Rhetoric In The Media Essay - 1050 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Many times we hear things through media and don’t actually listen to what they may say. When people hear something through mass media, they don’t realize that there is a person’s point of view stated in the story. And many times what people don’t see is that there is no such thing as an objective point of view. This is called Rhetoric; when someone states their point of view using words that either sway an audiences opinions one way or another. Rhetoric can be found in many places such as a T.V add or a commercial, magazine articles and advertisements, the news, and even radio commercials. nbsp;nbsp;nbsp;nbsp;nbsp;Watching the regular news as I frequently do, I always hear the way a reporter†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;Although the topic of the story seems minor, and as if there is nothing behind it, that helps to lead to my conclusion. The fact is that the reporter herself must be a pro-life believer and decided to want to do a story on what happened. She was able to tell her story in the way she wanted to, using the term â€Å"pro-life† she is ably to sway an audiences opinion not against the church for being against abortion, but against people who commit vandalism on such point of views. This is more important than we realize, when someone is able to do a story that is only a minute of our time yet subconsciously we don’t realize that this reporter has already swayed our opinion. nbsp;nbsp;nbsp;nbsp;nbsp;Sometimes people’s point of view, in the media, is more apparent than others. For example, I was listening to the radio the other day, and I heard a commercial that caught my attention. It was the voice of our former president, Mr. Bill Clinton that was being imitated by someone. The mans voice seemed a little dopey, and a little bit weaker, high pitched, and scratchy, but you could tell that it was an imitation of Clintons voice. There was the typical presidential music in the background bit it was being played low, as apposed to loud and annoying. He starts to speak about these great sales that he has seen at an auto dealer, and we have to come down now and see the great buys that can save us a lot of money. He then goes on to say thatShow MoreRelatedRhetoric And The On Social Media Essay1217 Words   |  5 Pageson social media, when we hear the word rhetoric we often cringe. Yet there are very few that actually have a true grasp of the words mean ing. When we first started the semester we heard rhetoric being described as â€Å"mere crookery†. Rhetoric is simply the process of making messages and messages made by that process, and these messages are used to influence social attitudes, the values and even actions of the intended audiences. If we look at it in the same lens of Aristotle, rhetoric is to leadRead MorePolitical Rhetoric And The Media1331 Words   |  6 Pagesprevious diverse rhetoric. Political Rhetoric has been very popular in today’s society. Politics use this as a platform to criticize other candidates about important points that are essential to the United States and its citizens. Not only does others believe that political rhetoric is out of control but it is a negative form of art. During election time, the media and the internet are critical for candidates because it gives them easy access to the younger audience. Although social media is enormousRead MoreVisual Rhetoric : Media Sexualiza tion1003 Words   |  5 PagesSarah Nassar ENC 1101 11 October 2015 Visual Rhetoric It would be nearly impossible for one to try and count the amount of products in today’s market aimed at bettering one s self exterior. The Millennial’s are often dubbed as the ‘most selfish generation’ because the majority is preoccupied with its self-image and with receiving praise in return for working toward perfecting this self-image. Media sexualization is guaranteed to spark a response and has become common to the point where viewersRead MoreUse Of Rhetoric Media Accounts Of The Berlin Airlift1344 Words   |  6 PagesThe Use of Rhetoric in Media Accounts of the Berlin Airlift In the late 1940’s Berlin became the dividing line between Communism and Capitalism. This beleaguered city was to be the front line of the Cold War. In 1948 The city, divided into four sectors, one of which was occupied by the Soviet Union, was engaged in a life or death struggle for survival. The Berlin Airlift was not simply a struggle for the life of one city. The city was a prize in the game of chess between the west and the SovietRead MoreThe Calais Migrant Crisis : The Rhetoric Used By The British Media2039 Words   |  9 PagesThe Calais Migrant Crisis: the rhetoric used by the British media Introduction This essay critically analyses the rhetoric used by the media in the United Kingdom over the Calais migrant crisis, and the repercussions this can have on society. The essay will explore how the narratives told by the media influence the perceptions of people on migrants, refugees, and asylum seekers through discourse analysis. The Calais migrant camp, or the â€Å"jungle†, as it is known worldwide has been a centre hub forRead MoreSocial Media And Its Impact On Society1420 Words   |  6 PagesSocial media as we know has changed. Now instead of messaging we are able to video chat, and instead of not knowing where someone is now we are able to see there locations and where they live. This is all because of social media. Social media has taken the world by storm including social media sites like Facebook, Twitter, and Instagram all sites where we communicate through text, videos, pictures, and much more. Rhetoric is used in social media and sometimes it can be overlooked. Some times we mightRead MoreSocial Media s Influence On Our Lives1747 Words   |  7 PagesSocial media has had a tremendous impact on our lives, influencing the way we communicate, interact, and even think. In the 21st century, social media has emerged as a tool utilized in all aspects of life, ranging from entertainment to politics. In the context of politics, the lack of gatekeepers in social media has provided an even playing field for candidates to communicate with the public, and due to the effects this medium had on communication, public discourse has been influenced to fit theRead MoreRhetoric Definition Of Rhetoric944 Words   |  4 PagesRhetoric is in everything we see and hear; starting from social media, newspapers, or pictures. Many writers have attempted to expand and explain what rhetoric is and how it works around us, however this word has had different explanation throughout the years. Rhetoric includes different phases of the written expressions; and it works in the most direct and indirect form to refer to the aesthetics of every sentence, picture or commercial, dressing up the words or images, allowing the reader or viewerRead MoreThe Rhetoric Of Hitler s Battle By Kenneth Burke1475 Words   |  6 PagesRhetoric, or the art of persuasion, is a conventional tool employed in propaganda to manipulate the public. In Propaganda by Edward Bernays, modern propaganda is defined as â€Å"a consistent, enduring effort to create or shape events to influence the relations of the public to an enterprise, idea or group.† Manipulation is a quintessential quality in modern democracy—allowing the â€Å"executive arm of the invisible government† to control the public. For example, Hitler united a mass of people by reworkingRead MoreDr. Lamps Case For Tenure And Promotion1485 Words   |  6 Pagesrecommending Professor Lamp for tenure and promotion. Dr. Lamp is a scholar of rhetorical theory, practice, and education and joined the English department in fall semester 2010. Her published scholarship since arriving at ASU includes one book, The Rhetoric of Augustan Rome (2013, University of South Carolina Press), two refereed articles in major peer reviewed journals, and two book reviews. She also has one 3,000 word contribution in a refereed conference proceeding, which has been submitted for publication

Personal And Demands Privacy Protection - 1319 Words

Automobiles today offer increasingly advanced technologies that make our driving experience safer, more environmentally responsible, and more gratifying. As manufacturers advance technology in our vehicles we need to recognize that the automobile industry needs to take active steps to defend our privacy. A number of privacy issues are currently facing this industry as a result of big data collections being part of the new innovative technologies on the forefront of this new age of the â€Å"connected† car. By definition connect cars are cars that communicate with data centers to deliver services that enhance auto safety, convenience, and provide luxuries such as entertainment services. Some of that data is very personal and demands privacy†¦show more content†¦These small computers also contain the ability to record vehicle data to examine and increase performance. Navigation technologies and the vehicles’ ability to connect mobile devices with the in-car technologies have also profoundly changed the manner in which drivers and the vehicles themselves can communicate while driving. This new technology has, and does utilize, a greatly increased ability to gather driving information. These information-gathering abilities are used by car manufacturers to provide personalized services and improved driver and even passenger experiences, but in the wrong hands this information could also be used criminally. Wireless technologies in particular, create susceptibilities to hacki ng that could be used to invade or even possibly assault a user’s privacy, or modify the operation of the vehicle. With these technologies in effect, we are confronted with a number of ethical issues unique to this age of the â€Å"Connected Car†. In regard to Big Data Collections, to what degree should it be acceptable, and to what amount of our privacy should we be giving in exchange for our vehicles’ luxuries and safety? To start, let’s take a look at vehicle data collection and its potential use for legal purposes. Data is collected and stored in large datacenters that accessible to our car manufactures. Stored in their datacenters is information on everything we do while driving. They collect data on our speed, tire pressure, degrees of wheel

Organizational Culture and Team Performance - 2000 Words

CULTURE AND TEAM PERFORMACE The term organizational culture is related to the study and understanding of the dynamics involved at a personal as well as a group level in work settings. The term also deals with the nature of the work as well (Kudisch et al. 1995). There are several factors that come into play when people interact in works. Understanding organizational culture is becoming increasingly important since the work is becoming a global village and people with diverse background and culture have to interact and work effectively in any work. Culture in the organizational perspective can be illustrated as the combined behaviors of individuals, their approach towards diverse elements of business such as customers, co-workers, shareholders and the universal values that they share, which in reality acts as a binding force between them. During the last few decades, academics and practitioners have considerable time at exploring the subject of corporate culture and if a companys culture has any kind of impact on its general performance and efficacy. Empirical literature and research focused to ascertain a direct association between organizational culture and effectiveness dates back to previous studies dealing with culture and change. In a study of organizational change by Kanter, he revealed how organizations having progressive HR management practices go one better than the ones with less progressive practices. Denison (1984) showed that obvious participation andShow MoreRelatedOrganizational Culture And Human Behavior1323 Words   |  6 PagesEmployee behavior is influenced by organizational culture and leadership. This paper will briefly explore the influence organizational culture and human behavior have on the success of projects, in particular projects plagued with conflict. First, this paper will discuss the influences organizational culture has on the success of projects. Secondly, the role project leadership plays in the success of projects and how project managers can build and manage effective teams. Finally, strategies on successfullyRead MoreOrganizational Change Plan Procedure1406 Words   |  6 Pagesï » ¿Organizational Change Plan Table of Contents Abstract: 3 Introduction: 4 Description of the current situation: 4 Key factors surrounding the current situation: 4 Reasons for change: 5 Sense of urgency for change: 5 Description of the desired change: 5 Pursue for change: 6 Particulars necessary for change: 6 Particular change desires: 6 Leadership skills necessary for change: 6 Detailed plan for transition: 7 Steps in a change process: 8 Theoretical model of leadership:Read MoreOrganizational Structures And Organizational Cultures For Different Organizations Essay1277 Words   |  6 Pagesreport of assignment ‘Organization and Behaviour’ deals with the comparison of various different kinds of organizational structures and organizational cultures for different organizations. In addition, the task takes into account the impact of the culture and the structure of organization on the functions and operation of business. However, the various factors which influence the individual performance and behaviour at work is also given emphasis in this part of the report. The second task of the assignmentRead MoreThe Job Learning And The Transfer Of Knowledge Occurs When Employees Perceive Leader Support1056 Words   |  5 Pagesorganizational context. Design and Methods Using a modified survey by Engelbrecht and Mahembe (2013), the following hypotheses were addressed: Hypothesis 1: The facilitation of on-the-job learning and the transfer of knowledge occurs when employees perceive leader support. Hypothesis 2: Organizational learning was conducive to employee growth and development. Hypothesis 3: Servant leadership environments aid the transfer of knowledge by building a culture of learning whereby employees perceivedRead MoreKey Parts Of Organizational Communication1277 Words   |  6 PagesDefinitions of Key Parts Organizational Communication is best described by as an action that is continually evolving. In a given workplace there must be the sending and receiving of information. This concept is the central component to achieve both individual and common goals. Essentially, there would be no organization without communication. Knowledge Management is an organization’s methodology of making their intellectual assets as fully functional, or effective as possible. This is a systematicRead MoreThe And Characteristics Of An Organization1445 Words   |  6 PagesThe paper is organized into seven sections. First, by defining what an organization is. Second, with a graph displaying a vision on organizational communication. Third, by defining the key parts that make up an organization. Fourth, by integrating the parts together through best practices. Fifth, by examining the nature and characteristics of an intelligent organization’s communication. Sixth, by identifying key strategies to meet the challenges in a technological workplace. In the final seventhRead MoreRecruitment And Selection Procedures For The Public Sector1740 Words   |  7 Pagescapable and diverse workforce. Performance appraisal and management are both very important to Public Personnel management because it can be linked to happiness of employees within organizations. This is not necessarily the easiest thing to do accurately even though there have been many efforts to reform it over the past couple of decades. According to Battaglio (2015) â€Å"Performance appraisal serves two crucial functions in any organization: employee evaluation and performance feedback† (2015). ProperlyRead MoreTeamwork Culture1199 Words   |  5 PagesEvery company has its own personality or culture. For an organization to be successful over the long term, its culture needs to be managed effectively. Management Systems culture management products or process are designed to help firms define our culture and understand how it affects behavior and organizational success. The process serves as input to the development of strategies for systematically managing culture as a competitive advantage. Besides, I think a manager is directly responsibleRead MoreThe Characteristics Of Organizational Culture1392 Words   |  6 PagesIntroduction Organizational culture is very important because it is all about the beliefs, philosophy, principles and morals that every individuals will share within an organization. Furthermore, organizational culture brings unity, loyalty, direction, competition and identity in an organizational and making it an influential element in the accomplishment of the organization. Therefore, it has a powerful influence on the individuals because it sways how employees should act, dress and execute theirRead MoreOrganizational Behavior and Leadership Essay937 Words   |  4 Pagesabout work teams? Members of the group generate positive synergy through coordinated effort. 9) What type of team is formed when employees from about the same hierarchical level but from different work areas come together to accomplish a task? Cross-functional team 10) What are primary factors that differentiate virtual teams from face-to-face teams? Overcome time and space constraints and create limited social context 11) What is a characteristic of problem-solving teams that is different

Understanding and Supporting Behavior

Question: Discuss about the Understanding and Supporting Behavior. Answer: Introduction: The essay deal with the theory of Bulotsky-Shearer, Dominguez Bell, (2012) who stated: The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. Mental health problems are common during the development of children and adolescents (Quay Hogan, 2013). A lack of mental wellbeing affects social interactions and hinders classroom learning. Effective classroom learning and high social connectedness are both critical to the success of students (Lin et al., 2016). In today's society, the challenging behavior in school children is a matter of grave concern for teachers. There is an intense research conducted in this area by the cognitive scientists to develop interventions for the children. The essay defines and discusses the behavior based on the theory mentioned above and explains the social construct theory related to the behavior. Bas ed on the quote, the essay identifies the behaviors displayed by the student in learning environment. Further, the long-term complications of such behavior are presented. The essay highlights the reason for these behaviors based on the ecological theory. According to cognitive scientists, some children have difficulty regulating their emotions, their tempers flair at small provocations, find it difficult to stay on a task, build positive relations or learn a new concept (Wahler et al., 2013). These are the characteristics of disruptive behavior according to (Barkley, 2014). It can be defined as an undesirable behaviour that occurs naturally in early years of life but is considered to be pathological when continues at a later age (Carbonneau et al., 2016). This behavior also partly relates to "Attention deficit hyperactivity disorder" (ADHD), mostly detected in school age children (Barkley, 2014). It is characterized by motor overactivity, poor ability to sustain mental efforts and attend to tasks and impulsiveness. In cognitive science, this refers to a quality of "self-regulation" (Ursache, Blair Raver, 2012). Emotional and behavioral self-regulation is the growing ability in children to control their feelings and behaviour. Behavi our is a socio-cultural construct, which refers to the creation or establishment of notion regarding an object or an event that is adopted by the inhabitants of that society (Burr, 2015). On behaviour, a social construct refers to behaviors that are considered normal or natural by the society. Behavior that does not meet the prescribed societal norms is considered pathology according to the social construction theory. Therefore, disruptive behavior is considered genuine by some proponents of the social construct theory of ADHD, despite its over-diagnosis in some culture (Hilton et al., 2016). According to a theory of Bulotsky-Shearer, Dominguez Bell, (2012) The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. This theory explains the consequences of lack of self-regulation in learning environment. The external behavior displayed by students lacking self-regulation in learning environment includes fighting with peers, difficulty following adult's directions, tantrums, and throwing self on the ground (Ursache et al., 2012). The internal behaviors of these children include anxiety, worry, sad, withdrawal from the social situation, and getting easily upset which significantly affect the learning process. These children have been found to exhibit poor reading and math proficiency as mentioned by Carbonneau et al., (2016). They are also at greater risk for persistent disobedience in school. They are preoccupied with wor ries that make it difficult for them to pay attention. They fear to start or finish work, for it may turn incorrect, and they restrict themselves from participating in educational activities (Racz et al., 2016). If such behaviour is not addressed at an early stage, it may have serious long-term complications such as increased absenteeism, leaving school without qualifications, mental health problems at adulthood, unemployment, family and relationships problems and loss of social connectedness (Wahler et al., 2013). Various studies have examined the issues of the child disruptive behavior and identified its causes. In this essay, the ecological theory is used to formulate the reasons for the behaviors mentioned in the theory of Bulotsky-Shearer, Dominguez Bell, (2012). American psychologist Uri Bronfenbrenner expounded ecological theory in his paper Toward an Experimental Ecology of Human Development (1977). According to the theory, the behaviour and development in children are the outcomes of the interaction between the child and the environment. The environment is divided in to four different systems. Microsystem is the first system, an immediate setting in which a child survives that is school, home, parents and the various interactions occurring in it. The second system is named mesosystem, where a child interacts with the immediate and other settings. For example, the relationship between children, parents, and school. The third system is wider than the previous two systems and is called as exosystem, which refers to a setting that influences a child indirectly, for example, parent's work place. The last one is macrosystem, which refers to all the above systems including culture, lifestyle, and values. Based on this four systems, the reasons for the behaviour discussed in the essay include poor parenting, peer pressure, poor teaching, poverty, teachers negative attitude towards students, and poor classroom facilities (Racz et al., 2016). According to Wahler et al., (2013) lack of love and affection at home, parental divorce, physical abuse in the home, may cause negative consequences. Therefore, a child may have failed to learn about the socially acceptable behaviors, resulting in-fighting and arguments with peers in class. They may seek attention by being disruptive in class. Misbehaviour in children also results due to the upbringing in a violent environment. Poor teaching at school may not generate interest in learning lessons. Harsh disciplinary measures at school such as physical punishment for doing something wrong may provoke children to rebel against a teache r by avoiding and disturbing the class. Frequent change of subject teacher, repetition in the same class may cause a student to turn disruptive. Other factors include personal loss or trauma due to family breakdown and lack of playful environment at school that may have hampered psychological well-being of a child. Chacko et al., (2015) described that disruptive behavioral problems in children are preventable and treatable. Detection and intervention of behavioral disorders in early life are beneficial in improving mental resilience. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. The academic achievement associated with self-regulation continues into the elementary school and middle school.As per Ursache, Blair, Raver, (2012), the ability of self-regulation at emotional and behavioural level have intuitive usefulness and variety of positive outcomes in schooling. A child with good self-regulation has lower absenteeism in school, is physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. Higher the childs ability to self-r egulate his/her behaviour, healthier is the relationship with friends and others (Duckworth Carlson, 2013). Disruptive children can benefit from tailored classroom interventions. It may include a provision of a class environment with teachers effective in addressing childs needs and challenges, use of various methods of teaching to sustain students motivation and morale (Ursache, Blair Raver, 2012). Schools should teach skills for solving social problems for an extended period. These skills may help resolve interpersonal conflicts, resist peer pressure, enhance thinking and provide more opportunities to learn in school. Parents and teachers should attend counseling sessions to learn about differences in children and support them as per their individual temperaments. Schools should incorporate the factor of play for behavioural engagement and positive academic development. The study executed by Racz et al., (2016) demonstrated that the quality of teacher and child relationship plays a crucial role in childrens behaviour. It helps make the classrooms more conducive to learning thus, benefit ing both teachers and students. Parents should deliver more warmth and compassion to meet their childs basic needs and help them in self-regulating behaviour by effective communication (Schmitt et al., 2015). Conclusively, disruptive behaviour in children accelerates learning difficulties in school and diminishes social connectedness. If such behaviour is not addressed at an early stage, it may have serious long-term complications such as leaving school without qualifications, mental health problems at adulthood, unemployment, family, and relationships problems and loss of social connectedness. Therefore, self-regulation is a major task for a young child. It is essential for children to learn self-regulation skills to focus attention, control emotions and manage behaviour. Effective teacher-child relationship is critical in childrens behaviour. Parents should be the role model for their children in adapting socially accepting behaviors. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. A child with good self-regulation has lower absenteeism in school, are physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. It will eventually lead to academic and social success. References Barkley, R. A. (Ed.). (2014).Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications. Bulotsky-Shearer, R. J., Dominguez, X., Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences.Journal of Educational Psychology,104(2), 421. Burr, V. (2015).Social constructionism. Routledge. Carbonneau, R., Boivin, M., Brendgen, M., Nagin, D., Tremblay, R. E. (2016). Comorbid development of disruptive behaviors from age 1 to 5 years in a population birth-cohort and association with school adjustment in first grade.Journal of abnormal child psychology,44(4), 677-690. Chacko, A., Gopalan, G., Franco, L., Dean-Assael, K., Jackson, J., Marcus, S., ... McKay, M. (2015). Multiple Family Group Service Model for Children With Disruptive Behavior Disorders Child Outcomes at Post-Treatment.Journal of emotional and behavioral disorders,23(2), 67-77. Duckworth, A. L., Carlson, S. M. (2013). Self-regulation and school success.Self-regulation and autonomy: Social and developmental dimensions of human conduct,40, 208. Hilton, D. C., Jarrett, M. A., McDonald, K. L., Ollendick, T. H. (2016). Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample.Journal of Abnormal Child Psychology, 1-12. Lin, T. J., Justice, L. M., Paul, N., Mashburn, A. J. (2016). Peer interaction in rural preschool classrooms: Contributions of childrens learning-related behaviors, language and literacy skills, and problem behaviors.Early Childhood Research Quarterly,37, 106-117. Quay, H. C., Hogan, A. E. (Eds.). (2013).Handbook of disruptive behavior disorders. Springer Science Business Media. Racz, S. J., OBrennan, L. M., Bradshaw, C. P., Leaf, P. J. (2016). The Influence of Family and Teacher Factors on Early Disruptive School Behaviors A Latent Profile Transition Analysis.Journal of Emotional and Behavioral Disorders,24(2), 67-81. Schmitt, S. A., McClelland, M. M., Tominey, S. L., Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention.Early Childhood Research Quarterly,30, 20-31. Ursache, A., Blair, C., Raver, C. C. (2012). The promotion of self?regulation as a means of enhancing school readiness and early achievement in children at risk for school failure.Child Development Perspectives,6(2), 122-128. Wahler, R. G., House, A. E., Stambaugh, E. E. (2013).Ecological Assessment of Child Problem Behavior: A Clinical Package for Home, School, and Institutional Settings: Pergamon General Psychology Series(Vol. 58). Elsevier.

Debut Albums and Great Friend free essay sample

The person Im close to the most is my friend. Her name is Thong. We have known each other since I was in grade 7. To me, she is really special girl. Not only does she has a good appearance, she also has a good personality. She is cute and pretty. She has long black hair, a round face and a straight nose. Especially, she has a charming smile with two dimples, which made a strong impression on me at the first time I met her. However, the thing that makes everybody like her the most is her personality. She is very modest.Shes one of the best pupil in my class. Shes good at every subject, but she never showed pride in her abilities and always tried to learn harder. Besides, shes always ready to help her friends in their study. Thats why many people in my class cherished her. We will write a custom essay sample on Debut Albums and Great Friend or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Furthermore, she is very warm-hearted, friendly and sociable. She likes to make friend with everybody and takes part in the society organizes. As a matter of fact, she became a student of the medical university now. Moreover, to me, she is a great friend who always knows how to take care and share.Whenever Im sad or cheerful, happy or In sorrow, shes always next to me to share with me. Sometimes, I get into trouble, which makes me tired ,worried and discouraged, she is always willing to come beside me, help me calm down, give me helpful advice so that I can come over. Not only that, she Is very reliable, I can share her my secrets without a bit worries. She Is really a person who always listens to me, understands me every time and every where. Thats why she became my close friend. I always feel proud because of having a great friend likes her on my side.

Recruitment and Retention Essay Example

Recruitment and Retention Essay Demand for academic staff in Higher Education has been increasing2 and may be expected to continue to increase given the Government’s intention that participation in Higher Education should increase substantially amongst those aged 18 to 30 years old. At the same time, recruitment and retention problems have been growing in prominence (HEFCE, 2003) and there has been a long-standing concern that the sector faces a ‘retirement bulge’, as academics from the 1960s expansion reach retirement. Consequently, there is concern about the adequacy of the future supply of academics. Other substantial changes in Higher Education in the past 10 to 20 years are likely to have contributed to the tightness of the academic labour market3. Polytechnics were granted university status in 1992, changing their funding regime, their focus and the demands on staff. The number of students has grown substantially, a growth which has not been matched by staff increases resulting in a large increase in the student:staff ratio. Changes in funding have led to much greater emphasis on research output (through the Research Assessment Exercise, the RAE), teaching quality (through the requirements of the Quality Assurance Agency, the QAA) and on academics raising research and consultancy funds. Other changes include tighter contractual terms (affecting holidays and hours worked), an increase in the use of short-term and hourly-paid contracts and the loss of tenure. Overall, these changes have tended to alter the nature of the job, reducing autonomy and increasing the workload, including that of administrative and teaching tasks. We will write a custom essay sample on Recruitment and Retention specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the same time, both the salaries and status of academics are perceived to have deteriorated relative to alternative careers (Halsey, 1992; Keep et al. , 1996). Substantial change in the nature of any job is likely to increase turnover, as a mismatch develops between the nature of the job to which people were recruited and the actual job. If these changes tend to reduce the quality of the job, rather than just change it, and if the applicant requirements are not altered (and, probably, lowered), recruitment will also become more difficult. Both turnover and recruitment difficulties will be exacerbated by a relative decline in pay. Overview of the study Against this background, the study was designed to identify the factors which lead to individuals entering and leaving academic employment in the English Higher Education sector. Although the main focus was entry and exit from the sector, recruitment to and retention by individual institutions can shed light on this and was also investigated. For the purposes of the study academic employment was defined as jobs in higher education institutions (Universities and Colleges of Higher Education) whose main function was academic teaching or academic research, irrespective of the contractual terms of the job holder. Thus lecturing (e. g. Professors, and Lecturers) and research staff (e. g. Research Assistants, post-docs and Senior Research Fellows) are included, but academic-related staff (e. g. technicians) are not. Full-time, part-time, permanent and temporary staff within these groups are included4. Two main groups of academics were excluded from the study: those in Further Education Institutions and those on clinical rates of pay. The resources of the study precluded inclusion of these two groups5. Following discussion with the DfES, it was decided to focus on staff at English HEIs. This was done in order to prevent differences in the funding and structure of the HE sectors obscuring the analysis. Two exceptions to this rule are the analysis of the HESA data on research students and the chapter on international comparisons of pay (Chapter 4). These are discussed in more detail in sections 1. . 1 and 1. 1. 2 below (and in further detail in Appendix C and Appendix D). The study had five, inter-related, strands: †¢ a literature review to establish the nature of the recruitment and retention problems and to identify previous evidence on the factors affecting recruitment and retention; this was conducted from March to May 2003; †¢ analysis of HESA staff and student data, 2 001/02, to provide a descriptive analysis of turnover in academia, to identify the basic characteristics of employment in the sector and to identify the student supply into academia6; a comparative analysis of pay, using 2001 data, both for comparable employment nationally and for academics in Higher Education internationally, in order to establish the competitiveness of academic pay; †¢ qualitative research within universities exploring human resource policies and practices and factors affecting entry and exit from the sector; the fieldwork was conducted between July 2003 and July 2004; 4 However, the coverage of hourly paid staff is severely limited, owing to limitations in the HESA data (see below) and to practical difficulties of sampling for the survey (see below). Inclusion of the former would have extended the study to Further Education Institutions. The latter have different terms, conditions and employment patterns from other academics in HEIs and so a larger sample wo uld have been required to adequately cover this group. Staff on clinical rates accounted for five per cent of academic staff (HESA Individualised Staff Record 2001/2). 6 Analysis of more recent HESA data and of trends over time is contained in HEFCE (2005a) and HEFCE (2005b). 3 quantitative surveys of academic staff and of research students to identify factors which affect recruitment into academia and retention; the fieldwork was conducted between May and July 2004. The research findings are affected by the policies and practices in effect at the time. To assist the reader, the DfES has produced a list of relevant Higher Education initiatives since the survey fieldwork. These are listed in Appendix H. Below, essential aspects of the methods are described. Further details of the methods appear in appendices. Appendix A describes the qualitative research. Appendix B discusses the quantitative surveys of academic staff and research students. Appendix C describes the HESA staff and student datasets. Appendix D describes the data used for the intra- and international pay comparisons. Appendix F describes the model used for the analysis of the likelihood of students entering academia. Appendix G describes the econometric analysis of job satisfaction and intentions to leave academia. 1. 1. 1 HESA staff and student data7 For staff, the HESA Individualised Staff Record for the academic year 2001/02 was used. The analysis was confined to institutions in England and to staff who were not on clinical grades. The sole exception to this is chapter 4, where the focus is expanded to the whole of the UK, to maintain consistency with the international comparisons analysis. For the study’s purposes, the Individualised Staff Record data has two important limitations. Firstly, they exclude employees8 whose total academic employment is below that of 25 per cent of a full-time academic (i. e. those with short hours or with substantial management and administrative responsibilities are excluded)9. One of the implications is that hourly-paid staff will be substantially under-reported and is unlikely to be representative of hourly-paid staff as a whole. Secondly, the data relating to leavers suffer from a high level of nonreporting: around 60 per cent of leavers’ destinations are missing10. Therefore the findings on movement out of the sector must be treated with caution. For students, the Combined Student/Module Record for the academic year 2001/2 was used. This was combined with the First Destination Supplement (FDS), relating to those students who left in 2001/2. The analysis was not limited to students from English higher education institutions because the appropriate pool of domestic entrants into Higher Education academic post is the whole of the UK. It is important 7 Note that the University of North London was not included in either the staff or student data supplied by HESA because the university has asked that its individual data is not released. 8 Strictly, they exclude contracts whose total academic employment is below that of 25 per cent of a full-time academic, as the record reports contracts rather than individuals. For more information see Appendix C. 9 However, there are staff in the Individualised Staff Record with their FTE recorded as less than 25%; the majority of these records relate to staff who arrived or left during the year. 10 Internal work by HEFCE that matched the 2001-2 survey with that for the following year using staff code, data of birth and sex, found that 20% of those for whom the destination was not known remained at the same institution, 5% were found at a different institution and the remainder could not be matched with a record in the second year. This latter group are made up of those who left the sector and those who remained but whose record in the second year did not match with respect to one of the three criteria. 4 to note that the destination of postgraduate research students in the FDS has a particularly low level of response (38%). Further details are given in Appendix C. 1. 1. 2 The comparative analysis of pay The comparative analysis of pay uses data from national labour force surveys (and censuses in nine countries. These were chosen to illustrate the types of countries to and from which most international movement with UK academia occurs. They include the main English–speaking countries to which UK academics move (the USA and Australia), together with other English-speaking nations (New Zealand and Canada), three European countries (Denmark, France and Sweden) and Japan. The analysis of the labour force survey data used in the international comparisons used data from the whole of the UK. This was to increase the sample size. However, we would not expect to find significant differences within the UK. Identifying higher education academics was done using information on occupation and industry where available. In most countries we were able to obtain a sample group that matched the UK sample. Exceptions to this were the US, where the sample also included academic staff at state colleges, who also conduct teaching undertaken in the FE sector in the UK, and Australia and New Zealand, where it is possible that our sample excludes some researchers who have no teaching responsibilities. We discuss the implications of this in Chapter 4 and Appendix D. Comparisons were made in both nominal and real terms. Earnings were converted using exchange rates to make nominal comparisons. In order to account for differences in the cost of living, purchasing power parity exchange rates developed by the OECD were used to make real earnings comparisons. Further details are given in Appendix D. 1. 1. 3 The qualitative and quantitative survey research Qualitative research was conducted in thirteen English universities and quantitative research conducted in a subset of these. A structured sample of universities was selected to ensure coverage of different types of universities (new, old and colleges of Higher Education), universities in London and elsewhere and universities with differing research ratings. Institutions with fewer than 200 academic staff and most specialist institutions11 were excluded. Small institutions were excluded because economies of scale in setting up the quantitative survey meant that their inclusion would have led to a smaller survey, as the project resources could not increase the sample through an increased number of institutions. Specialist institutions were excluded for similar reasons. (This did not reduce the subject coverage, as subjects taught in specialist institutions are also found in other HEIs. The purpose of the qualitative research was to identify factors which might affect recruitment and retention, including human resource practices and staff preferences. Qualitative interviews were held with senior staff with responsibility for 11 ‘Specialist institution’ is a classification developed for funding purposes and refers to institutions where 60 percent or more of funding is allocated to one or two cost centres. 5 human resourcing and , in eight of the universities, interviews were conducted with heads of two departments, and a sample of their academic staff and research students. A survey of academic staff was conducted in ten12 of these universities. The survey covered both research and lecturing staff. Full-and part-time staff were included, but hourly paid staff were excluded (see Appendix B). The questionnaire collected data on personal characteristics, employment history, views on aspects of the job and career intentions. The survey was web-based. A total of 2805 staff responded, a response rate of 32 per cent. Survey data have been re-weighted to be representative of university academic staff in English HEIs. For more information on the weighting and other issues relating to the staff survey see section B. 1 of Appendix B. A survey of research students (full-time and part-time) was conducted in nine of the universities, where research students were those undertaking a Masters degree mainly by research or a doctorate. The questionnaire collected data on personal characteristics, employment history and career intentions. The survey was web-based. A total of 1330 research students responded, a response rate of 29 per cent. Survey data have been re-weighted to be representative of research students in English HEIs. For more information on the weighting and other issues relating to the staff survey see Section B. 7. Further details are given in Appendix B. 1. 2 Nomenclature Throughout this report the following nomenclature is used: †¢ Student when referring to the student survey refers to research student. †¢ ‘Academic’, ‘academic staff’ refers to those employed in higher education institutions on either the research grade or the lecturing grade. †¢ University is used to refer to all higher education institutions, whether a university or a college. New and old universities. New13 universities are those that received university status in 1992 (when polytechnics and many colleges of Higher Education converted to university status) or later; old universities are those which had university status before this date. 1. 3 Report layout The structure of the report is as follows. The next chapter sets the scene by presenting evidence on turnover and recruitment an d retention problems in higher 12 The aim had been to survey staff and students in twelve universities. Unfortunately, not all the universities were able to supply the sample, either due to data protection considerations or due to difficulties providing an email contact list. 13 This nomenclature is in common use now, but, previously, ‘new university’ was used to denote universities established in the 1960s and early 1970s. Perhaps the term was also used in the nineteenth century to refer to the redbrick universities when the sector was expanded in the Victorian era. 6 education. It also presents evidence on the factors affecting recruitment and retention of academics. Chapter 3 then describes the structure of academic employment in Higher Education, including the grade structure and contractual status, and the main characteristics of academic staff. This description is used to raise some of the factors which might affect recruitment and retention. Chapter 4 continues with the theme of structure, focusing on pay, and examines relative pay to investigate whether pay differences may be a cause of recruitment and retention difficulties. Both domestic and international comparisons are made.

Sample of Narrative Essay Conclusion

Sample of Narrative Essay ConclusionA sample of narrative essay conclusion is a number of that form, which most college students will be taught at the onset. The length of this essay will vary by individual, but will mostly remain below 100 words and usually one page in length. As such, there are various guidelines that you should consider while submitting a sample of narrative essay conclusion.The first thing that you will need to remember is that the editor of the student's final project will not be your student. This means that he or she should not be concerned with your opinions or needs. The student should just do the best they can, and this will help them prepare for the 'real world' as they will need to deal with different types of people, including some whom they would never have expected to engage in discussion or debate with them. This is also one of the greatest advantages of writing a sample of narrative essay conclusion: it allows you to get a feel for how other people w ork and helps you prepare for the actual exam.The next thing that you need to remember is that the sample of narrative essay conclusion is only a sample. The real essay is the real thing. It is meant to stand on its own and convey the message clearly. While you should still try to see where you could improve the sample, don't get carried away by the task and try to come up with a conclusion so brilliant that you will outshine the student who sent you your sample.In addition, make sure that you understand the purpose of the sample before you submit it. Most times, you will be asked to write a three to five paragraph sample, and it is important that you realize that while the writing may be about you, that is not what it is about. Make sure that you understand exactly what the sample is about before you begin to write.Finally, make sure that you make sure that the ending of the sample is something that readers can identify with, rather than something that is unclear. You may think tha t you are giving the ending, but you really are just being descriptive of your own unique idea. If you want the readers to get an idea of what you are trying to say, then the ending should be strong enough to support the message.Some of the tips that we have outlined above are probably pretty obvious, but for those writers who are new to the subject, it is important to be able to put together a sample of narrative essay conclusion and read it in order to get a better understanding of the subject matter that they will be dealing with. As such, you will need to understand exactly what you are going to write, and then try to find a way to convey it as well as possible. While this article has given you a few pointers, I am sure that you will have your own ideas of how to come up with a sample of narrative essay conclusion that will show off your natural writing style.Keep in mind that you cannot expect to get all of the material covered in the sample of narrative essay conclusion to be an exact copy of what you are actually writing, but it is important that you are able to follow along with the final results. It is often better to plan ahead, make sure that the sample is to the point, and then to come up with a conclusion that tells the reader exactly what it is that you are trying to convey.