Theoretical Reflections of The virtual Child Essay Example for Free

Theoretical Reflections of The virtual Child Essay Students should keep all course outlines for each course taken at Centennial College. These may be used to apply for transfer of credit to other educational institutions. A fee may be charged for additional or replacement copies. Course Description The final field placement experience will provide an opportunity for students to consolidate their learning from the previous three semesters of study and support their acquisition of the knowledge, skills and attitudes needed to make a successful transition from college to the workplace. Students who have reliably demonstrated excellence in their previous field placement experiences and academic studies, as determined by faculty, may opt to complete placement in a specialized setting. Others will have the opportunity to work in a preschool childcare setting. Faculty supervisors, through their observations of students in action with the children, will support students as they engage in the process of reflective practice to deepen their knowledge and understanding of their accomplishments and future goals. Final grades will be assigned based upon the competencies and grading system outlined in the field manual. Course Learning Outcomes The student will reliably demonstrate the ability to: The learning outcomes, which are based on CSAC standards, are expressed as competencies in the Field Practicum Manual. Each competency specifies the role performance. Essential Employability Skills (EES) The student will reliably demonstrate the ability to: 1. Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. 2. Use a variety of thinking skills to anticipate and solve problems. 3. Locate, select, organize, and document information using appropriate technology and information systems. 4. Analyze, evaluate, and apply relevant information from a variety of sources. 5. Show respect for the diverse opinions, values, belief systems, and contributions of others. Prior Learning Assessment Recognition (PLAR) Process(es): Assessment format is to be determined by the subject matter experts. Applications for PLAR should be completed prior to commencement of the semester of study. Please see the Centennial College Calendar Handbook for more details. Text and Other Instructional/Learning Materials Final Field Evaluation Manual 1st Edition Evaluation and Grading System Evaluation Description Weight /100 Final grades will be assigned based upon the competencies and grading system outlined in the field manual. 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This document is available in alternative formats upon request. Please contact the originating department or school of study. Students with disabilities who require academic accommodations must register with the Centre for Student with Disabilities. Please see the Centre for Students with Disabilities for details. Students requiring accommodation based on human rights grounds should talk with their professors as early as possible. Details are available on the Centennial College website (www. centennialcollege. ca ). If students are unable to write an examination due to a medical problem or unforeseen family problems, they should immediately contact their professor or program Chair for advice. In exceptional and well-documented circumstances (e. g. unexpected family problems, serious illness, or death of a close family member), students should be able to write a make-up examination to replace an examination missed. Use of Dictionaries Dictionaries may be used in field placement. Course, Program or School Policies. Students should familiarize themselves with the College Policies that cover students’ rights, responsibilities and the Academic Appeal process. For further information consult the Academic Matters Section in the full-and continuing education calendars. The Academic Appeal Application form is available from any Registrar’s Office. Cell Phones: Cell phones and Blackberries MUST be turned off in field placement. Please refer to the ECE Student Handbook and the Field Placement manual for specific details related to Policies and Expectations in Early Childhood Education Student Rights and Responsibilities Students should familiarize themselves with all College Policies that cover students’ rights and responsibilities. For more information on the following and other policies, please visit www. centennialcollege. ca/aboutus/respect or consult the Academic Matters Section in the full-time and Continuing Education catalogues. Respect at Centennial At Centennial College, we are committed to providing a safe and respectful learning, teaching and working environment for all students, faculty and staff that promotes equity. Policies have been put in place to ensure that Centennial is a place that demonstrates respect and consistency with the Ontario Human Rights Code. All incidents of harassment, discrimination, bullying and violence will be addressed and responded to. As a college, we take the position that all forms of harassment, including personal harassment and bullying, must be stopped. Please refer to www. centennialcollege. ca/aboutus/respect and www. stopbullyingnow. ca. Academic Honesty Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Students have a responsibility to be aware of and comply with standards of academic conduct. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty will be investigated and if warranted appropriate remedies and penalties will be applied, which may include a failing grade on the assignment/course, suspension or expulsion from the college. Grades Appeal Students and faculty have rights and responsibilities in the Grades Appeal process. Students who need to appeal a grade should consult the Grades Appeal policy and procedures. Progression and Academic Standing Students are expected to meet the academic standards of their School or program. The academic standing of each Centennial student is monitored during as well as at the end of each semester. Any student not demonstrating satisfactory progress will be informed of his/her standing in the College and will receive academic advising within their School. Unsatisfactory academic performance may result in conditional academic standing, probation or suspension. Faculty Support Professors are available to see students outside of class time. Students can contact professors via voice mail, email, or through their program or department office. Information regarding how to contact teachers will be provided at the beginning of the course and is also available in the program or department office. Campus Safety Students must produce official photo identification at any time during the semester when requested to do so by any college staff. Topical Outline WEEK TOPICS READINGS/ MATERIALS WEEKLY LEARNING OUTCOMES INSTRUCTIONAL STRATEGIES COURSE EVALUATIONS.

Airline Employee Work-Life Balance

Airline Employee Work-Life Balance CHAPTER II LITERATURE REVIEW A literature review is a concise overview of what has been studied, argued and establishes about a topic, it also entails about the major findings as well as reviewing the tools and techniques used by the previous studies. This chapter provides review of related literature associated with Work Life Balance of individuals employed in Nepalese Airline Companies. This chapter is divided into two sections. The first section consists of an in depth review of major literature and related theories. The second section presents a brief review of empirical works associated with perception of WLB and work satisfaction of employees of Nepalese Airline Companies (work-family conflict, family work conflict, family satisfaction and psychological health). The literature review has been organized under: a. Review of major literature and related theories b. Review of Nepalese Literature 2.1 Review of major literature and related theories Table 2.1 Summary of major finding Author Major Finding Greenhaus and Beutell, 1985 Work and family role interference suggests that responsibilities in separate domains such as work and family compete with each other in terms of limited time, psychological resources and physical energy, which leads to negative outcomes in both areas. Participation in the work role may interfere or enhance the performance in the family role, and vice versa, participation in the family role may interfere or enhance performance in the work role. Barnett Rivers, 1996 Work and family role enhancement suggests that participation in multiple roles can lead to better functioning in other life domains. Hill, Hawkins   and Miller (1996) High integration of work and family domains can lead to negative consequences, as high flexibility can blur the boundaries between those two domains Clark (2000) WLB is satisfaction and good functioning at work and at home, with a minimum of role conflict. Presented a border theory according to which family and work domains are separated by borders which could be physical, temporal or psychological. Domains of work and family are essential, as family and work are the most important elements of everyones life. Higher flexibility and lower penetrability between work and family domains can result in lower work-family conflict. Any competing demands of work and family life will cause conflict and negatively affect the wellbeing of workers Edwards et al., (2000) Referred to compensation theory according to which workers try to find more satisfaction in one domain to compensate for the lack of satisfaction in the other domain. (Grzywacz et al, 2000) Studies examining WLB and workers wellbeing were mainly conducted in the United States. Work-family studies have been dominated by role strain and role enhancement perspectives Work-family experience is a joint function of process, individual, time and context characteristics, and does not restrict the experience to either negative or positive. Barnett Hyde, 2001 Family is individuals who are married with children Greenhaus (2003) WLB is the amount of time and the degree of satisfaction with the work and family role. Balance between family and work domains also involves time balance, involvement balance, and satisfaction balance. Frone (2003) Presents a four-fold taxonomy of work-life balance(work-family conflict, family-work conflict, work-family enhancement and family-work enhancement, in which WLB is described as low levels of inter-role conflict and high levels of inter-role facilitation. WLB can be measured by work-family and family- work conflict as well as work-family and family-work enhancement Wise et al.,( 2003) Studies examining WLB and workers wellbeing were mainly conducted in the United Kingdom Bochner ( 2003) Studies examining WLB and workers wellbeing were mainly conducted in the Australia and New Zealand Collins et al., (2003) While assessing relationships between work and family domains, family life is considered as time spent with a spouse and children, ignoring other important aspects of family, such as time spent with parents, siblings and other relatives. Rothbard et al., (2006) Refer to spill-over theory according to which any feelings Allan, et al.,(2007) Research in sociology has been popular area of study for Work Life Balance. Sullivan et al., (2007) Research in gender studies has been popular area of study for Work Life Balance. Grzywacz et al., (2007) WLB is an accomplishment of role-related expectations that are negotiated and shared between an individual and his/her role-related partners in the work and family domains. There are different beliefs on how work-life balance should be defined, measured and researched Lambert et al., (2007) The majority of research on the correlation between work and family life refers with WLB and organization policies/ organization culture/ Human Resource management/ work commitment/ absenteeism/gender equality/ family life. Grady et al., (2008) Research in human resource management has been popular area of study for Work Life Balance Kelly et al., (2008) Research in organization studies has been popular area of study for Work Life Balance. Grady et al., 2008 Work-life balance is vital for individuals wellbeing, organizations performance and a functioning society. WLB is more comprehensive and includes family, community, recreation and personal time. WLB in its broad sense captures all aspects of employees personal and work life; this suggests that WLB should be focused on individuals, families, workplaces, communities, and society as a whole Casper et al.,(2011) Employees experience more conflict between work and family. Employees experience more conflict between work and family as they continue to follow the quality of life that they need therefor, Work Life Balance has been a necessity (Casper, Harris, Taylor-Bianco,   and Wayne, 2011). For business practices and academic research Work Life Balance has been an important topic. Research in different fields such as sociology (Allan Loudoun, R. Peetz, 2007), psychology (Greenhaus , 2008); (Frone, 2000), Human resource management (Grady, McCarthy, Darcy, Kirrane, 2008); (McDonald, Pini, Bradley, 2007), organization studies (Kelly, et al., 2008) and gender studies (Sullivan Smithson, 2007); (Hill Buchan 2005); (Sullivan Lewis, 2001) has been popular area of study for Work Life Balance. The literature review demonstrates some of WLB definitions. Clark (2000) describes WLB as satisfaction and good functioning at work and at home, with a minimum of role conflict. Clarke, Koch and Hill (2004) stated that WLB is an equilibrium or maintaining overall sense of harmony in life. Greenhaus, Collins, Shaw (2003) defines WLB as the amount of time and the degree of satisfaction with the work and family role. Frone (2003) presents a four-fold taxonomy of work-life balance, in which WLB is described as low levels of inter-role conflict and high levels of inter-role facilitation. Grzywacz (2007), Yavas and   Babakus (2010) believed that WLB is an accomplishment of role-related expectations that are negotiated and shared between an individual and his/her role-related partners in the work and family domains. The majority of research on the correlation between work and family life refers to WLB and organization policies or organization culture or Human Resource management or work commitment or absenteeism or gender equality or family life (Casper, et al., 2007). There are a number of studies examining WLB and workers wellbeing. These studies however were mainly conducted in the United States (Grzywacz Marks, 2000) the United Kingdom (Wise, Bond, Meikle, 2003), Australia and New Zealand (Bochner, 2003). In addition, several researchers (Greenhaus, Collins Shaw 2003); (Grzywacz Marks, 2000) noticed that work and family literature, while assessing relationships between work and family domains, considers family life as time spent with a spouse and children, ignoring other important aspects of family, such as time spent with parents, siblings and other relatives. According to Seligman (2012) and Hill (2005) the common consequences of poor WLB are depression and distress, leading to lower productivity, poorer work quality, higher absenteeism and staff turnover .Work-family research has generally been dominated by the study of family and work role interference. However, work and family role enhancement studies seem to be growing in recent years (Grzywacz Marks, 2000). Work and family role interference suggests that responsibilities in separate domains such as work and family compete with each other in terms of limited time, psychological resources and physical energy, which leads to negative outcomes in both areas (Greenhaus Beutel, 1985). In contrast, work and family role enhancement suggests that participation in multiple roles can lead to better functioning in other life domains (Bond, Galinsk Swanber, 1998). This study focuses on work and family role interference, measured by work-family conflict and family-work conflict. However, study on work and family role enhancement is suggested for further research. Bronfenbrenner (1979) insists that Work-life balance is vital for individuals wellbeing, organizations performance and a functioning society. There are different beliefs on how work-life balance should be defined, measured and researched (Grzywacz Carlson,   2007). Different terms are also used by different researchers while referring to work-life balance. Frone (2003), Greenhaus (2003), Clark (2000) refer to the term work-family balance whereas, Clarke (2004) refer to work-family fit, while Clarkberg (2001) refers to work-personal life balance and Grady (2008) refer to work-life balance. As work-family balance is often associated with traditional families which is   individuals who are married with children (Barnett Hyde, 2001), and this study refers to a family in both its traditional and non-traditional form; in order to avoid any confusion, the term work-life balance is used throughout this paper. Grady, McCarthy, Darcy and   Kirrane (2008) stated that the term work-life balance is more comprehensive and includes family, community, recreation and personal time. As stated by Dhas (2015) WLB in its broad sense captures all aspects of employees personal and work life; this suggests that WLB should be focused on individuals, families, workplaces, communities, and society as a whole. Several theories have been proposed by researchers to explain WLB. Clark (2000) presented a border theory according to which family and work domains are separated by borders which could be physical, temporal or psychological. Whereas, Edwards and Rothbard (2000) and Lambert (1990) referred to compensation theory according to which workers try to find more satisfaction in one domain to compensate for the lack of satisfaction in the other domain. However, Rothbard and Dumas (2006) and Grzywacz and Marks (2000) refer to spill-over theory according to which any feelings, emotions, attitudes and behaviors generated in one domain can be transferred or spilled over into the other   domain. Repetti and Crosby (1984), Rubin and Babbie (2010) and Grzywacz and Marks (2000)   proposed   more conceptual models where WLB can be measured by work-family and family- work conflict as well as work-family and family-work enhancement. Grzywacz and Marks (2000) implemented Bronfenbrenners   ecological  Ãƒâ€šÃ‚   model which suggests that work-family experience is a joint function of process, individual, time and context characteristics, and does not restrict the experience to either negative or positive (Bronfenbrenner, 1979). Clark (2000) explains that focus on the domains of work and family is essential, as family and work are the most important elements of everyones life. Any competing demands of work and family life will cause conflict and negatively affect the wellbeing of workers (Persons Bales 1955), (Frone, 2000). Piotrkowski (1979) and Clark (2000) agree that measurable aspects of WLB are satisfaction, lack of role conflict and an overall sense of harmony. Greenhaus, Collins, and Shaw (2003) and Pallant (2013) believe that balance between family and work domains also involves time balance, involvement balance, and satisfaction balance. Frone (2003) and Piotrkowski (1979) states that the measurable four aspects of the balance between work and family roles are: (a) Work-family conflict (b) Family-work conflict (c) Work-family enhancement (d) Family-work enhancement. As these components have bi-directional effects on work and family domains, participation in the work role may interfere or enhance the performance in the family role, and vice versa, participation in the family role may interfere or enhance performance in the work role (Eagle, Miles Icenogle, 1997), (Frone, 2003), (Grzywacz   Marks, 2000), (Frone, 1992), (Greenhaus Beutell, 1985), (Grzywacz, Almeida McDonald, 2002).This study refers to the definition of WLB presented by Clark (2000), Eisenhardt (2012), Wilmot and   Hocker (2001) who believed that WLB is achieved when there is no role conflict, and when people are satisfied with their work and family roles. This definition seems to be the most relevant to this paper, as participants WLB and work satisfaction was measured using work family conflict, family-work conflict, family satisfaction and psychological health. Any competing demands of work and family life will cause conflict and negatively affect the wellbeing of workers (Frone, 2000), (Clark, 2000). Clark (2000) explained that WLB is influenced by physical borders (workplace walls), temporal borders (working hours) and psychological borders (behavior and thinking patterns) between work and family settings. People cross these borders and make daily transitions between these two settings, often tailoring their focus, their goals, and their interpersonal style to fit the unique demands of each. Clark (2000) argues that keeping work and family lives separate enables the management of work and family borders; however integration of work and family lives eases transitions between those two domains. Each of these two approaches can improve employees well-being. This however is influenced by individuals preferences in terms of separation or integration. Clark (2000) found that higher flexibility and lower penetrability between work and family domains can result in lower work-family conflict. This again depends on individuals preferences regarding segmentation and integration. Research conducted by Fink (2009), Hill and Buchan (2005), Grandey, Cordeiro and Crouter (2005), Grandey and Cropanzano (1999) showed that high integration of work and family domains can lead to negative consequences, as high flexibility can blur the boundaries between those two domains. Flexible, integrative work-family arrangements can improve WLB by enabling employees to spend more time with their family . At the same time, when these integrating arrangements are so high that they blur work-family boundaries, they can worsen WLB and lead to higher work-family conflict, higher dissatisfaction with work and family life, and higher levels of stress or depression (Clark, 2000), (Hill et al, 1996). 2.1.1 Review of related theories.In this section, theories and concepts developed previously relating to Work Life Balance and its sub factors will be reviewed. Conflict Theory: In the social sciences, conflict theory refers to the theoretical approach that views social phenomena as the result of conflict between individuals or groups (Sidanius, 1993). The emergence of work life balance is due to work-family conflict and family work conflict generally. Conflict theory has developed at both micro and macro levels (Klein, 1996). Coser (1993) stated that the micro level studies the individual, and from his or her behavior seeks to draw inferences about collective behavior. Psychologists, social psychologists, and socio biologists locate the cause of conflict behavior in human nature either in the imperatives of survival that have programmed forms of aggressive and defensive response, or in individual aggressive impulses triggered by personality dynamics, such as ego need, frustration, and the projection and displacement of inner anxieties onto others (Levine, 2015) Sociologists, anthropologists, political scientists, and organization and communications theorists adopt the macro approach to conflict (Giddens, 2003). They hold that collective conflict behavior is not the product of individual behavior, but behavior socially induced either by a sense of collective grievance or by national leaders for purposes of defending the national territory or defeating another nation (Adorno, 2002). Tajfel (1979) explained that two groups may compete for scarce status, power, or resources without being in conflict. According to Coser (1993), conflict may have a positive social function. Some political scientists have asserted that conflict may be an unavoidable characteristic (Pondy, 1967). Conflict theory must take account of the motivation and perception of individual leaders and decision makers and to the extent that individual employees are engaged in the conflict by conscious appeals to their beliefs, the micro-level approach to conflict theory remains highly important to any comprehensive theory of conflict (Robbins, 2001). Gender Role Theory: One of the early Work Family Conflict (WFC) theoretical articles (Grandey A. C., 2005) proposed that WFC is intensified when the work and family roles are salient or central to the persons self-concept and when there are strong negative sanctions for noncompliance with role demands. WLB and gender role theories are interconnected as the perception of male and female are different (ONeil, Good Holmes, 1995). According to Grandey, Cordeiro and Crouter (2005) gender role theory, women are more likely to see the family role as part of their social identity than men do. Moreover, as womens roles in the workplace have increased, the expectations placed upon them in the family role have not diminished. Thus, when work imposes on family demands (WIF), women are more likely than men to develop a negative attitude toward the work because the job is more likely to be viewed as threatening a central social role (McLoyd, 1989). On the other hand, according Grandey, Cordeiro and Crouter (2005), men are unlikely to use this information to form work attitudes, because they are less likely to experience a threat to self if the job interferes with family time. Alternatively, at the turn of the twenty-first century, when dual-earner couples are common and women make up between 45percent and 50percent of the workforce in Westernized countries (US Bureau of Labor Statistics, 2002), (UK National Statistics, 2002). Waldron (1989) emphasied that the context-specific role expectations for men and women have changed.   The studies conducted by Grandey (2005) in US, college students have been gradually less likely to endorse traditional gender role views about work and family. In fact, the extent of WIF and FIW have been found to be similar for men and women, despite gender role theory hypotheses that women experience more WIF and men more FIW (Eagle, 1997); (Groves, 2008); (Gutek, 1991); (Halpern, 2005). In contrast, perhaps men and women do not differ in their reactions to WFC, perhaps when both partners are working; they will equally resent their jobs if work interferes with family (WIF) and appreciate their jobs if this is not the case (Grandey A. C., 2005). Consistent with gender role theory, several studies have supported the proposition that the relationship between global WFC and job satisfaction is stronger for women than for men. This may be spurious, however, because work characteristics may be different for women than for men on average, influencing both WFC and lower job satisfaction (Wayne, Musisca Fleeson, 2004). Gendered-Division of Employment: Gender plays an important role in shaping our lives as even the attitudes and social structures are gendered. In Nepal, the bread winner-home maker model is the fundamental principle of any household. Nepali society greatly believes on the gendered division of labor (Cameron, 1995). Mens and womens preferences are strongly influenced by the interplay between their own gender and the nature of the social structures they encounter (Bussey, 1999). System of domesticity that relies on male breadwinners and female home-makers is largely intact (Cameron, 1995). A substantial minority of U.S adults still believe that men and women should have different work and family responsibilities (Pew research center,2013). Spillover theory: Spillover theory assumes the conditions under which the spillover between work and the family is positive or negative (Korabik, 2009). Research documents that if work-family interactions are strictly structured in time and space, then spillover in terms of time, energy and behavior is generally negative (Grzywacz Marks, 2000) . Research also supports the notion that work flexibility, which enables individuals to integrate and overlap work and family responsibilities in time and space, leads to positive spillover and is instrumental in achieving healthy work and family balance (Hill, et al., 2003). Compensation theory: Compensation is the set of valuable things that is given to employees in exchange for their labor (Sass, 1997). Usually compensation is money which is given to employees as an hourly wage or salary (Lazear, 1996). However, in addition to pay, some organizations offer benefits, stock options, bonuses, profit sharing, commissions, allowances and other rewards (Gerhart, al.,1995). 2.2 Review of Nepalese Literature Table 2.2 Summary of major finding Author Major Finding Tamang (2008) Role ambiguity influences WLB negatively; More ambiguous at work place lower the level of work life balance. Role conflict is positively related to work life balance Negative relationship between role overload and hours spent on paid work with WLB. Positive influence of all family stressor with WLB. Hours spent on household work is most influencing variable Positive effect of WLB on organizational commitment. Employees in the Nepalese hospitality industry do not feel any adverse effect of family domain to work life balance. Yadav and Rani (2015) The most significant issue to influence and develop WLB is organization commitment and individuals commitment. WLB strategies can help organizations in generating stress free environment. The study completed by Tamang (2008) seeks to explore the causes that influence individuals work life balance and its effect. This study was performed due to increasing number of day care centres in Kathmandu which shows Nepalese employees are looking for balancing their work and life domain. The researcher found that in one of the day care centres located at Kathmandu named Stepping Stone Pre-School takes care of 30-35 children some of them aged below 1 year as well. Children arrive early in the morning stay there till evening. With this regard, the researchers primary focus was to explore the condition of work life balance in the Nepalese context. The study examines the work life balance and its cause and effect through a survey conducted during 2008 in nine different stars hotels of Kathmandu, Nepal. Employees of these hotels were surveyed to determine the level of work and family stressors as antecedents, balancing between work and family, and organizational commitment as consequ ence of work life balance. Descriptive statistics were used to explore the condition of work life balance. Regression analysis was also used to examine the cause and effect relationship of work life balance (Tamang, 2008) In the study of Tamang (2008) the following theoretical framework was used:   Ãƒâ€šÃ‚   Source: Tamang (2008) Figure 2.1 Theoretical framework for work life balance by Tamang. According to Tamang (2008), the following has been discovered: The study found first variable, role ambiguity, as important variables from work domain to influence on work life balance negatively as per theoretical expectation in the context of Nepalese hospitality industry. More ambiguous at work place lower the level of work life balance. Second variable role conflict has been found positively related to work life balance. On the other hand, the study found negative relationship of both variables role overload and hours spent on paid work with work life balance. However, the relationships discussed earlier except of role ambiguity were found statistically insignificant. The study found the positive influence of all the family stressors under study with work life balance in contrary to prior theoretical expectation. Among them the relationship of hours spent on household work alone appeared statistically significant representing most influencing variable from family domain, meaning that engaging in household work leads to feel having good balan ce between work and family in the Nepalese hospitality industry. At the end, the study found the positive effect of work life balance on organizational commitment as per theoretical expectation. In conclusion, the study explores the condition of work life balance in the context of Nepalese hospitality industry. The result shows low level of work and family demand, and good balance between work and family. In fact, employees in the Nepalese hospitality industry do not feel any adverse effect of family domain to work life balance. Especially employees feel good balance between work and family when they get involved in household activities more. On the contrary, ambiguous role at work alone was likely to feel imbalance between work and family for employees in the Nepalese hospitality industry. Finally, the present study provides evidence that the organization can be ensured the increased level of commitment among those employees having good balancing between work and family (P. 96) Another study by (Yadav, 2015) on female work force in Nepal concludes that the most significant issue to influence and develop Work-Life Balance is organization commitment and individuals commitment. The suggested work-life Balance strategies such as appropriate compensation and benefits, better employee relations, challenging job description, employee support plans, suitable employee Grievance Cell, creating productive work environment, family friendly policies, organizing workshops, can help organizations in generating stress free environment for working people and help improved Work life balance.

Why Planning Is Necessary. :: essays research papers

Adding a Town Planner to Your Staff Planning in any town is an important part of the growth, development and sustainability of the citizens and businesses in that town. I believe that your town council could greatly benefit from adding a planner to your staff. Planning suggests a systematic attempt to shape the future. It attempts to link scientific and technical knowledge to actions in the public domain, and processes of societal guidance and of social transformation. Planning entails making decisions and informing actions in ways that are socially rational. Planning serves a public or general purpose, such as ensuring the stability and growth of the economy; undertaking selected public investments and, in the absence of private sector interest, inducing desired actions on part of the private sector through various forms of subsidy; restraining private sector actions to safeguard the well-being of the population at large; redistributing income on grounds of equity; protecting individuals and businesses against the uncertainties of the market; and so forth. The planning process must continuously pursue and faithfully serve the public interest. Why is planning necessary? 1. To guide the overall economic stability and growth in a community - achieve a sensible and attractive land-use pattern - preserving or improving that which all ready exists - encourage economic development 2. To provide public services to meet the general needs of the community - location of public facilities - make sure that all are served with adequate toads, water, and sewer facilities - protect the general public health; minimizing threats to human health and life 3. To protect the environment - guide and manage development to minimize environmental damage - acquiring or developing land for parks or open space; achieving aesthetic and recreational goals - preserving resources for future use - saving nonrenewable energy sources The Origins of Planning Before the American Revolution municipalities appointed strong powers to control land use, thus shaping their own forms of â€Å"planning.† These powers came out of a European tradition that treated the town or village as an independent corporation, which might own, control, or dispose of most of the land within its boundaries. Many U.S. communities started as grants to individuals or groups, which then, by virtue of the grant, had the power to dispose of land within their borders. Thus colonial towns had formidable powers to shape their pattern of development. Quite obviously, the Revolution ended the practice of creating municipalities through the mechanism of royal grants to individuals. More important, it placed the bulk of political power in the hands of the states.

A Defect in Nurturing in Mice Lacking the Immediate Early Gene FosB Ess

Background to the Project In early 1995, an M.D-Ph.D student, Jennifer Brown, was breeding mice with an inactivated form of the gene FosB. With the inactivation of the gene, healthy pups from the mutated mice died quickly. Observing this occurrance, Brown found that the mother mice ignored her offspring. From this discovery, Brown proposed that the inactivation of the immediate early gene FosB causes a defect in the nurturing behaviors of female mice. To prove this, Brown bred a series of knockout mice with the inactivated FosB gene. She then observed the nurturing behaviors of the knockout mice and compared them to those of the normal mice. The Test Results FosB Mutant Development and Abnormalities: FosB mutant homozygous females were born and developed as any normal mouse, but were ten percent smaller than wild type mice. When the fosB homozygous females were mated with fosB homozygous mutant males, the resulting pregnancies were normal and carried to term. However, twenty-four to fourty-eight hours after delivery, the mortality rate of the pups was in excess of fifty percent. The high occurrance of lethality could be attributed to either the mutant mothers, the mutant pups, or both. To isolate the cause of the high mutant pup mortality rate, heterozygous males were mated with homozygous females and vice versa. As a result, it was found that the number of surviving pups in any given pregnancy relied primarily upon the genotype of the mother, and was independent of father or pup genotype. This supports the idea that the survival relies heavily on the nurturing ability of the fosB mothers. Physical Trait Analysis: To isolate the defect in the mother that contributed to the death of her pups, a physical trait ana... ...aper think that this is involved with the hypothalamus. The hypothalamus is located in the brain stem. The gene mutation did not effect any other functions of the mice. This indicates that FosB is exclusive to nurturing behavior. The discovery of the functions of the FosB gene in mice could lead to similar discoveries for the human genome. Ethical ramifications of such discoveries are a hot topic in current scientific society. What questions might be raised by such a discovery? If this gene does exist in humans, should people with mutated alleles not be allowed to raise their children? Should it be corrected in some way by science? Is having a mutated gene an excuse for child abuse? Is it a defense in court? The answers to these questions are not clearly defined, but there are several sources of information for the public to access before making up their minds.

College Admissions Essay: The Grand Tour :: College Admissions Essays

The Grand Tour    I had many objectives for my trip to Europe. These objectives included making drawings, researching aspects of Western European art and culture, and purchasing research materials while completing an extensive Museum tour beginning in Italy and concluding in Amsterdam.    My trip was eventful, and I did complete my original objectives. I spent six weeks in Florence Italy making drawings under the direction of Professor Barry Gealt, and while there toured the city of Florence and the Tuscan region extensively, visiting the Florentine Ufizzi Galleries, the Venetian wonder of San Rocco and San Marco, as well as the Roman Coliseum.    In search of French hospitality, and the likes of Monet, David, and Gericault, my art historical whirlwind tour landed me in the south of France, then on to the beautiful cities of Spain. While in Spain I visited Barcelona and toured the fairytale buildings of Antonio Gaudi, and rambled down the amazing Ramblas corridor in search of Tapas and spontaneous street performances. Leaving Barcelona, I had my eyes set on seeing the Spanish masters housed in the glowing walls of Madrid's Prado museum. As the intense museum tour rolled on I visited the home and museum of the nineteenth century master Sorrolla, and made drawings of his masterworks. It was from Madrid that I was able to catch a midnight train to Pamplona, arriving just in time to see the annual running of the bulls. I too had to run to catch my next train to Paris to ensure my visit to the Louvre.    It may seem that seeing painting after painting in each city I visited would dampen even the most zealous art enthusiast, on the contrary each new city brought on a new level of understanding that slides in a lecture hall or slick pages of a textbook cannot. To understand the influence of a cultural climate on an artists work while backpacking through the city that was their home is an incomprehensible experience.

Identify the Different Reasons People Communicate Essay

Effective and consistent communication within a setting, as indeed, within most realms of everyday life, is not merely desirable, yet vital. It ensures that the needs of all parties within the organisation may be catered for, according to their unique and individual sets of requirements. For instance, if we were to adopt a ‘catch-all’ philosophy within the setting, it is inevitable that many children would be sidelined and their particular set of needs not fully addressed. It is only through regular and thorough assessment and the effective communication of such, that we may arrive at a suitable evaluation and from there, put into motion the best possible course of action to meet the needs of children, their parents/ carers and staff most efficiently. Communication is key at every level within the setting. At it’s most basic, it is quite simply a tool to ‘ get the job done’ in the most efficient and timely manner. Recognising that communication is a varied and far reaching tool which can be done verbally but equally so, non verbally is key. Gestures, facial expressions, body language and tone of voice all convey a story to an other person. Remaining vigilant to the effect your actions may have on another is vitally important when considering the impact your ‘bad day’ could have on another. Simply acknowledging those around you in a positive manner, being affable and approachable, will all make for more pleasant and effective working environment for all involved. see more:reasons for communication The conveyance of information between staff members, parents and children alike within a setting, is central to the successful running of an establishment where the emotional, educational and physical needs of all involved are of paramount importance. Regular feedback to staff members ensures that any concerns can be addressed and the team can work together more effectively. From the very first beginnings when a child walks through the doors for the first time, a message is being communicated. It is vital then that a setting ensures that it is communicating the correct messages by establishing good first impressions with those who come into contact with the setting. A smile of acknowledgement is often all that is required to put new comers, both young and old, at ease. An open, friendly and professional demeanor will aid in the building of trust between the setting and parents/ carers and children as indeed, with any exterior organisations with which the setting may well need to work alongside, such as social services or perhaps occupational therapists. Regular contact with parents/ carers ensures that school is not a ‘closed book’ area of their child’s life with which they have no involvement. It is indeed crucial to a child’s scholastic career to have the support and input from their family members and settings benefit enormously from open and trusting relationships with parents/ carers where information can be shared and used to better suit the child’s needs. Regular and well delivered praise and reassurance can only serve to bolster and maintain a child’s sense of well being and esteem and establish boundaries without creating negative self image. Really getting to know each child and being able to pick up on what isn’t being said is also essential. A child’s need to express their emotions is critical to their development and they must be provided with a safe environment from which to do so.

Reviewing Classroom Management Plan Essay

In reviewing this classroom management plan, I will be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as well as the types of instruction, communication plan and the teacher’s personal philosophy. Classroom management involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. (Burden 2004) The management plan discusses how the visual environment will be set up to motivate the students to learn by having a star student board. That recognizes the student’s hard work both intellectually and socially. As well as having the walls decorated with posters and student’s artwork. There will also be plants and animals in the classroom that the students will be take care of in order to develop of sense of responsibility. It is important to make your classroom an attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a good classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth. (Furniture, 2008)The physical arrangement is set up in groups so that the students can use it as a work space as well as centers. By putting the desks in group it promotes group cohesiveness as well as helping with behavior management. It also helps students with different learning needs, because students get the help that they need by having their peers and teacher to help them. Having different centers in the classroom is an excellent way to incorporate many skills and concepts, but it is also a great way to target students’ different learning styles. This plan gives students a chance to express their different learning styles. By giving them a chance to work with other students in the book nook area or meet with them on the carpet at different designated times. The arrangement of furniture affects space allocation and space allocation has effects to the learning atmosphere. If the classroom looks narrow and small for students, they feel restricted and they do not interact well. On the other hand, if a classroom provides adequate space, students feel that there is space for interaction. (Furniture, 2008) The room is set up so the high traffic areas are free of congestion and there is plenty of space to be able to move around the room effectively. Some things that you could add to make the classroom more accessible for students in a wheel chair is by maybe adding a ramp outside the class room, and larger work space area for the student to be able work at instead of a traditional desk. The way the desks, tables, and other classroom materials are arranged affects instruction and has an influence on order in the classroom. (Burden, 2004) The plan does not tell how the teacher developed the rules. Ways that you could have the students become involved in the process of making the rules is by asking the students what things that they think should be a rule. Depending on the age of children, the teacher may need to reword the rules in positive way instead of a negative. When teachers collaborate with their students to identify the need for rules and procedures in the classroom it helps to establish an orderly and safe place for learning. When they are given the opportunity to help create the list of rules, students are more motivated to follow them. Students will understand that the rules are meant to keep them safe and help them figure out what to do. Rules are general behavioral standards or expectations that are to be followed in classroom. They are general rules of conduct that are intended to guide individual behavior in an attempt to promote positive interaction and avoid disruptive behavior. (Burden, 2004) For playground and cafeteria behavior the teacher has the students follow the classroom rules. Procedures are approved ways to achieve specific tasks in the classroom. (Burden, 2004) If students know the classroom procedures, the routine runs more smoothly and efficiently and less time is wasted. (Ashbaker, 2006) Establishing classroom procedures and rules helps teachers and students to stay organized. When the students have  clear expectations there are fewer behavior disruptions. Procedures tell students how to perform routine instructional and housekeeping tasks. (Sadlers, 2009) The teacher has set transitions for the students to follow for beginning of the school day, leaving the room, returning to the room and the ending of day. The transitions for starting the day is having the students put a card onto the bulletin board telling what they want for lunch, they will also find out what their job will be for the day. By doing this it teaches the student’s responsibility for making sure that their job gets done and they get to chose what they want for lunch. The students next need to go to their desks and do their morning working which gives all the students time to put their lunch card onto the bulletin board and find out their job. As well as letting the teacher get any last minute things ready for the day of instruction. The students have a set way of leaving the room in which they need to do the appropriate sign language sign for their needs. Then once the teacher acknowledges them, they also need to sign out on the sheet by the door and take the hall pass. When returning to the room the students needs to enter the room quietly and sign back in on the paper and return the hall pass and then return back to their work. By doing this it also forces the student to take responsibility for remembering the right sign language sign and also to make sure that the teacher sees the sign before they can get from their desk. As well as making sure to remember to sign out and sign in and take the hall pass and return the pass when they return back to the room. Transitions are movements from one activity to another. A smooth transition allows one activity to flow into another without any breaks in the delivery of the lesson. To reduce the potential for disorder during transitions, you should prepare students for upcoming transitions, establish efficient transition routines, and clearly define the boundaries for the lessons. (Burden, 2003) The children are taught sign language for the words drinking fountain, sink, and bathroom, which are non-verbal cues that the students can use to let the teacher know of their needs. As well the teacher also uses cues by raising her hand in the air to let children know that the classroom is getting too noisy. The students will then raise their hands as well and put their finger over their lips and immediately stop what they are doing and put their eyes on the teacher. By using sign language as well as other non verbal cues, it is a way for the student as well as the teacher to express themselves without disrupting the class. The teacher states that she will using multiple intelligences to include all learning styles, She will be using a combination of direct instruction, small groups and center to teach the students. There is no mention in the plan of how the teacher creates or delivers her lesson plan. To meet the needs of diverse students, instruction cannot be one-dimensional. By using various methods of instruction it helps each student to reach their academic potential. (Burden, 2004)There is a communication plan set up to keep the teacher, students and parents up to date on the student’s progress. The students will receive feedback on their assignments as well as assignments will be displayed on the front board. Each student will keep track of their assignments in their own personal assignment books. If a student stops completing their assignments then there will be a pink slip that will be sent home to the parent. Which will explain the assignment that was not completed the consequences as well the slip needs to be signed by a parent before sending back to school. There will also be a star bulletin board set up where the teacher will give the student positive feedback. Parent conferences will be held as well as having report cards sent home. This plan help the students receive some positive feedback from their teachers as well as letting them stay up to date on their homework assignments. Although I think this plan needs to include more ways for students as well as parents to receive frequent positive and negative feedback. Providing positive feedback helps the child to feel good about what they have accomplished. As well from negative feedback learn what skill or behavior they need to approved upon. Overall I like this class management plan; I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. In this plan the teacher set the tone for the class, by preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn should be every teacher’s major goal. In order to implement an effective classroom management plan in the classroom, without it the students would not be able to learn. The changes I would make are to include more feedback for students and information on how the rules and lesson plan were developed and implemented. Also let the students have a part in developing the rules, so that will have a better understanding of rules. They also will be more inclined to follow them and the consequences. Another thing that is missing is a behavior system that includes some certain of reward system for the students as well as the classroom for positive behavior and consequences for negative behavior. I would leave everything else the same; I think that the main components of the plan would work well with the needed changes that I have suggested. I think that a paraprofessional would be able to fit nicely into this plan by helping the teacher and students when needed. . References Ashbaker, B. & Morgan, J. (2006). Paraprofessionals in the Classroom. Boston, MA: Pearson Education, Inc Burden, Paul R. (2003). Classroom management: Creating a successful learning Community (2nd). JohnWiley & Sons. Maine Burden, P. (2004) An Educator’s Guide to Classroom Management. Boston, MA: Houghton Mifflin. Sadlers, Krista. (2009, November 2). How to Establish Classroom Procedures and Rules. Retrieved from http://classroom-organization. suite101. com/article. cfm/how_to_establish_classroom_procedures_and_rules Furniture Arrangement affects learning. (2008). Retrieved from http://sugearup. com/2008/09/furniture-arrangement-affects-learning.