions offer substance misuse individuals the choice of generic and specialist interventions (NTA,2006). Illicit drug users have multiple and complex needs, including high levels of morbidity and mortality, domestic and family problems, homelessness, physical and sexual abuse, and unemployment (Neale 2002). However in order to get help the person struggling with the addiction must first of all recognised the need for help. Habitually, an individual with substance misuse issues finds it hard to come to terms in accepting the fact that they do have a problem, by acknowledging this it is as if the world around them is at fault or that ones causing a commotion over nothing. Individuals who are uncompromising in regards to their addiction do not recognise the gravity of their problem. What matters to them is attaining the drug, despite the consequences. Neither health nor Legal implications are taken into considerations. The International Treatment Effectiveness Project (ITEP) is branch of the National Treatment Agencys Treatment Effectiveness strategy, which acknowledges matters for improving the excellence of treatment interventions. ITEP employs intervention to support care development which is referred to as mapping in the structure of a changing pattern guide. Mapping is a visual communication tool for clarifying shared information between client and key worker. It helps clients to look at the causes and effects of their thinking and also assists in problem solving. (NTA, 2007). Alcohol Drug Services has valued its involvement with ITEP. The project has delivered immediate and tangible, benefits for clients though mapping interventions that are clear, straightforward and meaningful. Hogan. T. 2007. (Alcohol and Drug services) This is used by qualified key workers along with their services users; this is in the format of maps which consist of five different stages and it shows the phase by which a client go through in order to get to the point where they then acknowledge that they may have a serious drug problem. Besides the mapping, the treatment manual included a concise intervention designed to change clients thinking patterns. This helps them to explore self and recognise the stage in which they are at, it highlights their strengths, things that matters to them most in life for example decision making, social relationships, careers and there morals and beliefs and how best they can improve their life It was envisage that services instigating this treatment manual would see a improved and encouraging change in service users self assessments of their treatment understanding over a period of time, in comparison to that of clients in services who had somewhat or no mapping. Research shows that the alcohol and drug services has valued the involvement with ITEP, it claimed that the project has provided direct and substantial assistance to that of the service users. Another programme that works alongside National Treatment Agency is that of the Drug interventions programme. This plays an important role in dealing with drugs and the decline of crime. Instigated in the year 2003, it was aimed at adult substance misuse criminals who specifically use Class A drugs, like for example heroin and cocaine and this is was aimed at helping them to get out of crime and to get on treatment and other support that is available to them. (DIP, 2003). It is stated in the Drug Intervention Operational Hand Book that above  £900m overall has shown interest in DIP since the programme has been established and readily available is constant financial support to guarantee that Drug Intervention Programme progression grows to be the reputable way of working with drug misusing offenders across England and Wales. (DIP, 2003). Majority of these offenders who makes use of the Drug Intervention Programmes are amongst the most difficult to reach and most challenging drug mis users, and are offenders who have not formerly had access to treatment in any significant way before. The advantage of DIP is that it concentrates on the requirements of the offenders by sighting innovative ways of inter-professional working, whilst linking pre-existing ones, across the criminal justice system, healthcare and drugs treatment services along with a variety of other assistance and rehabilitative services. It is stated that the Drug Intervention Programme and the Prolific other Priority Programme (PPO)are similar in their joint intention to diminish drug associated wrong doing by switching Prolific and other Priority Programmes into treatment, rehabilitation and other support services. The Improving Tier 4 provision quality service is a fundamental part of the National Treatment Agencys (NTA) Treatment Effectiveness strategy. This associates the responsibility that the entire stakeholder sectors can participate in cooperation with finding solutions and improvements. The provision and quality programme consists of two different but related categories of service provision as defined by Models of Care: they are inpatient treatment (IP) and residential rehabilitation (RR). Aftercare (AC) is a closely related category of service provision. (NTA, 2008) The credentials investigate the types of provision that are being referred to at any time appointed by the IP, RR and AC. The NTA Improving quality Tier 4 is referred to when the instruction may exercise all interventions treatments. It suggests that all indications to Tier 4 provisions ought to have incorporated care approach amidst Tier 3 or Tier 2 provision and with aftercare. (NTA, 2008). The Tier 4 service provision offers supportive responses to drug misusers whose consume has been ongoing, intake is quiet a substantial amount, individuals with complicated needs, and this can allow the drug users to move forward in the direction of long-term self-restraint when and where convenient. Institutionalise services can also admit and support disordered clients. However some Tier 4 service arrangement may perhaps also have a significant function to participate in whilst entertaining individuals aside from continual substance misusing livelihood by intervening early. In accordance with this, the NTA has already produced guidance on commissioning Tier 4 service provision, specifically the Models of Residential Rehabilitation for Drug and Alcohol Misusers (NTA, 2006d) and Commissioning Tier 4 Drug Treatment. (NTA, 2006b). Inpatient treatment and residential rehabilitation are evidence-based interventions and have been shown to be effective in improving client outcomes across the range of domains. The NTAs forthcoming review of the evidence base for drug treatment outlines the effectiveness of residential rehabilitation and detoxification. NTORS (2000) demonstrates the effectiveness of residential rehabilitation treatment in achieving positive outcomes in reducing both drug use and crime for clients, many of whom had more severe problems than those in community services. Specialist in-patient interventions have traditionally been focused at and work well with clients who have complex drug, alcohol and other health needs, those in crisis, those requiring medication stabilisation e.g. on injectable or high dose opioids, or for effective detoxification. Recent evidence also indicates that they may be effective in providing detoxification for younger drug misusers who wish to be drug free. Evidence also indicates that inpatient detoxification is cost effective in achieving drug-free status. Drug-specific aftercare is normally required to maintain abstinence, together with appropriate housing and other support. In-patient detoxification followed by residential rehabilitation is the most effective way for drug users to become drug free, if they are motivated to be drug free and this is the agreed objective3. Commissioners should develop local drug treatment system plans annually in line with Models of Care, which outlines the now well established four-tiered model of drug and alcohol treatment interventions for adults. Commissioners should also commission in line with the Treatment Effectiveness Strategy, particularly the emphasis on whole treatment journeys and commission full pathways of care, including aftercare and other support to enable clients to maintain positive outcomes achieved in treatment. One of the key principles which underpins the commissioning of the four-tiers is that drug and alcohol treatment services should be planned strategically. This means that the impact of the commissioning of any one intervention could be viewed in the strategic context of the drug and alcohol treatment system for a locality or region. These key principles are a major feature of the treatment planning process5 led by the NTA, which forms the basis of effective strategic planning and commissioning. This is expected to be an integral part of local treatment planning and should be used by partnerships and commissioners to address local population needs in line with the national priorities and on the basis of evidence of what works. Aim To investigate the drug and alcohol interventions in health and social care benefits on service users? Research Question How do drug and alcohol interventions in health and social care benefit service users? Methodology Qualitative data Qualitative data refers to expression or images, method used for interpretation. Qualitative data does not survive out there waiting to be exposed, but are shaped by the way they are interpreted and used by the researcher. The character of qualitative data is seen to be wholesome and intact by the act of research itself. Qualitative approach investigates the importance of in depth understanding for a research topic as experienced by the participants of the research. The qualitative approach has been used to study extremely complex experience which can be understood without being expressed in words (Bradbury Lichtenstein, 2000), others have suggested studies that justify answers like what or how type questions would be careful in using qualitative approach (Lee et al.,1999). Qualitative research usually does not seek to calculate or evaluate objects under examination using numbers, as this is an approach which deals within the quantitative domain. The profundity of qualitative data develops on or after the conversation between the researcher and the participant; the insights achieved throughout this course of action can only be achieved given the interaction between the two. Research Strategy: The research strategy chosen is the plan of answering the research questions (Saunders et al, 2000). It is a choice on the methodology to be used and how it is to be used (Silverman, 2005). The research strategy seeks to classify the alternative strategies of inquiry according to quantitative, qualitative and mixed method approaches (Creswell, 1998). From this research strategy a phenomenology approach is used. A phenomenology sample comes from the word philosophy and it provides a framework for a method of research. It is based within the Humanistic research theory and follows a qualitative approach Denscombe, 2003. The aim of phenomenological sampling is to investigate fully and describe ones lived experience. It stresses that only those that have experienced phenomena can communicate them to the outside world . (Todres et al, 2004). The phenomenological research strategy as a result answers questions of significance in accepting an experience from those who have experienced it. The phenomenological term lived experience is identical with this research approach. Phenomenology consequently aims to develop insights from the perspectives of those involved by them detailing their lived experience of a particular time in their lives (Clark, 2000).this sampling is about searching for meanings and essences of the experience. It gathers descriptions of experiences all the way through hearing the first-person accounts during informal one-to one interviews. These are then transcribed and analyzed for themes and meanings (Moustakas, 1994) allowing the experience to be understood. Husserls phenomenological enquiry originally came from the certainty that untried methodical study may perhaps not be the best to use to revise human phenomena and had become so detached from the fabric of the human experience, that it was in fact hindering our understanding of ourselves (Crotty, 1996). He then felt driven to start up a thorough discipline that found truth in the lived experience (LoBiondo-Wood and Haber, 2002). Quantitative v Qualitative: Quantitative data lend themselves to various forms of statistical techniques based on the principles of mathematics and probability. In contrast, qualitative research is suited to investigating and seeking a deeper understanding of a social setting or an activity as viewed from the perspective of participants (Bloomberg and Volpe, 2008). Qualitative research is concerned with the nature, explanation and understanding of phenomena. Unlike quantitative data, qualitative data are not measured in terms of frequency or quantity but rather are examined for in-depth meanings and processes (Labuschagne, 2003). Silverman (2006:42) warns that quantitative research can amount to a quick fix approach involving little or no contact with people or field and has been deemed inappropriate for understanding complex social phenomena. Approach: Typical methods used in qualitative research are structured interviews, surveys, structured observations and potentially a focus group. This is where the researcher places his or herself in the midst of the participant for a while, learns from that persons only when in the presence. Silverman (2006) recommends a qualitative philosophy to be appropriate when the researcher seeks to investigate an incompletely documented phenomena and aiming to provide a better means understanding of social phenomenon where processes are involved. Even without wanting to shift entirely away from a purely quantitative view of health, many people now appreciate that a basic understanding of qualitative research can have a positive effect on our thinking and practice. It offers new ways of understanding the complexity of health care, new tools for collecting and analysing data, and new vocabulary to make arguments about the quality of the care we offer. As a consequence of our enhanced learning, we come t o realize that qualitative research is neither a sham science nor a poor substitute for experimentation. Interviews: Interviews will be my method by which to gather data for this research. They are generally used in assembling data in qualitative research. They are typically used as a research strategy to gather information about participants experiences, views and beliefs concerning a specific research question or phenomenon of interest (Lambert and Loiselle, 2007). Important types of interviews are identified by Babbie (2007) they are known as standardized interview, the semi-standardized interview and the unstandardised interview. The distinctions regarding each type are predominantly concerned as to how the interview is structured. Interview process: Individuals will be chosen from a population 200 service users who attend on a weekly basis the local drug drop in centre for counselling, rehab or to be signed posted to other agencies who might be of help. Such individuals might be undergoing drug or alcohol interventions treatment to help them steer away from their addiction. Sample target will be aimed towards adults who may be institutionalised or living at home, but are faced with the challenges of been an addict and are trying to seek help. The size of participants will be 10 and have residency within the Northamptonshire area. Interviews notifications were sent in advance, as to prepare participant. A consent form prior to interviewers visit was sent (see Appendix A), and participants were provided with an outline of the types of questions (see Appendix B) that might be asked at the interview. This was to enable that they had adequate time to prepare and reflect what it is they would like to share and also to ensure interview er collected the right information from interview. In a qualitative interview it is important that the questions capture the interviewees perceptions and not those of the researcher (Perry, 1998). This is mostly to verify that the responses given were not probed by the interviewer. The interview was carried out the local drug and alcohol drop in center in a room away from other clients. This was to enable full concentration and for them to be more open, as they might feel embarrassed about the issue at hand. The researcher asked questions at the interview scheduled which can be found in (Appendix B).During the interview a soft approach was taken to give the participant a chance to settle down and relax. For such reason an easy question was asked to start off with, something which the interviewee might have had time to formulate views on already. The interviews took twenty five minutes per participant and notes were recorded during the interview. A convenience sample best represents the direction of this research as it generally assumes a consistent population, and that one person is pretty much like another. Data Analysis The presumption, by which qualitative data produce, ought to be honest. It is essential that there are evidence and reasonable argument to prove. The procedure carried out must be trustworthy and able to convince one that that the results obtained was not false. This is because the information that was gathered from the interviews ought to have value in order for inter-professional bodies to make use of it. Qualitative research must meet our expectations for rigorously conducted research and reliable information, but must be true to its underlying philosophies and methodologies. (2009). International Journal of Therapy and Rehabilitation. The data will going to analysed key themes from the ten respondents, and it is hope that this will help answer the research question. Thus the data gathered from the interviews shows concrete evidence in relation to that of the information shown in the literature review. Though not a sufficient amount of data from the literature review to speak on behalf of the service users as to how they felt whilst going through the different treatments, the interviews really helped in shedding some light as to what they thought. When asked the question how they recognised they needed help, some raised the issue that they recognise that their family lives were a mess, were not able to hold down employment and other issues. Responses received from the interviews where somewhat shocking, as some found they were still struggling to be rid of their addiction whilst others were trying to get back to norm within society. The individuals who shared that they were still finding it a bit difficult was due to the fact that the environment which they still remained in, did not help them to refrain but rather tempted them more, for some this was the challenges they faced. Others recognised that the intervention treatment centres out there were readily available to help them which one can say is a good sign for them. Ethical Consideration Qualitative research confronts ethical issues and dispute exclusively to the study of human beings. Standard knowledge in areas such as physics, chemistry and biology permits the researcher to presume a point of view separate from the purpose of study occurrence in questioning. Confidentiality is an important ethical concern for most when considering a rehab program or other drug interventions treatment. Each individual in recuperation may have experiences they may not feel comfortable sharing with everyone. It is therefore important for not just doctors, but for other inter-professional members to respect the confidentiality of each person that they are treating. Giving permission for the individual to come to terms with their experience which is part of the rehab procedure, and it is not somewhat to be hastened or taken for granted. Permitting the individual who might be feeling emotional the opportunity to heal their wounds from the drug and alcohol abuse is vital for recovery. This is why it is imperative that a client enquire what the confidentiality policies are before registering unto a treatment program. Likewise one can pose a risk of harm to that of the client and this is not by being aware of the restraint imposed by the institutions order. The p rofessional team has to ensure that their influence over the clients is not predominant and they have sufficient knowledge in regards to the plan of their treatment. Though the individual might not have the capacity to make choices, conduct them self in terms of their personal values and beliefs, however if all has failed that guardian has to attempt to reach a decision as best as the individual would do if they were able. The ethical principle of beneficence, the desired to do what is considered best for the clients and promoting their growth and wellbeing, is essential to the practise of rehabilitation counselling, ( Howie et al, 1992). Conclusion The confrontation of providing best care for every service user at the towards the end of their treatment are considerable. Success is vital, and works best when all services and practioners understand each others roles and find means of working together. It is anticipated that the information received from the research will be used to improve inter- professional working and improve services. In-patient and residential rehabilitation drug and alcohol services should be commissioned as part of Integrated Care Pathways..These Integrated Care Pathways should be commissioned with clear routes into inpatient services, which seamlessly lead to residential rehabilitation (if required) followed by a community-based substance misuse support package,. Housing, education and employment support is important for individuals who have completed treatment and returned to the community if they are to sustain the gains made from Tier 4 treatment. Commissioners of drug treatment systems, should have in place the appropriate local links to work in close liaison with other local commissioners in the development of health, social care and housing strategies to ensure those leaving in-patient and residential rehabilitation services have access to the wide range of services necessary to provide comprehensive and effective packages of care. A key issue is the availability of housing support services and move-on accommodation for drug and alcohol users leaving in-patient and residential rehabilitation services. The data gathered showed that Appendix A August 2010 To whom this may Concern, My name is a researcher from the University of Northampton. I got hold of your information from the organisation which you attend daily drop in sessions, so therefore I decided to contact you. My research requested access from you in order to conduct it, as I understand that you fit my criteria for my area of study. As part of my research, I am undertaking an examination to see whether the interventions provided by the healthcare and social care services are of great benefit to you, and does it help you steer away from your addiction. The objective of my study is to best understand what it is like for you to deal with the addiction once it has gone so far. In order to undertake this research, I would be really grateful if you could give consent for me to carry out my research in the form of short interviews which will last up to 45 minutes with just myself been the researcher in your own domain. Notes will be taken at the interview and everything said will remain confidential between us. I look forward to your reply and for us to discuss the matter at hand further. Yours sincerely (NAME) Appendix B Interview schedule How did you recognise you needed help to stop taking drugs or drinking alcohol excessively? What support did you get from the inter-professional workers? Explain the challenges you faced in your decision to stop taking the drugs or alcohol? What benefits do you think youve gained from the interventions been introduced to you? What has been your experience from using the interventions services? Do you think there are enough services around to help you, if and when you do decide to refrain drugs or alcohol?