Criminal justice Essay Example | Topics and Well Written Essays - 500 words - 14

Criminal justice - Essay Example (socyberty.com/social-sciences 2011). Police presence in any situation, in most cases, is a crime prevention measure. While the police do fight crime, the media does not always depict the police in a realistic light. The police are shown as being in a position to sacrifice their lives to uphold and enforce the law; however, this label is real but an over-emphasized depiction. As police go through the day to day deed of fighting crime, the media does not report the ordinary times between events. (Dantzker, 2003). Events that occur without inflated incident will be less likely to be noted by the media due to lack of interest or drama involved on viewers. (socyberty.com/ 2011). Television plays an important role in the myths associated with police crime fighters. According to Dr. Podlas the overall pattern of television programs that viewers are exposed to cultivates a common perception of reality. (Podlas 2006). â€Å"The â€Å"reality† tends to mirror what viewers see on the TV screen.† He contends that people who watch a great deal of television will see the real world as a match to television. (Podlas 2006). The news media do, in fact, overdramatize crime. (C. Michael, 2009). Examples of over-dramatization are such things as racial and ethnic crimes. Television news stories about drugs show blacks 50 percent of the time and white 32 percent of the time. However, statistics show that only 15 percent of illegal drug users in the US are black and 70 percent are white. Newspapers also focus their attention to white crime victims even though most violent crimes are interracial. (C.Michael 2009). The media manipulates reports through misleading information or bias. They randomly select people to interview who support the reporter’s view. Also, vital information, such as history and background information, is purposely deleted from a crime story. (C.Michael, 2009).

Annotated Critique of pain assessment tools Sport inventory for Pain Bibliography

Critique of pain assessment tools Sport inventory for Pain - Annotated Bibliography Example The research used a sample 134 base jumpers and Sports Inventory for Pain as its measurement instrument. The participants were approached prior to an event and their involvement was based on free informed consent. The paper concludes that personality traits possibly exist to determine pain coping responses among base divers.i Base diving organizers and participants should therefore consider personal experience in predicting involved pain in base diving (Griffith, Hart, Kessler and Whitmire, n.d.). The research article, as was authored by Bourgeois, Meyers and LeUnes, sought to examine applicability of Sports Inventory for Pain as a tool for measuring the level of pain among sports participants. The research does not have direct research questions but develops a clear objective. With its primary objectives of improving the version of Sports Inventory for Pain and to determine the â€Å"factorial and empirical validity† of the improved version, an implied research question would be, ‘do the revised version of Sports Inventory for Pain have a factorial and empirical validity?’ The research, upon consent from both participants and the University’s review board, subjected participants to an initial version of the tool as well as the improved version. SAS was then used to evaluate the two measurement tools.ii The research concludes that the revised tool is potentially applicable in forecasting individual’s ability to endure pain. It therefore offer s a basis, to athletes and physicians, for ensuring safety measures upon injuries (Bourgeois, Meyers and LeUnes, n.d.). This research aimed at examining the degree of validity of the tool, Sports Inventory for Pain. This develops a general scope for the research’s question, ‘does Sports Inventory for Pain have a psychometric validity?’ In order to conduct the investigations, the researchers conducted three studies in which volunteer university students participated. In the first study, seventy

Paraphrasing Assignment Example | Topics and Well Written Essays - 250 words - 2

Paraphrasing - Assignment Example (Audubon 1990, pg. 17) Research has shown that out of the one thousand lives lost as a result of bicycle accidents three quarters results from head injuries and half of these deaths affect school children. Another study also indicated the use of helmets reduces chances of head injury by approximately 85% through provision of a cushion to head as well as the absorption of shock (Unused life savers Consumer Report 1990, pg. 348). Matisse in the most excellent artist among the contemporary artists in making realistic scenarios to his viewers; an example of his work is the Casbah Gate which is mostly known to many of his fans as the Bab el Aassa. It exhibits a feeling of the breeze as essential to well-being and a smell of oranges as crucial to constant life. This piece of work is strategically located on a wall near the Sultan’s palace. The painting on the wall is made by rough pieces of ivory to form an aqua blue together with a rose that is surrounded by a gray outline to give the viewers a feeling of tangier afternoon as well as an artful occurrence of the bowaab which faces the entry of the Gate (Plagens1990, pg. 50) Despite the fact that Sear Towers is considered as the greatest achievement in the Skyscraping Engineering dimension, engineers as well as architects are still enthusiastic to develop the tallest buildings in the world. This has raised concerns on the maximum height in which buildings can be erected. A building twice as high as the Sear towers has been designed by the famous Structural Engineer William and has a dimension of half a mile in height. Research by Sobei depicts that the contemporary technology can capacitate the construction of a five hundred story tower (Bachman 1990, pg.

Corporate Social Responsibility for Multi-national Organizations Essay

Corporate Social Responsibility for Multi-national Organizations - Essay Example Companies like GE, BP, Starbucks, Dell, Pfizer, and Apple are loved and hated by many people for many different reasons (Colvin, 2006). However, none of these companies can afford their brand name and image to be tarnished in any way. Undoubtedly, we are living in the information age and even rumors about a company’s suppliers maltreating employees in China, or the company’s employees facing racial as well as gender based discrimination can have real effects on the bottom line of the company. Even though it is possible for a company to be appreciated based on its financial performance alone (Forbes, 2005), greater appreciation comes with social responsibility along with financial performance (Natural Health, 2005). The combination of these two forces means that a company has to be extremely careful in maintaining its image as well as its profits. Social responsibility is not merely an idea for exceeding the ethical responsibility of a company; it is the chance to seek out an image that has remained exclusively in the domain of NGOs and social organizations i.e. being a ‘green’ company. While this implies being environmentally friendly, the environment includes a lot more than making sure that the smokestacks of the industry do not create more than an acceptable level of pollution. In the context of social responsibility, the environment also includes the business environment of the company including who supplies material to the firm and who buys its products. Strangely enough, GE has been rated as the most admired company in America (Fisher, 2006) as well as the world (Demos, 2006) yet it has only published two corporate responsibility reports in all its existence. The first one was published in 2005 and the second one was published this year (GE, 2006). Considering that several other companies have been publishing such reports since 1995,

An Evaluation of Academic Performance of Grade Essay Example for Free

An Evaluation of Academic Performance of Grade Essay Introduction â€Å"Bright minds make bright future! † Preparatory children nowadays are far  Ã‚  better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the  preschooler’s memory retention that serves as the foundation of their education. Kids today  are more willing and not afraid to  try to discover new ways and methods of learning. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the  enormous gap facing children in  poverty. Preschool gives our kids the strong  foundation they need to be  successful in school and in life. Children who attend pre-kindergarten programs have bigger  vocabularies and increased math  skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number  of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B. F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nino Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration. Research Paradigm Independent Variable Dependent Variable Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study. Statement of the Problem This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Nino Elementary School, Division of San Pablo City. Specifically, this study sought to answer the following questions: 1. What are the mean pre-test scores of the two groups of pupils in terms of the following: a) Sensory, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual- Motor Integration? 2. What are the mean post-test scores of the two groups of pupils in terms of the following: a) Sensory Discrimination, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual Motor- Integration? 3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance? Hypothesis The hypothesis stated below was tested in this study. There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following: i. Sensory Discrimination, ii. Concept Formation, iii. Numeracy, iv. Reading Readiness and a. Construction and Visual- Motor Integration? Significance of the Study This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons: Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance. Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom. Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils. Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience. It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country. Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained. Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into. Scope and Limitation of the Study The focus of the study to be conducted is An Evaluation of Academic Performance of Sto. Nino Elementary School, Dapdapan, District, Division of San Pablo City. It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils. The respondents of the study will be eighty (80) pupils of Sto. Nino Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE). Definition of Terms For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference. Public Elementary SchoolsThese are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children. Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes. Concept FormationThese refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy. Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Nino Elementary School Public Elementary school situated in Brgy. Sto. Nino, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references. Related Literature Philosophy and Goals of Elementary Education. Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual. Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc.DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life. DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum. In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum. Pursuant to DepEd Order No. 15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment. The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum. The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment. â€Å" Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources. † Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium. (Eduardo J. Angara, 1997) The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as â€Å" Barangay (village) Level Total Protection of Childen Act† has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers). (PTFE 2008). According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of â€Å"hurt feelings† and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will. Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum. According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools. Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine. Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality. Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment. It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period. Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics. According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school. Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford Binet or similar verbal test. The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework. If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure. However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively. It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children.

Hindi gk Essay Example for Free

Hindi gk Essay To acquaint students with the economic problems and solve the problems at local and national level To familiarize students with basic ideas in economics To foster an urge among students for effective participation. To prepare students to cope with stress and strain. To develop an understanding of the nations resources To develop among students a favorable attitude To help the students to understand that various sectors must develop equally. To develop among students a passion tor social Justice. To help students to acquire skills. Objectives of teaching economics at Higher Secondary Level: 1 . To acquire the knowledge of facts, terms, concepts, trends, principles, problems and processes of economics. 2. To develop understanding of trends, principles, processes, etc in economics. 3. To apply the acquired knowledge and its understanding to unfamiliar situation. 4. To acquire economic skills like drawing maps, charts, tables, diagrams, graphs, etc. 5. To evelop interest in the subject and problems related to the economic life of the people. 6. To develop desirable attitudes necessary for developing a broader outlook. ) Correlation of Economics with Commerce, Mathematics, History, Geography, Science, Languages. Meaning of correlation: 0 Technique which establishes reciprocal relationship between different subjects of the curriculum for the better and clear understanding of the subject under discussion. 0 Acc. To Raymont, No subject is ever well understood and no art is intelligently practiced, if the light which t he other studies are able to throw upon it is eliberately shut out. 0 Knowledge is one invisible whole, which cannot be divided into water tight compartments. Reasons for correlation: 0 Stability of knowledge 0 Economy of knowledge 0 Development of interest in the subject 0 Makes the burden of the curriculum light 0 Development of human and social qualities Types of Correlation: 1) Incidental Correlation: correlation between subjects occurring by chance not planned. 2) Planned Correlation: Its a deliberate attempt to correlate subjects. There are two types of planned correlation: a) Vertical Correlation- correlation of economics with various branches of economics ) Horizontal correlation- correlation of economics with other subjects c) Correlation with life. Correlation of Economics with Commerce: Main aim in Commerce is 0 to study about business, industry, trade and organization 0 study all activities beginning from production and leading up to distribution 0 study of trade, banking, export, import, book-keeping, etc All the above are closely associated with economics. Economics and commerce cannot be studied separately. They are inter-twined. Through the knowledge of commerce, it is possible to run the economy of a country more efficiently. Correlation ot Economics witn Mathematics: 0 There exists very close relationship of economics with mathematics particularly statistics. Most of the economic theories are propounded on the basis of statistical data. 0 In economics we make use of various mathematical symbols. 0 To formulate theories, Geometry and Algebra are widely used. 0 Without statistics the knowledge of economics remains incomplete. Marshall said, Statistics are the straw out of which, I like every other economist have to make b ricks. 0 To draw graphs, sketches, and tables the teacher of economics depends on mathematical knowledge. Correlation of Economics with History: 0 Both subjects are social sciences. 0 After Industrial Revolution production of quantity and quality of goods improved. Also resulted in competitive business for marketing of finished goods. Gave rise to infighting among various developed European powers which resulted in huge wars and new powers emerged. 0 First and Second World Wars were fought for economic considerations. 0 To get knowledge of various economic factors that were responsible for various historical events, we have to depend on history. 0 History tells about the economic development of various countries. When we read a particular period in history, we learn about economic conditions prevailing in that period. The beginning of medium of exchange such as gold coins and others are studied in history. Correlation of Economics with Geography: 0 In economics we study about various goods. The production is governed by various geographical factors such as nature of soil, climate. 0 Economic conditions of a country depend to a large extent on its geographical conditions. 0 India could become a great power in ancient times because of its geograp hical situation and other conditions. Agriculture, industry and other economic activities depend to a large extent on geographical factors. C] Availability of raw materials means of transport and types land (plateaus, deserts, mountains, etc) are considered in major decisions of business. 0 Certain industries and trade develop in a particular place when geographical conditions favor them. Correlation of Economics with Science: 0 Teaching is a technical Job. It requires certain qualities of head and heart. Every teacher must familiarize herself/ himself with the time honored maxims of teaching which are evolved as a result of long experience in teaching and research in ducational psychology. To explain the concept of Diminishing Marginal Utility give water to a student to drink and ask other students to observe how is urge for drinking water decreases gradually at that point of time. v) Particular to General 0 Examples and facts should be presented to students before giving them the general rules or principles. 0 Study of particular facts should lead the children themselves frame general rules and generalizations 0 Same principle adopted in inductive method of teaching 0 E. g. discuss adulteration of different products, cheating done to consumers and then teach the concept of Consumer Protection.

HR Policies and Practices

HR Policies and Practices Motivating and Retaining a Multigenerational Workforce Through HR Policies and Practices Abstract In todays workforce management must learn to engage their employees who are of different generations and backgrounds. With roughly half of the workforce primarily Baby Boomers who are expected to retire within the next decade, management must learn to cope with loosing primary employees and training Generation Y and X employees on how to successfully complete Baby Boomers jobs. In the meantime, management must also learn how to keep each generation motivated and feel appreciated in order to produce the companys mission statement successfully. HR professionals will need to ensure management is aware of what the future holds by strategically planning and aligning employees to reach future goals. Introduction There are three generations that make up todays workforce: Baby Boomers, Generation X, and Generation Y. In order for management to successfully manage their organization, they must understand what drives and motivates each generation, what specific behaviors each generation posses, and what values they each perceive as important for their work environment. Since each generation is different, experts suggest that managers adjust their style of leadership in order to avoid problems (Crampton, 2006). The focus of the recommendations tends to be on Generations X and Y. Less attention is given to Baby Boomers and Veterans, because after all, they are about to retire (Crampton, 2006). As management begins to focus on what makes these generations different from one another, they will be able to maximize the organizations profits and prolong competitiveness in the future economy. To better understand each generation, we must gain knowledge about each one individually. Piktialis (2006) briefly describes each generation: â€Å"-Baby boomers, ages 41-59, make up almost half the U.S. workforce. They grew up during an era of economic prosperity and experienced the tumult of the 60s at an impressionable age. Baby boomers tend to be optimistic, idealistic and good team players. They are driven, love challenge and want to be stars and build stellar careers. Because they have had to compete with each other at every step of their careers, they can be highly competitive. -Generation X, ages 28-40, makes up just 29 percent of the workforce. This generation witnessed parents experiences with corporate downsizing and restructuring in the 70s and 80s. Raised in an era of two-earner households and rising divorce rates, many of them got a childs-eye view of work-centric parenting. They value flexibility, work-life balance and autonomy on the job, and appreciate a fun, informal work environment. They are constantly assessing how their careers are progressing and place a premium on learning opportunities. They are technologically savvy, eager to learn new skills and comfortable with change at work. They appreciate frequent and honest feedback from their managers and mentors. -Generation Y, ages 27 and younger, makes up just 15 percent of the U.S. workforce. Over the next two decades that percentage will grow to approach that of the baby boom in its prime. Generation Y tends to be well organized, confident, and resilient and achievement oriented. They are excellent team players, like collaboration and use sophisticated technology with ease. They are comfortable with and respectful of authority and relate well to older people. More than any generation that has come before, they are comfortable with diversity. They want to work in an environment where differences are respected and valued, where people are judged by their contributions and where talent matters.† (Piktials, 2006) As future managers, we need to analyze each generation separately and devise recommendations on how to fully engage employees to the commitment of the company. Here we will analyze Baby Boomers, Generation X, and Generation Y in more depth and learn what makes each one unique as well as how to properly communicate and achieve success. Baby Boomers Baby boomers were born between 1946 and 1964 and are predominantly in their 40s and 50s. They are well-established in their careers by now and hold positions of power and authority. This generation constitutes a large majority of corporate executives and other managerial positions of power. Their typical characteristics include optimism, politically conservative, and they are active, competitive, and focus on personal achievement and accomplishment. They work hard maybe too hard, and are often stressed out. They like to set and reach goals, continuously seek self-improvement, care for children and aging parents, and complain about things at work but accept them as part of the job. They are an idealist generation that has predominately experienced a world of peace (Fransden, February, 2009). With single-parent households, growing children, aging parents, demanding jobs, and approaching retirement, baby boomers cant find enough time to go around. Collectively they pushed the work week from a long-time standard of 40 hours up to 60, 70, or more hours per week. They often experience conflict with younger generations who do not share their values. Their primary work focus makes them the generation most susceptible to burnout and stress-related illness (Fransden, February, 2009). Baby boomers are characteristically loyal, work-centric, independent, goal-oriented and competitive. They believe that Gen-Xers and Ys lack work ethic and commitment to the workplace, and should conform to a culture of overwork. Baby boomers equate work and position with self worth; they are clever, resourceful and strive to win. Boomers are well suited to organizations with a strong hierarchal structure, and may have a hard time adjusting to workplace flexibility trends (Brazeel, 2009). Understanding the workplace differences between generations is more important now than ever. As companies look to hire over the next several years, they will interview and evaluate candidates spanning three age generations. Interviewers will meet with a multitude of candidates, and will come face to face with generational differences. Taking into account the foundational characteristics of each generation will add to a more robust assessment and selection of talent that meets organizational values and goals (Brazeel, 2009). In 2005, one in four workers was over age 50. By 2012, it will be nearly one in three, according to the U.S. Bureau of Labor Statistics. In fact, between 2002 and 2012, the fastest-growing group in the nations workforce will be the one made up of people between ages 55 and 64 (Cadrain, 2007). Labor statistics indicate that nearly 80 million Baby Boomers will exit the workplace in the next decade. These employees are retiring at the rate of 8,000 per day or more than 300 per hour. This is an unprecedented loss of skilled labor (Kane, February 2, 2010). As the shortage of workers escalates exponentially, future-focused leaders need to be strategic about how to keep t heir boomer talent engaged. The key, according to career counselors Beverly Kaye and Joyce Cohen, is to focus on the aspirations that middle-aged people in the professional workforce have developed overtime. Most senior boomers want to remain productive and to leave their mark on their company and their profession. Good managers will find ways to engage boomers interests and in so doing reduce attrition among their ranks (Anonymous, January 2010). Kaye and Cohen suggest that there are five strategies to engage baby boomers: Contribution: Encourage boomers to tap their unused talents. Help them explore their skills and interests and determine which ones spark creativity. How to begin? Ask each senior employee pertinent questions to discover their interests and talents. Ask questions like, â€Å"What are the favorite parts of your job?† and â€Å"What would you like to do more of?† or â€Å"Less of?† and â€Å"What would you like to learn in the next two years? H ow can I help you reach these goals?† (Anonymous, January 2010). Competence: Encourage boomers to raise their competence levels and quotients. In this era of self-management, employees must continually upgrade their skills and hone their behaviors. Besides content expertise, employees should develop their technical skills, be more aware of other generations, balance work and life, expand their language ability and cultural know-how, integrate new information, deal with change, and transfer knowledge. All of these are essential survival skills and abilities in the new workplace. Good management will help senior employees find a niche in the expanding array of new competencies (Anonymous, January 2010). Competition: Help boomers look internally and externally at whats happening in their professions. Managers need to coach direct reports to ensure they are aware of the impact of globalization, competition, deregulation, new technologies, and emerging skills that change the nature of their work. Employees should know how their current organization could be threatened in the not-too-distant future. At staff meetings or informal gatherings ask all employees, but especially boomers, questions like, What areas are growing within the firm? What are trends that could impact how we do our work here? What skills would it be smart to increase over the next three to five years? To get ahead of the curve in the profession, what could you and the firm be doing right now (Anonymous, January 2010)? Choices: Help boomers identify their desired type of work, level of commitment, and plan of action. Options like cross-training, rotational assignments, travel opportunities, short-term sabbaticals, temporary assignments, and transition management need to be carefully considered and implemented as needs arise. To begin, initiate a dialogue about their interest in each of these learning vehicles (Anonymous, January 2010). Changes and concerns: Encourage their ability to transfer knowledge and take ownership for making it happen. As baby boomers retire, the issue of knowledge transfer is essential and is everyones responsibility. Are experienced boomers working every day with younger people to help them understand problems and solutions? Legacy-leaving is a viable, cost-effective way to solve problems internally, escalate creativity and build the next leadership tier (Anonymous, January 2010). These five areas are fertile ground to launch and expand conversations. It doesnt matter who or what launches the discussion; what matters is that these conversations take place. Boomers have carried the ball for years. The shift to a new backup role will not be easy for many of them. But many others, with the capable guidance of firm managers, will realize that easy or not new responsibilities will be better than walking away (Anonymous, January 2010). There are skills shortages already among health professionals, teachers and public administrators. The average age of a registered nurse is now 47. There are upcoming shortages among scientists, engineers and manufacturing employees. Employers are beginning to take more notice and more action about the impending drain on talent and loss of knowledge, according to findings of a Society for Human Resource Management Weekly Online Survey of 483 HR professionals in March/April 2007, titled Future of the U.S. Labor Pool (Cadrain, 2007). Some examples of best practices for recruiting and retaining workers ages 50 and over are the Atlanta-based Home Depot and the CVS drugstore chain. Both have created a 50-plus employee brand: CVS promotes Talent is Ageless, and Home Depot promotes Passion Never Retires. â€Å"Both companies feature pictures of older workers on their web sites and have made their hiring and screening practices age-neutral (Cadrain, 2007). Some employers, such as Stanley Consultants of Muscatine, Iowa, have formal phased retirement programs that allow employees to move into retirement gradually by reducing their work schedules and permitting them to continue to receive a portion of their salaries as well as benefits such as health care and pension funds. Carondelet Health Network of Tucson, Ariz., has a seasonal worker program where older employees work fewer than three-, six- or nine-month contracts. Borders, of Ann Arbor, Mich., and CVS have snowbird programs aimed at retirees who split their time between homes in different climates. Home Depot offers benefits and tuition reimbursement for anyone who works more than 10 hours a week. The company provides annual wellness visits to identify and prevent chronic health conditions. Finally Baptist Health of South Florida (BHSF) has raised the level of its hospital beds to ease back strain on employees caring for patients (Cadrain, 2007). Generation X Generation X is the most interesting of today, being in between the Baby Boomer and Gen Y generations. This generation consists of those born between born between 1961 and 1976. They are mostly known as the â€Å"latch key kids, because they came up during a time when their mothers had to work and they had to stay home alone (Glass, 2007). Very different life events shaped members of Generation X the term coined by British authors Charles Hamblett and Jane Daverson in their 1964 book Generation X. Canadian author Douglas Coupland popularized this terminology making it part of the lexicon in his book of the same name (Glass, 2007). A growing body of literature suggests that this current group of young potential managers (also referred to as Gen X, Xers, and the Baby Busters) is a generation that appears to be significantly different from its predecessor (Sirias, Karp Brotherton, 2007). Born at a time when the divorce rate was twice the rate of Baby Boomers when they were children; there are far less members in Generation X than that of Baby Boomers. This is because there was easier access to birth control and also because people decided to have smaller families. There was no decision or way of controlling this during the Baby Boomer times (Glass, 2007). During the time of Gen X production, the US Social Security system began to come under scrutiny as potentially not being able to pay Gen Xers in their retirement years; an issue that still exists with Gen X and Gen Y today. This was also a time when it was popular for both parents to be working; something not at all common during baby boomer time. The term latch key kids stems from this, being kids who came home to an empty house, with a key literally on a chain (Glass, 2007). Glass suggests that its also important to recognize that these parents experienced one of the first rounds of mass corporate layoffs in the 1980s, which also shaped their childrens own work-related viewpoint (2007). This was a time when many factories were coming to an end and many people were being laid off. Mothers that were used to staying home and being housewives now had to go out and work to support their family. This is the cause for Gen Xers have little trust and faith in the organization they work for, and more so putting their family first. According to Sirias, Karp Brotherton, â€Å"Since an individuals work habits first develop in the early teens, the economic and political climate prevailing at the time of formation can strongly influence an individuals work values. Although a workers values do change as the individual matures, the generational experiences tend to influence work values more than age or maturation† (2007). The way the members of this group were raised, the things they saw and went through, are all contributing factors of them being the most criticized generation. Its critical for management to understand the different traits and styles of the generations. Generation X is characterized by many traits, but the most important being work/life balance, which is something they dont feel Baby Boomers have. Compared to baby boomers, they are often seen as skeptical, less loyal, and extremely independent (Glass, 2007). According to the SHRM study, there are three main areas where the generations differ: work ethic, managing change, and perception of organizational hierarchy. Xers tend to feel that if the work is done, it does not matter how it was done or where; they are much more concerned about the outcome than the process. They have a strong since of working on their own and become extremely irritated when micromanaged (Glass, 2007). Because they have been raised in the milieu of such things as computer-training, latch key social conditions, the shopping mall, MTV, video games and a myriad of other contributing environmental factors, current literature suggests that the Xers have demands, expectations, values and ways of working that are quite different from those who make up the current strata of management, particularly the Baby Boomers (Sirias, Karp Brotherton, 2007). With this being said, boomers and Xers are constantly at odds; and its managements job to break that barrier, by offering different forms of resources and ways of communicating. Members of Generation X feel that if they did not struggle for balance in their lives, all they would do is work; since due to the prevalence of PDAs and wireless technologies, they can and are expected to work everywhere. They are results oriented, and do not focus or care about the method used to achieve the results. Many Xers see baby boomers as resistant to new technologies and change. Also, when it comes to communication, they will use whatever form is most efficient, which is similar to the preference of baby boomers (Glass, 2007). Xers strive for balance in their lives, particularly between work and family, since they would be consumed by work given the technology to work anytime from anywhere (Beautell Wittig-Berman, 2008)). Another important trait for managers to understand about Gen Xers, is the fact that they truly enjoy feedback. Regardless of if its positive or negative feedback, they want to know how they are doing; which is contrary to baby boomers, who require little feedback. This can sometimes be a problem when an Xer is managing a Baby Boomer, because the Baby Boomer can become insulted due to specific instructions. This can also be a problem, because the younger managers sometimes feel intimidated by the boomer, making it difficult for them to give accurate feedback (Glass, 2007). So, how can management overcome this important trait within Generation X? Glass suggests simply asking the employer or employee what his or her expectation is regarding feedback and instructions, and then learning to adapt ones own approach to the answer (2007). A great manager will understand that some require more and less attention than others, just as well as some require different styles of feedback than others. There are several ways management can leverage everyone and win; and when doing so, there are four basic areas to focus on for overcoming generational conflict: changing human resource policies/corporate philosophies, ensuring an environment of effective communication, incorporating collaborative decision making, and developing internal training programs that focus on the differences (Glass, 2007). Glass states that, â€Å"Every generation wants to earn money, but that is not the only deciding factor in choosing and staying with a job. To better explain this, Xers are yet again compared to baby boomers. Boomers dont care to hear or learn about stock options, because they dont have time to exercise this type of benefit. On the other hand, Xers are greatly interested in this subject and trust when their companies actually teach about and offer this type of benefit (Glass, 2007). In terms of an example of how Gen Xers and Baby Boomers get along, one can bring up mentoring. Baby boomers tend to enjoy teaching or mentoring their younger generation. At the same time, Gen Xers seek the opportunity to learn and have extremely high standards for self-improvement (Glass, 2007). As mentioned earlier, the most important trait of Generation X is work/life balance. This is critical for management to understand, because a Gen Xer will pick a lower paying job if it offers less stringent work hours and far better benefits, in turn allowing for a greater work/life balance. Gen Xers will likely focus more on firms offering maternity leave and daycare benefits, which again, allow flexibility (Glass, 2007). They tend to focus more on the benefits, culture and flexibility of an organization when making a job decision. If a promotion is available, Xers will be more concerned about how everything else is affected before making the decision. They have begun to construct the strong families that they missed in childhood. Many organizations have not achieved the flexibility and work-family support that is consistent with their way of thinking (Beutell Wittig-Berman, 2008). Although its important to find a way to motivate and retain the other generations, this is a critical area to understand when trying to reach that goal with Generation X. The needs of most employees will change throughout their working lives; they may take on caring responsibilities, want to live in another country, or decide to embark on a completely different career. If one organization cannot meet these needs, they will not hesitate to look elsewhere for one that can (Deegan, 2009). Few companies adjust to these flexibility needs, but as Gen X becomes the new managers of companies in the future, this is likely an area that will change. Generation X brings a lot to the table, including a fresh perspective, effortless techno-literacy and an easy adaptability to change. As they take their places in the workforce, their ability to work effectively in teams will contribute directly to the success of their organizations. This is why its so critical for management to understand the different traits of the generations (Sirias, Karp Brotherton, 2007). Sirias, Karp Brotherton suggests that there are three variables that are important to gen Xers, which are: * Self-reliance Xers feel that individuals have to have the self-confidence to be able to perform their individual tasks. They strive to give 110 percent and if they do less than this, they are seen as a free rider or a burden to the team. * Competiveness Xers have a high level of competiveness, which should not be seen as an obstacle, but more so an opportunity. * The willingness to sacrifice yourself for the team To gen Xers, this represents a reflection as to the team should operate and that self-sacrifice is needed for team success. If management focuses on motivation in these areas when dealing with Generation X, success is prevalent. Its important to understand whats needed to retain the generation and its things like this that assist in that area (Sirias, Karp Brotherton, 2007). Gen Xers urge for individuality and have a higher potential for task effectiveness. As the workforce becomes more heavily populated by generation x, what needs to be considered are approaches in which organizations can modify team values and structures to meet the changing needs of the individual team members. Beautell Wittig-Berman suggests that Gen Xers value work-life balance, growth opportunities, and positive work relationships. They want challenging work that can be accomplished in a single day working flexible hours. They value flexibility and expect their employer to accommodate their work-family-life issues (Beautell Wittig-Berman, 2008). Work-family-life or what one can consider to be flexibility is by far the most important aspect of any company to Gen Xers. Although this may seem odd or overwhelming, companies that learn to adapt to this need can reap the benefits of this generation. The benefits that can stem from using flexibility as a motivating factor as follows: * Increased retention Employees are more likely to stay with a company that adapts to their needs and seems to care about their overall well being and not just the company. * Higher engagement and productivity Happy workers produce great goods or service. * Enhanced recruiting and competitive position When employers enjoy where they work, they have a habit of bragging to others about the company, which can lead to those individuals seeking the company when applying for new employment. * Reputation as an â€Å"employer of choice† Again, happy employees brag about the company, which leads to the word spreading of the company being one to work for. * Improved scheduling and coverage across time zones and continents This again stems from the employer feeling happy and content at work, which makes it simple for employees to work overtime when needed. This also makes it easy for everyone to learn to work together. * Reduced real estate costs Sometimes being flexible means allowing employees to work from home, which in turn saves the company space that would have normally been used. Employers that get the business case for flexible work arrangements will reap the rewards through increased employee engagement and loyalty, which in turn will drive their business to even higher levels of performance and productivity (Beautell Wittig-Berman, 2008). Managers should try to make work meaningful and fun for Gen Xers and understand their skepticism for what it is: a reflection of their honest observations about the relationship between employer and employee (Gibson, Greenwood and Murphy, 2009). Meeting employees needs does not mean compromising on performance; its about enabling employees to their full potential (Deegan, 2009). In sum, the relationship between the employer and employee is whats being judged. They dont just care about working, but more so about how work adapts to their personal life. Companies that pay close attention to the main motivating factor of Gen X will quickly run into understanding that flexibility is the key with this generation. Generation Y Although demographers often differ on the exact parameters of each generation, there is a general consensus that Generation X ends with the birth year 1977. Born in the mid-1980s and later, Generation Y legal professionals are in their 20s and are just entering the workforce. With numbers estimated as high as 70 million, Generation Y (also known as the Millennials) is the fastest growing segment of todays workforce (Rothberg, 2006, para. 1). According to the author of â€Å"Generation Y†, these folks â€Å"grew up with technology and rely on it to perform their jobs better† (Kane, 2008, para. 2). This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and prefers webinars and online technology to traditional lecture-based presentations. They always have cell phones and all sorts of other gadgets on hand (Kane, 2008). Some suggest that Generation Y people live on the fast track, and that they are â€Å"willing to trade high pay for fewer billable hours, flexible schedules and a better work/life balance† (Kane, 2008, para. 3). â€Å"While older generations may view this attitude as narcissistic or lacking commitment, discipline and drive, Generation Y legal professionals have a different vision of workplace expectations and prioritize family over work† (Kane, 2008, para. 3). Generation Y people are also achievement oriented. Just as mentioned on the article, the author describes this generation as one that has been: â€Å"Nurtured and pampered by parents who did not want to make the mistakes of the previous generation, Generation Y is confident, ambitious and achievement-oriented. They have high expectations of their employers, seek out new challenges and are not afraid to question authority. Generation Y wants meaningful work and a solid learning curve† (NA, 2006, para. 4). The authors of Leadership and the Future: Gen Y Workers and Two-Factor Theory describe Generation Y as being more idealistic than Generation Xers when it comes to the workplace but compared to Baby Boomer workers, they are described as being more realistic (Baldonado Spangenburg, 2009). They value teamwork and seek the input and affirmation of others. Part of a no-person-left-behind generation, Generation Y is loyal, committed and want to be included and involved. â€Å"Generation Y craves attention in the forms of feedback and guidance. They appreciate being kept in the loop and seek frequent praise and reassurance. Generation Y may benefit greatly from mentors who can help guide and develop their young careers† (Johnson Hanson, 2006, p.5). Rothberg states that those workers who are part of Generation Y workers â€Å"have a reputation for experiencing boredom and frustration with slow-paced environments, traditional hierarchies and even slightly outdated technologies† (2006). Dr. Larry Rosen, author of the Mental Health Technology Bible and TechnoStress: Coping with Technology @Work, @Home, @Play, argues that: â€Å"The biggest difference between members of Generation Y and those who came before them is that they have spent their entire lives surrounded by technology.†Technology just is for them. Its part of every aspect of their lives, unlike a lot of the people they will be coming to work for (Rothberg, 2006, p. 2). He suggests that the difference is more than a generational experience gap; its a difference in personality. Some state that the reason this generation is so different is because they grew up during one of the best economic times in the last 100 years, allowing them to grow with more luxuries than other generations (Rothberg, 2006). Baldonado Spangenburg point out that a survey was conducted in order to guide a descriptive study of Generation Y. It was designed to â€Å"explore motivational needs of Gen Y and their impact in the workplace† (2009, p. 2). Upon analyzing responses, several recommendations were provided in order for managers to be able to motivate this new workforce generation. The following is a list of suggestion provided by the authors in the article Leadership and the Future: Gen Y Workers and Two-Factor Theory: The authors suggest that companies should: 1. Support work/life balance in the workplace According to the article, Gen Y believes that their personal life is just as important as their professional life. It is recommended for companies to consider options such as fitness facilities/discount membership, education/training opportunities, flexible working arrangements, family leave policies, and childcare/eldercare programs. 2. Provide Gen Y workers with opportunities to grow in their job -Managers can provide Gen Y with challenging work as their skill and knowledge progresses. 3. Use achievement as a way to reward/motivate Gen Y workers Generation Yers are very interested in being recognized in their work environment. Suggestions include: employee of the month award and gift certificates among others. 4. Managers must clearly articulate safety and fun at work to employees. Having a fun and comfortable working environment can greatly motivate Gen Y cohort, according to the author. 5. Generation Y workers enjoy challenges. That is why the authors suggest increasing responsibility as a reward. This is considered a good motivator for this ever changing generation. 6. Finally, it is suggested for managers to create a fair salary/compensation package. (Baldonado Spangenburg, 2009, para. 14). According to the authors of the article Dont be so Touchy! The Secret to Giving Back to Millenials, constant feedback is an almost critical ingredient in performance and job satisfaction (Ferry Sujanski, 2009). The children of Baby Boomers, the Millennial Generation, have been raised in an atmosphere of high expectations, plenty of feedback and heaps of praise. They have received feedback on class assignments at each stage