Dramatic Intentions Essay

The play ‘A Midsummer Night’s Dream’ is complex on various levels. Comedy is a key level of complexity. I would focus on comedy associated with slapstick, this would aid in the development of my key dramatic intention of a victim theme. Examples of this theme can be found throughout the play but I am going to concentrate on Act 3 Scene 1. This is the scene were the mechanicals enter the wood. I feel slapstick would help aid the other comedy elements in this scene. Bottom’s misuse of language, wit and physical comedy will also feature highly in this scene. When staging the play, I would use an apron stage; this would establish a closer actor/audience relationship. It would also allow me to use a backdrop, yet bring the action nearer to the audience. This would also help create a more intimate atmosphere and aid in creating tension. My backdrop would be dark, using, browns, olive greens and black. I would use these colours in the form of huge tree trunks with olive green leaves; the black would fill the gaps and help create the idea of night. This would also add to the tension, as the mechanicals would be anxious of entering the wood. For the lighting, I would have it simple yet effective. I would wash the thrust in plain white, with a slight yellow/straw colour. I would want this to remain quite dim, but bright enough so that the audience could still see the action. With this lighting the actors are in the middle of the light, then surrounded by darkness, this would also help create tension as it would symbolise how the actors don’t know what surrounds them, and can only see in the area which they are rehearsing. To light the backdrop, I would use, batten floodlights to give a dim, but general wash. I would use green and purple; these colours would represent the fairy world, magic and a fantasy element, as the light is not from a natural source. I would have my mechanicals dressed in browns. I would use different browns but keeping them all similar. I think of the mechanicals as being dressed rather scruffily to represent their class and place in society. Bottom however would be dressed slightly differently. I would have Bottom in a suit, with a different jacket and trousers. I think this would convey his trait of his false sense of seniority. The other mechanicals, although wearing trousers and shirts, would wear brown, smocks/cloaks as no characters other than Bottom and Quince distinguishable from the group. There would be a suspended ‘fairy bed’ for Titania in the middle of the stage. This allows her to be onstage, but away from the action so she is not noticed until needed. I would highlight her presence with a pink light on her. The suspended platform would be draped in white material with flowers interwoven. This shows how she relates to nature. In the begging of Act 3 Scene 1 when the mechanicals enter, I want to establish some tension, but then break it suddenly with comedy. To do this, when the scene is set, I would have to actors walk on together huddled in a group. Bottom would be at the front of the group, leading the way. Although he is leading he would be cautious. The actor would keep his facial expression smirking nervously, with his eyes always moving and searching. The remaining mechanicals would look petrified and hold onto each other desperately, constantly looking round and moving closer together for reassurance. To help with the tension, I would add sound effects of twigs snapping when stepped on, and animal noises such as an owl. When the characters hear these sounds, they would look round with complete terror on their face and move on, slightly quicker then before. As the actors reach the thrust, they would form a rough line, and then push Bottom forward, then running forward to him when realising they have no one at the front. All the characters’ speech would be delivered rather nervously, but Bottom although nervous, would speak in an authoritive tone. When discussing the killing scene and the lion scene, the characters would be taking it very seriously, not considering the fact that they lack the experience or talent to fool the audience. Although this would not get an audible response from the audience i. e. a laugh, this would be designed to entertain the audience because of the characters’ nai veti. ‘†¦ that I Pyramus, am not Pyramus, but Bottom the Weaver’ The audience would find this particularly amusing when the actors sit to rehearse their play. While they are concerned they will be too convincing, Bottom and Flute both pronounce words wrong and must be corrected. To emphasise the word misuse from Bottom ‘†¦ For there is not a more fearful wild fowl, than your living lion†¦ ‘ and ‘ †¦ saying thus, or to the same defect†¦ ‘ the characters would have a puzzled look on their faces as Bottom continued their speech. The fact that no character corrects may show their ignorance or respect for him. Through out the scene up to ‘Come sit down every mother’s son†¦ ‘ the characters would be nervous but at this line they would become more easy in their surroundings, yet still nervous. This then helps with the irony of what happens next. As the characters become less afraid, puck enters unseen; the audience then know something comic will come soon. I find interpreting Puck as being dark and manipulative helps enforce the slapstick comedy in this scene, as he chooses victims for his amusement. I see Puck as small in height, mainly due to the way he walks, crouching low to the ground. He has very dark eyes but the white of his eyeballs stand out brilliantly. Puck has a tendency to rub his hands, which gives him a sinister air. With his line when Pyramus exits ‘†¦ I will to thee appear†¦ Puck: A stranger Pyramus than e’er play’d here†¦ ‘ the audience know Puck has selected Bottom as his victim and wait to see how he will amuse himself. When Bottom and Puck enter again would use slapstick for the mechanicals reaction. Bottom would enter from behind the actors so the audience could react first, Bottom would then deliver his line confidently, and over acting. The mechanicals then recoil towards the wings, falling over each other, the faces displaying the same fear the audience saw at the beginning of the scene. With Bottom left on his own, he becomes very nervous. The stage would then transform and I would add a slight purple wash on the thrust of the stage by using maybe a par can or single flood. This shows the audience that there’s a change in atmosphere and prepares them for something to happen. When Bottom nervously sings the bed would lower. There is irony in Titania’s line ‘What angel wakes me from my flowery bed? ‘ The audience know Titania has the juice on her eyes and that to her she is being serious. I would again use the word play in Bottom’s song ‘†¦ and dares not answer nay’ on nay the character would whiney like a donkey. This is wit and should make the audience to laugh, as it is visual also. In conclusion, I am using comedy to amuse and entertain the audience, but also it helps with the theme of victims when using slapstick. I find that when comedy if I use it to it’s full potential and bring the comedy to a high, the following scenes would have a greater impact on the audience. The following scene is Demetrius scorning Helena, which if performed well can bring the audience to a low. The scene could be so moving, the audience feel guilty for laughing at and enjoying the previous scene. The audience could then relate to the victims in the play, as they would feel that they have been a victim of guilt themselves. This is what I would hope the audience would get from my performance.

Character Analysis of Lara Croft in the Tomb Raider Franchise Essay

This ‘attention to detail’ would seem to support the representation of Lara Croft as a cyber bimbo as there is a strong emphasis on her being a ‘sex symbol’. This view point is supported by the general media, despite the creator of Lara Croft (Toby Gards) intentions for her to be sexy â€Å"only because of her power†. This can be seen through Robert Ashley of Official U.S. PlayStation Magazine description of Lara Croft as the first video game character openly thought of as sexy plus moreover Publications like Play, GameTrailers, and PlayStation Magazine listed big breasts as one of the character’s most famous attributes. Her sex appeal is so great that male players perform in-game actions to make Lara Croft repeatedly say phrases and view closer camera angles of her bust, while pornography featuring the character has been distributed via the internet. This viewing is not helped by the clothing she wears throughout the games. An opossitional sexist view arises from the fact that she is even sexualised through her attire when partaking in the action of the game. Throught the various Lara Croft games her outfits change correspondlingly to the missions, all baring emphasis on the thighs and legs, becoming more and more revealing. Outfits such as the ‘Dressing gown’ ‘Bikini’ and ‘Evening Gown’ in particular help pay homage to her ‘unobtainable’ attriubtes which make her such an errotic charcter. This differs greatley from the other male gaming protagonists generally in the media such as Max Payne or Hitman. Where we see it the norm for lara to parade around shooting people in almost her underwear it would be a very different story if hitman turned up to his mission wearing only boxers instead of his infamous suit. My personal opinnion on Lara varies in the context in which she is portrayed. I believe elements of the concept of Lara Croft bring to mind the implications of Sex thus fitting one of the views as her being a ‘Cyber Bimbo’. However it is true that alot of her attributes and actions can also show her in a more positive light as a ‘Feminist Icon’. Lara is a tough, independent woman, and an adventurer, who confidenly flinch from fighting men. Her hobbies consist of free climbing and shooting, which are uncommon and emancipated for a woman and she therefore breaks away from traditional gender roles. Many can say she more closeley fits a stereotypically male role, which may be due to the orignal character concept being a male. Her success may be a result of her body being so excessively exaggerated thus providing an example of how women are being reduced to relative creatures who can only be defined by their relation to men. However it would be an unfair argument to simply pin her success on her ‘enourmous boobs’ and ignore the other defining features of this likeable character. Lara Croft as a game in many ways can be as a respectable product. being one of the first female protagonists she helped expand the market to a wider audience, inviting more female gamers. The majority of the ‘Cyber bimbo’ critizism developed from the merchandise which appeared as part of the Tomb Raider franchise, such as magazine publications sporting lara in a sexually provacitive way, which was critized by the games designers and the commericials she features in, not the game itself.

Personal Professional Effectiveness Essay

Confidentiality can be defined quite simply as a set of rules or a promise that limits access or places restrictions on certain types of information, but in this assessment, we are trying to draw the connection between confidentiality and the links it as to my specific field of nursing as also the substantial impact it as on my role. Being more precise than broaden in defining what confidentiality means in my field of work, patient confidentiality is when the right of an individual patient to have personal, identifiable medical information kept private; such information should be available only to the physician of record and other health care and insurance personnel as necessary. It safeguards personal and/or medical information given to a health care provider making sure that it will not be disclosed to others unless the patient has given informed consent. This is becoming extremely difficult to ensure in an age of electronic medical records and third-party insurance payers, which is why I have chosen to choses to theme especially, to express my own concerns. The main focus of this assignment is to amplify our knowledge and understanding of the profession, ethical and legal issues that are associated with providing good care to patients in a health and care setting. This assignment is aimed to look at the issue of confidentiality, which is a highly imperative topic to use when I practice. I thought it was essential to write about confidentiality as it is something that everyone is entitled to, but don’t necessarily get which goes against some of the acts and legislations that will later be talked about further into the assignment. I defiantly want to single out this topic in relation to older adults. Through my training, which I admit I have done a few times myself; we forget that some adults do not have the ability to apply confidentiality to themselves. For example, a patient has asked for their moist bed sheets to be changed due to an accident that they had and repeating that information to others without taking the patients thoughts or feelings into consideration may have an substantial effect. Easy mistake, however confidentiality needs to be upheld to the highest and applied at all times. The Nursing and Midwifery Council (NMC, 2009), The Code: Standards of conduct (2008) enthuses, guides nurses, and midwifes to allow people to have the right knowledge about who they share information with and how we would go about it to provide the right care. It also enforces that we must disclose information if necessary, if we are to think the patient might be at risk or a risk to someone else, which entwines with the Data protection Act (1998) which will later be discussed. Guides such as these can defiantly influence the level of care in a positive way and the way we work with confidentiality. Accountability According to the NMC, The Code its states that as professionals/ student nurses we are liable for our own actions and omissions in our health and care setting, alongside being able to justify the reasons for making these decisions. This is also supported by Griffith and Tengnah (2010) which acknowledges the same grounds. In terms of confidentiality and accountability, I will be using the defined subject of record keeping as I think it is a key factor towards good practice.â€Å" Accountability is integral to professional practice. As nurses, we do make many decisions and it is important that we take responsibility to maintain that care. We are duty bound by the policies and procedures that administrate our health and care profession. It is important that I know my limitations and know that once this relationship is established we have a duty of care to ensure that we provide what is expected. If this is breached, we can cause injury to our patients and as a student nurse my mentor and myself are accountable for my actions as they oversee the care that I give towards the patient at hand. â€Å"The law imposes a duty of care on practitioners, whether they are HCAs, APs, students, registered nurses, doctors or others, when it is ‘reasonably foreseeable’ that they might cause harm to patients through their actions or  their failure to act (Cox, 2010).† The patients look up to us and are dependent on our expertise and knowledge by placing their health and wellbeing in our hands (Department of Health 2003). It is essential that we don’t abuse and neglect this trust as it will can cause additional problems to both the nurse and the patients. For example, the patients may avoid getting further treatments or being seen by a health service because of the negative experience that they have had previously before. Ethics Ethics is a philosophy that identifies between right and the wrong acts or decision that is in relation to an individual. How we all interpret, ethics will be different to the next as it is rather an individual principal he/she may lives by. Ethics is universal and is used in every profession; however it is built on our own morals and values. The NMC does not state specifically about ethics, however through the acts, our governing body has provided laws and legislations, implying that ethics should be included throughout nursing. It’s a certain code that should be followed but due to people’s morals and values it’s sometimes dismissed and not up taken to its highest importance. There are certain elements of confidentiality that are not fully covered by the law are things such as gossiping about what a friend had discussed with you. Ethically it’s argued that what that individual done was wrong but because the law does not cover it, it may not be seen as something serious. However discussing professional issues, information that has been discussed with you by a patient in your professional role is against the code of conduct which is covered by the NMC. We have to safeguard our patients. Disclosing patients information is also against the law, and if found guilty the nurse is most likely to be suspended following investigation and if the severity of the claim is over-whelming then he/she will be fired. Law’s such as HIPAA (1996) guidelines (Health Insurance Portability and Accountability Act) protects the privacy of the patient’s personal information allowing identifiable information private. The guideline like the one all the other laws regulate that states that those who do not comply can either be suspended whilst investigations are carried out or be relieved  of their duty completely. In twining both law and ethics, we have a duty to disclose any information that we might have about their health, progress or risks etc. They have the right to know and we cannot take that right away from them because we think different, by discussing these disclosures the ethical principle or B Beneficence found by Beauchamp and Childress (2008) suggests that we should allow them to access this information to benefit them and empower our patients. Beauchamp and Childress (2008) suggests’ that there are four principles that can possibly structure a guide when looking at ethical decision making. These four consists of Autonomy, Non-maleficence, Beneficence and also Justice which they consider to be at the centre of the health and social profession. It proposes that there are three types of rules for guiding actions when using it. Some of the imperative and substantive rules consist of truth telling, confidentiality which is our main focus in this assignment, privacy and fidelity. Authority rules are the ones that favour who are capable and ought to perform those actions. Finally, it states that Procedural rules establish procedures to be followed. Non-maleficence obliges that no harm should be caused and forced onto patients whether it was intentionally inflicted or by accident. Non-maleficence can easily be linked with confidentiality as having poor confidentiality can be regarded as clinical carelessness and negligence which can cause harm to the patients. Having inappropriate undisclosed information breaches the duty of care. The NMC (2010) states that safeguarding is a part of our daily nursing practices in whatever setting we happened to be in. In addition to that, as a nurse whether we are qualified or not it’s part of our role to be too able to identify when something is unsuitable and manage situations effectively. This can be because a person that is in my care is at risk, whether they have been mistreated or neglect and also if there has been poor practice. This can link closely with The Mental Capacity Act (2005), making sure that we are taking note of autonomy if they not able to have the right mental capaci ty. However, through my training I have come across myself breaching confidentially. This was not an intentional act but after the shift, I still managed to have the handover sheet for that day still slipped into my side pocket without realising when I got home. This breaches confidentiality as that information should not have been taken outside the ward, and if someone else found it, it could put that patient at risk. In addition to that I am encouraging patients information to be disclosed to people they font know. Upon noticing this, I realised straight away of the consequences and made sure that I disclosed of the information properly. On the other hand, Beneficence refers to actions that are implemented that can possibly contribute and help the well-being of others. It holds two principles which is that positive beneficence necessitates the provision of benefits and also utility requires that the benefits and drawbacks are balanced. The main thing that we should give to every patient is respect and autonomy which allows them to have a freedom of choice. We, as professionals should not discharge that even if it came to a situation where we disagreed. A good example of this is during my practice I’ve seen that to some abortion might be seen as wrong ethically, however, the law accepts it making it legal to do. We cannot tamper with that, and if a riot was formed against it, it would be seen as an act against the law and would be taken seriously as they are disturbing the peace. It’s hard to judge sometimes what is wrong from right but we have to stick to the rules that are placed before us. Law Patients have a right to expect that information about them will be held in confidence by their doctors/nurses. You must treat information about patients as confidential, including after a patient has died. This duty of confidence is derived from common law the decisions of the Courts and statues which are passed in parliament. The common law of confidentiality applies to anyone who discloses information in a way that constitutes a breach of confidence. Common law are hardly written in statutes but as been established by court decisions over time which to me indicate that a breach  of confidence will be unlawful if the data is not in the public domain. It is in some way sensitive or significant the data was obtained in circumstances when an obligation to keep it in confidence might be expected (a good example is nurse -patient relationship). Use of the data is unauthorised but that a breach may be lawful if justified by being in the public interest, if a data use is not a breach of confidence then it will normally also not constitute and infringement of the right to respect for private life under the Human Rights Act 1998. Even if a data use is not a breach of confidence, you will still need to be sure you comply with the conditions of the Data Protection Act 1998 (DPA). Similarly, compliance with the DPA does not necessarily guarantee that there can be no breach of confidence. Now in relation to statues on confidentiality you must disclose information to satisfy a specific statutory requirement, such as notification of a known or suspected case of certain infectious diseases. Various regulatory bodies have statutory powers to access patients’ records as part of their duties to investigate complaints, accidents or health professionals’ fitness to practise. You should satisfy yourself that any disclosure sou ght is required by law or can be justified in the public interest. Many regulatory bodies have codes of practice governing how they will access and use personal information. Most if profession if not all abide by the data protection act (1998) it governs the processing of information that identifies living individuals. Processing includes holding, obtaining, recording, using and disclosing of information and the Act applies to all forms of media, including paper and electronic. Poor record keeping is inexcusable and unprofessional by any reasonable and sensible person. A health professional record is the only this that is a legal nonverbal form of communication which is conformation of the care that has been given to that patient. Which links back to accountability, by using record keeping effectively their professional accountability won’t be judged and questioned. The courts embrace that if there is no identification or it has been recorded, it simply has not been taken place (Owen, 2005) Other legislations for example The Human Fertilisation and Embryology Act (1990), The Mental Capacity Act (2005) and The Computer Misuse Act (1990), all have their individual importance but the  one that relates more to my field in nursing is disclosure. Relating back to my time in practice I myself have seen the data protection act broken several times. I came across a nurse who was giving out unwanted information to a member of public, even though it was a family member of the gentleman it was not accepted as he did not agreed to this. The Nursing Midwifery Council defined disclosure as the giving of information. One aspect of privacy is supposed to be that individuals have the right to control access to their own personal health information. Disclosure is only lawful and ethical if the individual has given consent to the information being passed on such consent must be freely and fully given. Consent to disclosure of confidential information maybe explicitly implied required by law or capable of justification due to the public interest. The NMC states, ‘The common law of confidentiality reflects that people have a right to expect that information given to a nurse or midwife is only used for the purpose for which it was given and will not be disclosed without permission’. According to the NMC it identifies that confidentiality is a fundamental part of professional practice that protects human rights which is identified in article 8 (right to respect for private and family life). Therefore, it meant not respecting the clients wishes and also defeating the act. I have also seen on a few occasions members of staff not logging out of the system, with patients information there on the screen for anyone to look at. This information is secure for a reasons and not logging out can be an easy mistake on a busy ward. Nevertheless, it is essential to keep that information to those who are permitted to see it. However, there are times where information can be disclosed under the law. Such as the Police and Criminal Evidence Act (1984) which permits healthcare professionals to pass on data and information to the police if they believe that someone may be of been harmed or more fatal, death, may occur if the police are not informed. This links closely with safeguarding and also accountability. Due to the professional duty we have we have to report these kinds of things if observed. Disclosure to third parties is when information is shared with other people that are not directly linked with the individuals care. Nurses have to ensure that those of the third party are informed properly. . People in the care of a nurse or midwife have a right to object to the use and disclosure of confidential information in this case. However, it’s essential  that they need to be made aware of this and completely understand its implications and backfires. Information that can possibly identify individual’s information that is in the care of a nurse must not be used or disclosed. Conclusion In conclusion, from undertaking this assignment I am now able to apply the knowledge that I have gained from this important topic into practice. It has allowed me to see how simple and easily confidentiality can be broken when not focussing on what’s important which is the patient. Their needs need to go first whether it’s their health, their safety or their care. I am in a privileged position where I am respected and trusted by others it’s imperative that it is not abused under any circumstance. It’s essential that I implement these acts and legislations when caring for my clients so I can give them the best quality of care possible. I was able to develop an awareness of my own and others professionals role and boundaries in safeguarding individuals that may be vulnerable. The three elements that were discussed, accountability, law and ethics are the heart of nursing. Directing our attention on these elements can help to support to create boundaries and moralities in the health and care setting, making it a more safer and reliable with accountable staff. As a nurse I would need to be competent to deal with professional issues, ethical and legal issues that I may come across during my training. I have produced a SWOT analysis table to devise my learning from this assignment. Strengths: Weaknesses: Able to use information to the best of its ability and apply it to certain situations such as when to know how to safeguard a patient, disclose information etc. Trying to uncover problems and knowing how to report it as its part of my duty of care. Be able to demonstrate that I am making sure that the patients that I am caring for are my first concern and priority. Being able to be focussed at all times to notice when I might break confidentiality, for example taking a handover sheet home by accident and not disposing of it properly. Not be able to be confident at periods to engage with other members to tell them if I have seen confidentiality being broken as I might think it might lead myself to be in trouble Having the confidence to tell someone that is senior that what they are doing is wrong (such as a mentor or colleague), it might shape my learning in practice differently Opportunities: Threats: It allows me to strengthen my knowledge about the Acts, Laws and Legislations and apply them. Allows me to research and read about other laws, acts and legalisations that I can implement into my practice Able me to witness different types of situations through the experiences where confidentiality might have been broken Working in a team will allow me to take on and digest different peoples personality and behaviours, which I can apply to my everyday life and also most importantly my work in how they keep confidentiality In me being able to analysis certain situation and give my best evaluation on certain problems I think it will help me judge on good and bad situations and how to deal with them To understand that people around me can lead me to break confidentiality, so making sure that I notice these things because I can be involved without knowing Reference Adrian O’Dowd. (2013). HCAs and patient confidentiality. Available: http://www.nursingtimes.net/whats-new-in-nursing/unison/hcas-and-patient-confidentiality/5000408.article. Last accessed 24th May 2013. Anne Mehnke. (2010). Managing a breach in patient confidentiality. Available: http://journals.lww.com/nursingcriticalcare/Fulltext/2010/07000/Managing_a_breach_in_patient_confidentiality.12.aspx. Last accessed 22rd May 20013. British Association for Counselling & Psychotherapy. (2013). Respecting privacy and confidentiality. Available: http://www.bacp.co.uk/ethical_framework/ETHICAL%20FRAMEWORK%20(BSL%20VERSION)/Respectingprivacyandconfidentiality%20.php. Last accessed 24th May 2013. College of Registered Nurses of British Columbia. (2010). Privacy and Confidentiality.Available: https://www.crnbc.ca/Standards/Lists/StandardResources/400ConfidentialityPracStd.pdf. Last accessed 22rd May 20013. D, Marijke . (2013). HIPAA Privacy Rule & Patient Confidentiality.Available: http://nu rsinglink.monster.com/education/articles/2370-hipaa-privacy-rule-patient-confidentiality. Last accessed 24th May 2013. E Notes. (2013). Patient Confidentiality. Available: http://www.enotes.com/patient-confidentiality-reference/patient-confidentiality-172269. Last accessed 24th May 2013. General Medical Counsil. (2009). Confidentiality. Available: http://www.gmc-uk.org/guidance/ethical_guidance/confidentiality.asp. Last accessed 22rd May 20013. Health and human development. (2013). Theoretical Approaches To Health Care Ethics. Available: http://www.personal.psu.edu/dxm12/n458/index.htm. Last accessed 22rd May 20013. Legislation.gov. (2013). Computer Misuse Act 1990. Available: http://www.legislation.gov.uk/ukpga/1990/18/contents. Last accessed 20th May

Discuss the practical steps a university may take to help its students Essay - 1

Discuss the practical steps a university may take to help its students be as competitive as possible when they enter the labour market - Essay Example (Farazmand and Pinkowski 2007, p. 183) In this regard, this paper will outline important steps that the universities and colleges could undertake in order for its students to be competitive in the labor market. These steps would be cited in the context of two important roles that the school is thought to play. The university, wrote Achuthan (1993), in its functionalist role, is seen as one of the final steps in the educational system, completing the long preparation of the student for his or her role in society. (Achuthan p. 27) The tertiary educational institution, hence, must ensure that their students have been immersed and ingested the basic stock of knowledge that represents the core values of its culture. Here, it is emphasized that the student is not just educated but that he or she would leave the school armed with specific employment-oriented skills and knowledge. Education institutions can do this by coordinating with the government and the private sector. Such initiative could provide the school with the knowledge and tools in order integrate in its curriculum those skill and knowledge areas that are demanded by industries today. This is demonstrated, for instance, in the way the Singaporean education system works. The fundamental characteristic of the Singaporean system is the involvement of the government in the creation of curricula in the universities. This is shown in the existence of the state agency called Economic Development Board (EDB), which is concerned with the general responsibility of ensuring the inward investment in the country. Part of its mandate is to assure the human resource requirements for new industries to be created by the foreign capital. EDB ensures that education and training system is capable of producing the right type of skills required for the new industries, as part of the greater strategy to lure

UKs Economy Essay Example | Topics and Well Written Essays - 1500 words

UKs Economy - Essay Example Services, particularly banking, insurance, and business services, account by far for the largest proportion of GDP while industry continues to decline in importance. Since emerging from recession in 1992, Britain's economy has enjoyed the longest period of expansion on record; growth has remained in the 2-3% range since 2004, outpacing most of Europe. The majority of the companies where held by the government till 1940's. However, at present there is a widespread privatization of formerly government owned companies. Many leading companies are owned by or in the process of bidding for the foreign owners. For instances, Jaguar's acquisition by TATA Motors and BMW selling off Rover. Some of these owners are themselves in public sector or are only must going through privatization process. The crisis in US property market has prompted global banks to rein in lending, leading to fears of a sharp global slowdown. (Fleming 2007). (Cubbin). There are some acceptable rescue strategies that are used for rescuing corporate organisations. "Many of these strategies require internal changes, which may impact on the following areas:" (Arrangements: Working Towards a Common Goal). Pricing policy: The pricing of products of a company even if it is healthy is of great importance. The pricing of a product will be dependent on many factors like, competition for the product, its exclusivity, consumer perception etc. A company that is in financial trouble can take a look at its pricing policy and try to increase revenues though increased sales. The first thing that could be done is to see whether the products can be priced higher than it is currently priced. If, after due analysis and if found feasible, increased product pricing can help to increase the cash flow of a company in trouble. Another strategy that could be followed is use menu-pricing. This is the practice of assessing the standard price of a product and then add or lessen related services that are associated with the product. In this way the pricing of the product can be fixed so that it will be different from the price of a competing product. "Top pricing performers use menu-pricing--setting a price f or a standard service and then offering a range of service levels that raise or lower that price--differently than their less successful peers, and more often. This approach makes it possible for companies to charge customers more accurately for the cost of serving them." (Alldredge, Griffin and Kotcher, 2003). Increasing the price range of products may also be of help. Cash Management: Managing scarce resources in times of need are very important in any situation. A company in financial trouble may find itself starved of liquid assets, especially cash. A thorough understanding of the cash flow of the company should be made. From this it will be clear as to where the problem in cash flow exists. For example, it could be that debtors are not paying what is due to the company. Addressing this problem and trying to find a way out will be of great help in situations like this. Manufacturing process: A modification or restructuring of an inefficient manufacturing process can help in rescuing the company. If is a service sector company, its service process could be revamped. Staff:

Ethical Issues in Education Essay Example | Topics and Well Written Essays - 2750 words

Ethical Issues in Education - Essay Example The purpose of decision making is to direct human behavior towards a future goal. In school environment, group decision making involves co-acting members with specialized knowledge, interacting to arrive at some valued decisions or outcomes. Ethical and moral decision-making in schools are important because it determines the main trends and approaches to education including staff relations and teacher-student interaction. Educational leadership in schools is interpreted in simple terms, such as getting others to follow or getting people to do things willingly, or interpreted more specifically, for example as the use of authority in decision making. It may be exercised as an attribute of position, or because of personal knowledge or wisdom. Although, modern views on leadership underline the importance of personal traits of educational leaders and his/her ability to lead and direct teaching staff and students. The aim of the paper is to analyze and evaluate the main issues and problems faced by school principals, and their impact on education process and moral development of students. In schools, ethical decision-making is purely a matter of subjective choice or preference, or a matter relegated to religious beliefs and dogma is also misguided. Ethics can be and has been the subject of public debate and public consensus. Ethical decision-making is gained from reflecting on the ways the community solved the practical problems of living together in a self-governing community. Following Beck (1994) in one sense, ethical knowledge does not issue in absolutes, for the community never came up with the one best way to respond in all situations. In schools, ethical and moral decision-making of a principle is crucial because he/she demonstrates how to be an ethical person by living in the community and learning the normal ways the community conducted its affairs and relationships. As long as educators have been able to draw on the conception of science as the authority about the world, they have been able to legitimize a claim to always "know what is best" for their stude nts. Acknowledging that the voice of the student carries its own distinctive authority means challenging the accepted distribution of power and authority within school. If questions of the nature of knowledge cannot be untangled from those of ethics, neither can they be untangled from questions of education politics (Aiken et al 1995). Accordingly, ethics needs to focus on the practical decision-making context. It must certainly be multidisciplinary: sociological, philosophical, psychological, and educational. More importantly, it needs to return to the real roots of education itself and to immerse itself in its own proper theoretical objects. The accumulation of these ethical decisions, together with the technical decisions with which they are intimately linked, contributes importantly to the final outcome of any particular encounter (Ashbaugh & Kasten 1995). Allowing for the context in which the original approach to the school principle is made educational outcomes depend more on the ethical decisions than on any other factors, including the decisions that may, in relevant circumstances, eventually emerge regarding the more familiar life and education issues. In school, the principle is a leader

Business Management Literature review Example | Topics and Well Written Essays - 3000 words

Business Management - Literature review Example In the current study, the focus will be on role of power in the organisation. The objective will be to find out what constitutes power, what are the several external and internal influences and how power in related to the overall performance and success of an organisation. Critical Review of Literature The relationship between organisation and power is critical and intimate. The organisations exist to the degree to which they are powerful. This power, in turn affects beliefs, behaviours as well as opportunities of groups, individuals, businesses and societies. Organisations endure as a result of various social practices especially those which are repetitive, socially constructive and controlling. As a result power has become an increasingly influential tool to control and manage societies as well as organisations. The relationship between organisations and power can also be called as bi-directional. ... Incorporation of power is critical in understanding how organisations operate in society and how they are interrelated. Workplace is a setting where individuals show a working relationship as well as are independent in accomplishing present as well as future outcomes. Power in organisations is critical as individuals often need particular influences in order to accomplish their objectives and goals. Researchers have also found slight variation on the perspectives of power in workplace and study approaches. The literature has suggested that power can be seen from various perspectives such as structure or system, individual or dyadic relationship. The existence of power in an organisation is the result of its structure or system and its mechanism to control and influence behaviour. According to this approach, power can be described as the capability to mobilise resources and people to get the work done (Katz, 1998). Thus, perceived capacity of the power can be examined against its real influence on the productivity of employees. According to Second, Lawrence and Robinson (2007), organizational power reflects the actions of an individual or an organizational system controlling the beliefs or behaviour of organizational members. This perspective is considered to be more complete as it recognizes organizational power as well as importance of personal power. According to this view per has the ability to get the work done without the occurrence of any resistance. It is believable that leaders can use these perspectives in order to be able to counter resistance from employees and workers during various workplace situations such as takeover, downsizing and union disputes. This perspective also concludes

Debt sustainability and Fiscal Councils Essay Example | Topics and Well Written Essays - 2500 words

Debt sustainability and Fiscal Councils - Essay Example The most obvious reasons of rising government debt are the failure to collect enough taxes or revenues in order to meet the expenditure of the government. Economists argue that if the level of government deficit is very high then it implies that the government will be unable to spend a similar amount in the future (Euro Economics, 2015). The following equation captures the debt to GDP ratio in a comprehensive manner.Growth rate of debt to GDP ratio= primary deficit/ B + i –growth rate of nominal GDPB= nominal quantity of government bondsi= nominal rate of interestPrimary deficit= This measures the total budget deficit of the government minus the amount that has to be paid as interest on the debt.The equation above shows that there are three main factors which can cause very high level of government deficit (Abel and Bernanke, 2005). The first one is a very high deficit spending on the part of the government. The second one is an increase in the rate of nominal interest on the debt that has been collected on the part of the government and third is a sluggish economic growth. Falling rates of interest has contributed to a high level of debt as it became easier to finance the operations of the government through debt instruments. A rise in the propensity of savings in the emerging markets has been found to be a major factor which has contributed to the fall in the interest rates. Finally, preferential treatment of payment of interest on debt has been found to be a contributing factor.

Pay productivity in China, Flexibility of wage determination in China Essay

Pay productivity in China, Flexibility of wage determination in China - Essay Example Eldies (2003) explains wages are the returns of labor as a factor of production and wage flexibility as the ability of wages to respond to changes in the demand and supply for labor. According to Gordon and Li (1999), under perfect wage flexibility, wage is determined at the point where the marginal revenue of labor is equal to the marginal cost of labor. Policy changes such as the household registration system reforms and the shift of labor market from a centrally planned to a market oriented market led to increased labor mobility Sweeney (2014). The increased competition saw a huge demand for increase in capacity building as labor sought for higher education so as to remain competitive. As a result a relatively uniform wage rate in most of the sectors in china has moved towards the set market clearing wage. Government owned enterprises wages are highly regulated through policies such as minimum wages and wage setting. People in different job groups earn different wages. Then private sector labor market since 1990 economic reforms has adopted the labor contract system. Under this system, the employees are not permanently employed and wage is set through an agreement between the employer and the employee. This system has since led to massive layoffs which have led to government intervention through policy reforms. Dong and Bowles (2002) defines pay as the returns of labor as a factor of production and productivity as the output per unit of labor input. They point out that productivity can be increased through capacity building and motivation among other factors. According to Cowen (2010) pay is one of the motivational factors and an increase in pay leads to an increase in productivity as workers are highly motivated to work. The global financial crisis led to a decline in the Chinese productivity growth. The productivity growth went to a decline for the first time since the

Darwinism versus Creationism Research Paper Example | Topics and Well Written Essays - 1000 words

Darwinism versus Creationism - Research Paper Example Darwinism versus Creationism Introduction The significant difference between Darwinism and Creationism is that Darwinism is based on data while Creationism is based on human belief (Scott, 2005). Darwinism is a theory of the original perpetuation of new species of plants and animals which offspring from a certain organism. According to Darwinism, natural selection favors the survival of some species which makes new species arise with time forming divergent variety and groups of plants and animals (Scott, 2005). Darwinism is based on the concept of biological evolution whereby DNA strands cause differences in plants such as color and height of plants and animals (Young & Largent, 2007). On the other hand, Creationism is a doctrine which holds that the world and various forms of life were created by God out of nothing (Scott, 2005). Unlike Darwinism, creationism is not a scientific theory but is based on religious beliefs and doctrines. Charles Darwin theory of origin of species that w as published in 1859 demonstrated that organisms produce offspring that is capable of living and that variations occur in every species population (Young & Largent, 2007). ... Darwinism theory is based on the idea that species change over time and space. Populations in different geographical areas will differ in behavior and physical make up like the fossil deposits (Young & Largent, 2007). According to Darwinism, all species share a common ancestor like human beings share a common ancestor with Chimpanzees some eight million years ago and with Kangaroos some one hundred million years ago (Witham, 2005). According to natural selection process which forms the basis of Darwinism, organisms will exhibit variations in their behavior and physical appearance like voice variations and facial marks. Such traits are passed from the ancestor to offspring but some traits may be influenced by the environmental conditions (Witham, 2005). A trait must pass an advantage to the offspring in order to survive during the struggle for limited resources. The gradual change of the population takes many years like 100,000 rather than creation of new species which is the creation ism belief. Darwinism theory is evident since industrial melanism phenomenon which was experienced during industrial revolution caused tree trunks to darken while light colored moths diminished while black colored moths became abundant. The organisms also transfer genetics to the offspring. Due to competition for the limited resources, the organisms with advantageous traits will survive the competition and continue reproduction. Darwinism theory has been proved by the DNA evidence since parents pass some genes to the offspring (Scott, 2005). On the other hand, Creationism asserts that natural selection doctrine by Darwinism has not been proved scientifically. According

Security Essay Example | Topics and Well Written Essays - 1750 words

Security - Essay Example It is also reflective of how law, crime and morality are perceived by members of the society. The security practices of removing concealments from the sidewalks to protect people who travelled the highways from being attacked by robbers could not work alone. Other attempts to deal with crime at the local level proved futile and so night watches and patrols which were established privately was the means of protection for citizens. Fischer et al (2008) indicate that under the feudal system the society was controlled by kings and feudal barons and so a high level of security was available for both individuals and groups. However, judicial reforms led to the separation of courts and the exercise of the rule of law from the power of the king. Every district was then made accountable for crimes committed within its boundaries and all strangers were required to report to the magistrates on entering a district. Attempts to control crime and other vices were not successful and this also led to the establishment of private night watches and patrols. Steenkamp (2002) indicates that Armed robberies of merchants and other groups such as clergymen and nobles who often carried money and other valuables became commonplace during the period. The safety of those who were affected could only be guaranteed by hiring private security. Six and Kowalski (n.d.) defines risk as the possibility of the occurrence of a harmful or undesirable event. This consists of events including harm, injury or abuse to individuals or groups of people. Risk management is a procedure aimed at protecting individuals or a group of people. Amanda D’Costa (2011) introduced six steps in a risk management program. They are: As a first step risks need to be identified before they can be dealt with. Once they are identified they should be registered so that all parties concerned will have an idea of the risk factors. In

The prevalence of bullying Essay Example for Free

The prevalence of bullying Essay Bullying among the children is found to typically occur at school or during their way to the school. As children do not have an option of changing the environment by not being in the school, most of them are unable to avoid bullying. A study conducted by US Department of Education and Justice in 1999 indicated that almost 1 million students (4%) who are aged between 12 and 18 years reported fear of being attacked or harmed in the school vicinity. see more:speeches about bullying About 5% reported that they avoided one or more places in the school wile 13% reported that they were targets of language of hate. The National Threat Assessment Center found that more than two thirds of the attackers involved in 37 shootings did the attack for taking revenge for incidents in their lives when they felt persecuted, bullied, threatened, attacked or injured by others. It was found that exposure to bullying at school played a major role in motivating most of the perpetrators to take up violence. (AMA, 2002) Studies conducted by Olweus in Norway and Sweden with 150,000 students who are from grades one to nine indicated that 15% of the students reported of being involved in bully or victim problems several times within a three to five month period. About 9 percentage of the students reported that they had been bullied by their peers several times and about 7 percentage of the students indicated that they bullied others. About 2 percentage of students reported that they were bullied as well as they bullied other students. Studies in Europe and United States have indicated higher level of bullying among the children and the youth. In a study that involved 6,500 students who are between the 4th grade and the 6th grade in South Carolina, about 23 percentage of the students reported of being bullied several times during the three months and 9 percent reported of being victim of very frequent bullying, which was qualified as once a week or more. About one in five reported that they bully other students several times during the period of the study. A study conducted by Nansel with representation of about 15,600 students from 6th to 10th grades provided similar results. Seventeen percent of the students studied indicated that they bullied sometimes during the school term and 19 percent reported bullying others more often. Six percent of the full sample reported both bullying and having been bullied. Many studied have found that the rates of bullying decrease steadily through the elementary grades such as the study conducted by Melton, Nansel shows. A study conducted by Olweus on about 10,000 Norwegian studies indicated that the rates of victimisation were twice as high among the 4th grade students when compared to the 10th grade. Nansel found that about one quarter of the students in the 6th grade reported being bullied during the current school term which was less than one tenth of the 10th graders. (AMA, 2002).

History of the Collapse of the Soviet Union

History of the Collapse of the Soviet Union How can one explain the disintegration and eventual collapse of the Soviet Union and its sphere of influence? The disintegration and collapse of the Soviet Union was the result of a complex combination of internal and external pressures which had been building for decades. Economic decline, strong currents of indigenous nationalism, corruption and the systematic deligitimization of the central authority and Communist ideology all contributed to an environment of internal pressure, doubt and cynicism. Externally, the Soviet Union’s foreign policy had led it into a tense and costly confrontation with the West, both socially and militarily. The combination of these internal and external pressures forced the Soviet Union into an untenable position, no longer able to maintain control through a sense of legitimacy and lacking the will to exact it through force. Many were surprised not only at the speed with which the USSR unraveled, but also at how quickly nationalist movements and organizations were able to move forward with popular support and structure in such a short amount of time. The pressures that had been building show the collapse of the Soviet Union to have been more akin to a dam breaking, releasing pent up pressure and momentum that had been merely held back. What made the disintegration and collapse of the Soviet Union so remarkable was not just the convergence of so many complex factors to necessitate its failure, but the means and manner in which its broken parts responded. It must be remembered that the Soviet Union was an empire. As Gerhard Simon Points out in Aussenpolitik, it was the first of its kind, held together by a party and a committment to ideology. As a result â€Å"The Soviet Union was not perceived in the context of the other empires which had fallen apart in Europe The USSR, on the other hand, ranked in the West as a ‘normal’ state The Soviet Union, however, was simply not a normal state.† (Simon, 2000) It was based upon the legitimacy of its party and its ideology. The systematic deterioration of this legitimacy served as one of the main factors in its disintegration and collapse. It was the weakening of the dam itself, so to speak. The actions of its satellite states represent the impulses of newly freed captives, not the heartless abandonment of their mother-state. The pressures against the dam, however, reach back into the early 20th century. Simon identifies the Bolshevik revolution of 1917 as an effective reassertion of the Russian empire following the First World War. Furthermore, he argues that it arrested the nationalistic movements taking shape among the recently freed peoples’ of post-imperial Russia. These nationalist movements, of major ethnic and cultural signficance for many, were not stamped out under the Soviet system of control and oppression. They were merely pushed underground. They spent the better part of the 20th century building momentum from within the Soviet system until the internal pressures, exerted in so many directions and ways, could no longer be contained. (Simon, 2000) This explains how quickly and eagerly the different sattelite states declared independence and moved toward Western models of government and economy. â€Å"The causes for the downfall are rooted, on the one hand, in the design errors of the Soviet system and, on the other hand, in the process of degeneration which had been undermining stability for decades.† (Simin, 2000) The currents of nationalism within the Soviet Union were intensified and gained strength as Stalin’s controls were gradually loosened and the legitimacy of the Communist Party began to suffer in public view as information began to flow more freely. Nationalist sentiment coincided with social events in the 50’s and 60’s where labororers from the Soviet Gulag returned home and began to talk with long-lost friends and relatives about what had happened to them. (Hosking, 1991) This began to affect public perceptions and attitudes for the first time. People of like mind began meeting privately in their homes to talk and listen to Western radio. Eventually, the dissemination of unofficial literature, known as Samizdat, began. A culture of covert associations and hidden groups emerged. They began to grow covertly in response to the systematic persecution of intellectuals and dissidents. These groups and associations eventually began operating openly in the late 80â€⠄¢s, only to add to the tremendously diverse pressures pulling at the Soviet Union. (Hosking, 1991) As nationalist sentiments began to gain strength from such a ‘social awakening’, they quickly learned that their energies were best spent organizing within the Soviet system. Different national movements had gained strength and led to uprisings in Hungaria in 1956 and in Czechoslovakia in 1968. The Soviets put them down quickly and brutally. (Fowkes, 1993) â€Å"[The] party leadership had no qualms about forcibly helping their ideological presumptions become reality† (Simon, 2000) Combined with the ‘social awakening’, and the currents of nationalism running through the USSR, was the systematic deligitimisation of its sytem. â€Å"During the 1950’s the Soviet middle class became increasingly optimistic about the performance of the Soviet system and about its own prospects for material betterment In the 1970’s it has given way to pessimism. The rise and decline of middle-class optimism can be linked in part to political developments, but the crucial determinant has been the changing perception of Soviet economic performance.† (Dallin Laepidus, 1995) Ruled by ideology, the failure to meet economic goals and expectations constituted a signigicant crisis of confidence for many and a serious blow to the legitimacy of collectivist economic philoophy. The political developments that contributed to the deterioration of Soviet legitimacy had to do with a dissonance between ideology and practice. The conflicts of Krushchev’s ‘de-Stalinisation’ gave way to political rifts which exposed key divisions in government. This dis-unity was damaging to public confidence and to Soviet political legitimacy. It became a habit for the new Soviet leader to deal with his problems by casting blame and criticism upon his predecessor. â€Å"All successors have dissociated themselves along similar lines from their respective predecessors, declared them to be unpersons, and thus contributed considerably to the delegitimation of the Soviet system.† (Simon, 2000) The establishment of this practice had an extremely detrimental effect upon the public perception, resulting in a more entrenched cynicism toward politics in general and political leadership. Furthermore, this cynicism became even more deeply rooted in the social and political culture as Brezhnev’s Soviet Union saw the spread of corruption invade almost every corner of Soviet life. â€Å"The Soviet Union is infected from top to bottom with corruption – from the worker who gives the storeman a bottle of vodka to get the best job, to the politburo candidate Mzhavanadze who takes hundreds of thousands of rubles for protecting underground millionaires; from the street prostitute, who pays the policeman ten rubles so that he won’t prevent her from soliciting clients, to the former member of the Politburo Ekaterina Furtseva, who built a luxurious suburban villa at the government’s expense – each and everyone is afflicted with corruption.† (Dallin Laepidus, 1995) The lack of legitimacy by itself was not enough to dissolve the Soviet Union, as no single issue probably could have been, but it was enough to make everyone look to themselves. Public cynicism combined with deep graft and corruption at all levels made for a political system held together simply by control. Within this system the communal ideal was effectively dead. Everyone looked to cut corners, everyone looked for a bigger piece of a zero-sum pie. The Soviet Union saw the development of competing interests within itself rooted in a system of corruption. Combined with the currents of nationalism, who were cut short in their bid for self-determination, and the social underground harboring forbidden ideas and conversations and publications, this in-fighting proved to be the final element of a political picture which had lost its fundamental integrity. From a foreign policy point of view, this is also when the Soviet Union came to be known as the ‘Evil Empire’. With the gradual relaxation of Stalin’s controls came an increased flow of uncontrolled information between the Soviet Union and the West. The turning of international sentiment against the Soviet Union in the late 70’s and early 80’s, as the truths of their social and political system made their way into the international mainstream, only served to heighten the moral legitimacy of the West in confronting Soviet Ambitions abroad. Before that, the American political spectrum remained solidly divided over how best to engage the USSR. After the moral clarity issued by the facts of such an indictment, the West was far less sympathetic and much more aggressive in applying all the external pressure it could. The socialist/communist intelligentsia in the West lost credibility and standing, while the political mainstream in both America and Europe b oth saw thwarting Soviet ambitions as a strategic, and more importantly, a moral imperative. With a moral mandate to challenge Soviet interests across the globe, the Americans committed fully to maintaining their military and technological advantage, and dealt with little opposition from within their own political system. At the height of the arms race, it is estimated that the Soviet Union allocated anywhere from â€Å"at least 15 percent† (Dallin Laepidus, 1995) to 25 percent (Simon, 2000) of their budget to defense spending. This represented huge external pressure to an already struggling Soviet economy beign outperformed by its Western counterparts. The economic difficulties of the Soviet system were masked initially as steady growth in the 1950’s led to a sense of optimism. From that point onward, Soviet growth continued to decline. â€Å"One reason was that earlier on, inputs-capital, labor, energy-had been ample and cheap. By the 1970’s this was no longer so† (Dallin Laepidus, 1995) Furthermore, Dallin and Laepidus note that â€Å"productivity was low, and the system failed to provide adequate incentives for harder work of for technological innovation.† So in addition to the economic circumstances of declining growth, the Soviet system had no way of increasing the productivity of its workers or the creativity of its technology industry. â€Å"Above all, the motivating effect of the market, competition and profit could not be replaced by any system of allocation and control, regardless of how sophisticated it may have been. Initiative, creativity and the striving for profit maximisation drifted in to the shadow economy and corruption after the disciplining and deterrent effects of Stalinist terror had ceased to be effective.† (Simon, 2000) And so while the economy declined, the quality of goods and services continued to decline as well. (Notice the conspicuous absence of hsitorical market demand for Soviet goods) The Soviet system had killed off or driven away the very tools it needed to recover. Or from the point of view of Hillel Ticktin, who famously predicted the failure of perestroika and accurately described the long denied economic realities of the then-current Soviet system, they had put themselves in a position (according to Communist ideology) where they needed to â€Å"defeat the working class† and return them to the conditions under which they had been exploited before. (Ticktin, 1992) It is a cruel irony, indeed, that the very pronouncements of the ideology that sustained their political order walked hand in hand with their economic doom. In the late 80’s the sum of all the factors discussed here proved too great. The nationalist movements the Bolshevik revolution had arrested in mid-development were driven underground but ultimately endured within the Soviet system, waiting to release a momentum held back by years of Soviet control. These sentiments found friendly ears in the social underground that developed as information began to flow more freely after the gradual relaxation of Stalin’s controls. This underground only continued to grow as the oppressed and free-thinking individuals of the Soviet Union continually sought refuge in association with one another. These two elements only reinforced the sense of lost legitimacy following the economic setbacks of the mid-20th century and the political divisions that showed the first cracks in the Soviet political system. The the general sense of a loss of legitimacy was a critical blow that aided the widespread proliferation of a deep and contagious corrupt ion which came to partially define and become engrained in the culture. This corruption struck at the heart of all the mechanisms the Soviet Union needed to right itself, but it was at the same time a consequence of the system itself. They had, in the course of their committment to their ideology, abandoned the necesssary tools to successfully recover and advance their economy. The social forces of discontent, the nationalist sentiments and social underground, combined with economic factors to present significant internal difficulties. And as Soviet foreign policy demanded a share of defense spending four times larger than that of the United States (as a percentage of GNP), external pressures combined with internal pressures to literally put the Soviet system in a pressure cooker. By the time Gorbechev’s came through with perestroika, the myriad social and political interests at odds with one another, combined with the deep cynicism and scorn for the Soviet system rooted in the social underground, proved too much. There was no social consensus or any real momentum for support. â€Å"The political and social contiguity of the Soviet political system had been broken long ago. â€Å"For the first time since the revolution of 1917, society, rather than the state, was driving the process of change in Soviet life. But that society was increasingly fragmented, fractious, and polarized, pitting radical democrats against die-hard communists and nationalists of all kinds against Soviet patriots. In this setting Gorbachev found himself reacting to multiple and conflicting pressures in an effort, growing ever more desperate, to hold the country together.† (Strayer, 1998) The final years of the Soviet system were spent with the political leadership desperately trying to hold it together. But it could never survive the collapse of its political order because it was under the very pretext of that political order that the Soviet Union came to power. â€Å"[The] Communist party had reconstituted the empire and developed the instruments of rule, which meant that, following the party’s loss of power, there was no other force to hold the empire together.† (Simin, 2000) Meanwhile, the political alternatives that had been developing and taking shape within the Soviet system itself, the national movements which never came to fruition, provided the impetus to break free from the Soviet system. As new declarations of independence were proclaimed, one after the other, â€Å"the consequence of decades of pent-up energy† (Simon, 2000) ensured that the strugle for nationhood which began after the fall of the first Russian Empire, would continue a fter the second. Bibliography Dallin, A., (1992) â€Å"Causes of the Collapse of the USSR†, Post-Soviet Affairs. Vol. 8, No. 4 Dallin, A., Lapidus, G., (1994), The Soviet System From Crisis to Collapse Westview Press:Cambridge, MA Glenny, M., (1990) The Rebirth of History Penguin:London Fowkes, B., (1993) The Rise and Fall of Communism in Eastern Europe. MacMillan: Chicago Hosking, G., (1991) The Awakening of the Soviet Union. Harvard University Press: Cambridge, MA Hosking, G., Et Al., (1992) The Road to Post Communism: independent political movements in the USSR, 1985-91, London/New York Kotz,D., Weir, F., (1997) Revolution from Above. The Demise of the Soviet System. Routledge:New York Miliband, R., Panitch, L., (1991) â€Å"Communist Regimes. The Aftermath† Socialist Register Simon, G., (2000) The End of the Soviet Union: Causes and Relational Contexts Aussenpolitik German Foreign Affairs Review, Vol. 47, No.1 Strayer,R., (1998) Why did the Soviet Union Collapse? M.E Sharpe: Armonk, NY Ticktin, H., (1992) Origins of the Crisis in the USSR. M.E. Sharpe Ltd.:New York

Placement Reflection On Caring For The Dying Nursing Essay

Placement Reflection On Caring For The Dying Nursing Essay When I told people that I was going to do my practicum with people who are dying I felt like an alien. And yet death is a part of the life process. Death is something that touches every individual and family but the reality is that we live in a contemporary death denying culture. To confirm this fact, numerous expressions are used to describe dying. To conceal fear of death people use euphemisms like, gone to meet his or her maker, gone on to a better place, passed on and numerous other expressions that do not engage the word died. The idea of doing my practicum at a hospice excited me because it was a new domain for me. I was ready and eager to apply theories learned into a practical setting. My placement experience provided me insight that as a social worker one is never better prepared to deal with death of a client or even ones impending death. I watched clients grapple with mental and emotional turmoil that comes with having a terminal illness and my religious perspective shifte d. While working with individuals who are dying can be complicated and stressful, it provided potential to bring countless personal and professional rewards which helped me challenge my own mortality. Philip Aziz Centre is a home hospice created as an alternative discourse addressing service users needs beyond gender or medical diagnosis. Services provided include practical, physical, emotional and spiritual support for people living with HIV/AIDS, cancer and other life threatening illnesses. Because bureaucracy is one of the tools of development that organizes and structures operations of any efficient agency, my placement is no exception. Autonomy of both worker and client is carefully regulated in relation to specific rules of behaviour. Hence, the importance of analyzing the potential impact organizations may have to exert power and influence on employees and clients (Handy, 1997). My placement agency like any other hierarchical bureaucracy provides both social care and social control. During my first few weeks, I recall being sceptical and uncomfortable about the spiritual component. This was because of an incident that happened a few weeks into my placement. I was assigned to work with the Chaplain to organize a retreat for a group of terminally ill clients who access spiritual care services from the agency. I started to increasingly feel uncomfortable when the Chaplain started to make unreasonable demands on me; that she wanted to pray for me. Ogbor (2001) contends corporate culture can be used to reinforce informal norms and can become an expectation on the part of employees that would be otherwise lost (p.594). Indeed, I felt lost in this religious dilemma and felt like I was in what Ogbor refers to as psychic prison. A mechanism often constructed by individuals to protect against internal tensions. It occurred to me that I was not only losing my sense of self but my identity was being manipulated through the prayer rituals. Couzen (2005) citing Foucault states that through norms individuals can be programmed by social institutions. This is because once there is dominance normalization makes dominance invisible. Hence, I found myself assimilating into the assigned organizational religious cultural values and norms. When I reflected on the theories of corporate hegemony, I became aware of the intersections of whiteness and the cultural imposition that was taking place. Why was I succumbing to what appeared as religious indoctrination? Was I being manipulated? Institutional patterns operate as techniques of power and domination (Ogbor, 2001). The imbalance of power was emotionally unsettling. Using Foucaults work to examine self-regulation, I take full responsibility for self-regulating and being complicit in my own domination. My failure to be critical about ideological practices that went against my personal beliefs and values gave the Chaplain permission to legitimize and enforce the prayer rituals. Thu s, techniques of domination intersect with self to produce what Foucault describes as governmentality. . The self-imposed surveillance constituted a form of internalized panopticon (Ogbor, 2001). As a result, self-oppression and conformity was hindering my project of freedom. My consciousness was provoked by this realization. The harboured angry feelings turned me into an ugly person. Unable to contain the anger, the situation exploded into a nasty confrontation with the Chaplain. Imagining that the Chaplain perceived me as a transgressor requiring to be saved by religion, I became what Zimbardo (1971) describes as a dangerous prisoner. I lashed out at the Chaplin; yelling and accusing her of trying to be self-righteous and ethnocentric. I regret this verbal altercation because it was not professional on my part. In retrospect, I realize that the factors influencing my angry reaction ran deeper and were political. I felt that as a person of colour, the Chaplain was using the historical colonial weapon of religion to save me from myself. I grew up during the apartheid and religion was sh oved down my throat from childhood until high school. Religion then was used as an ideological tool to teach Africans morals and civility. Thus, the very idea that the Chaplain may have been reproducing my painful colonial past made my blood churn. It is through such learning processes that my individual colonial past and fears manifest into a defence mechanism. This defence mechanism often times projects the deep colonial scars that lie deep inside. Now, I am aware that the residue of what happened in the past can mar my social interactions. For the most part, I have spent my life focussing on my painful colonial experiences of being treated as the Other and reacting negatively. I am aware that when a white person speaks I find myself analyzing every single word just to ensure that there are no racial connotations. This is a problem because it means that I enter into this conversation with strong biases and prejudice. I realize the need to look beyond my physical and psychological trauma in order to move forward. Nonetheless, I am encouraged by Bell Hooks (1990) thesis in Choosing the margin. Through practice, I have learned that we choose our marginal identities but are not confined to these rigid positions. I admit that I ha ve to change the way I speak. My language should not bind or fence in my dominator. Because words have meaning, I have to engage in meaningful and respectful dialogue. When the conflict with Chaplain escalated, I recalled the words of one of my professors in College that: conflict was healthy and a normal part of any human relationship. I knew that allowing conflict to escalate can limit opportunities to engage in open and respectful dialogue. But, for some strange reason, I allowed the conflict to fester for too long. I lost the learned key conflict resolution principles of using the I statements rather that you statements. In fact, I cast blame on the Chaplain and turned myself into a victim; a principle we learned in the first year that it did not exist because power is everywhere. A fact I later disproved by exercising negative power through yelling at the Chaplin. Lessons from Foucault came into focus that power is not always repressive because it is relational. Eventually, I took ownership of my role in this particular conflict, an opportunity that enabled me to step back from the emotional attachments that went with the religious disagreemen t. This introspection allowed me to seek help from my Faculty Field Supervisor. It was after my meeting with my Faculty Supervisor that I began to reflect on my own behaviour in the whole process. I took ownership and apologized to the Chaplain for behaving in an unprofessional manner. I was able to convey to her my feelings about the situation and the matter was resolved amicably. She in turn apologized because she had not realized the implication of her behaviour. She immediately stopped bringing the idea of praying for me in our work relationship; a decision that I appreciated because it allowed my individuality and growth in my practicum. I must admit that this conflict was a driving force for my improved performance in my practicum. My relationship with the Chaplain turned into a healthy and positive experience which led to better team decisions and more creative ideas. My Faculty Adviser helped me realize the importance of taking a step back before reacting. In our meeting, I recall him advising me to use a critical reflective approach as a tool to resolve practice dilemmas in a constructive way. This useful advice was turned a somewhat poisoned environment into an amenable situation. Through dialogue this situation was resolved and my relationship with the Chaplain became cordial. In fact, she became one of the people I sought advice from as I encountered my clients struggling with the meaning of life after a terminal diagnosis. Through this experience, I gained insight into my workplace, my colleagues and myself. I was able to identify my own assumptions and biases about religion which was interfering with my professional practice. I have learned that spirituality is an essential component of the bio-psycho-social framework particularly in palliative care. Identifying spiritual assets and strengths can help clients cope with or solve problems. The conflict with the Chaplain was pivotal in my self-awareness and consciousness raising as I pursued my journey with Grace, a fifty year old woman battling terminal cancer. My journey with Grace (pseudonym) gave me prose to think about the meaning of life. As a social worker, my client taught me that when a life threatening illness such as cancer confronts us, it is the realities of death and questions about life that prompt us to step back from our lives including theory. Ironically, my perspective on realities of implications of a terminal illness emerged from spiritual and philosophical orientation. It became evident that the end of life was one of the most important times for a social worker to address spirituality. In this process, I discovered that spirituality is an essential yet undeveloped component of cultural competence. My interaction with my client led me to examine spirituality as a form of cultural competence. Spirituality represents a potential influence on emotional well-being of the cancer patient as well as the family members or caregivers. As Graces cancer progressed she confronted me with a myriad of questions. When Grace said why me? Why now? My social work textbooks could not provide practical solutions. What do you tell someone asking you why she is dying? At that moment, I realized that cancer causes not only physical but mental, emotional and spiritual suffering. I discovered that some clients find safety in discussing spiritual issues with a social worker because of the professions lack of alignment with a specific religious or spiritual base (Healy, 2001). However, as a social worker, I felt challenged because my training does not incorporate the topic of spirituality as part of service provision. But, through our interactions, Grace was able to teach me that spirituality was in fact a significant part of ones cultural identity and can be a source of healing. Healy (2001) provides helpful account of benefits of spirituality in palliative care. My experience at Philip Aziz made me aware of the importance of spirituality in social work practice. Healy argues spiritual issues are often apparent in palliative care and require social work to extend practice which may at times be limiting because of opposition by some proponents who argue that religious and spiritual care are incompatible with the image of modern profession (p.85). The incident described above, allowed me to reflect on my own practice and confusion arising from my failure to understand the difference between spirituality and religion. Working with Grace raised my consciousness in understanding that spirituality refers to search for meaning and mutually fulfilling relationships. Religion on the other hand is often an organized activity for the expression of faith. This distinction helped me to be reflexive and draw on social work theory to come up with creative solutions to help my client. I was able to explore a broad range of practice options for my client. For example, conducting a needs assessment helped to identify my clients strengths and capacities that were evidently invisible because of my resistance to spirituality as a form of intervention. Despite the fact that cancer was ravaging her body, Grace was able to let me know that her priority need was working on spiritual distress she was experiencing. Integrating spirituality in my work practice presented incredible effective cross cultural communication techniques in palliative care. Using the strength perspective framework, she was able to articulate her hopes for the future in our relationship. I discarded my idea of seeking to remedy her personal cancer pathology and focussed on her need. Our relationship blossomed until Grace died peacefully on February 26, 2010. Because Grace was Jewish, I had the honour to be invited by the family to what is called a Shiva, an occasion for family and close friends only. I learnt that in Judaism, a person mourns for a relative in seven stages. The mourners sit on low stools throughout that period to symbolize the mourners awareness that life has changed. The low chairs shows desire to be close to the earth in which the loved one was buried. Finally, I concluded that social work and spirituality had much to learn from each other. I learnt that death is central to the meaning of human life and provides a backdrop against which life is lived. Throughout this process, my greatest learning outcome came from understanding that as a social worker my role is not to work miracles but to provide support and actively listen. To help people discover their own strength rather than an attitude of rescuing them. I will value taking fifteen minutes of my every day to reflect on how my actions negatively or positively impact everyone I come into contact with. This reflective process will enable me to avoid pointing fingers to other but at myself and find ways to change whatever needs to be improved.

College Writing In a Global Age Essay -- Education Academics Essays

College Writing In a Global Age To begin a discussion about teaching college writing in a digital era we must first understand what this era represents. It is an age when many people choose to "watch" books instead of read them, in the form of television programs or motion pictures. It is a time when product advertisements, "news" reports and controlled communications attempt to do the world's thinking for them and when computers-if given enough information on a subject-can compose a written report suitable for any university course. With the availability of these alternatives to reading, thinking and writing, it is a wonder that there is still a college writing requirement at all. Nevertheless, almost every college and university in America has a compulsory writing course, and during the digital ere, almost every instructor has a different approach. As the number of students with diverse cultures, experiences and backgrounds increases, so does the belief of some that these approaches must be examined to ensure a c ulturally inclusive environment will inevitably lead to warfare. Maxine Hairston, Professor of Rhetoric and Composition at the University of Texas at Austin, believes that because of the increased diversity in the classrooms, faculty should encourage students by developing assignments directed toward the students exploration of opinions and viewpoints based on their own experience. These students bring with them a kaleidoscope of experiences, values...we want to respond positively and productively, using every resource we can to help them adapt to the classroom setting, Hairston thinks that students will be able to share their thoughts with one another, thus increasing the opportunities for multicultural awareness... ...ntimidation of the language barrier allowed me to concentrate on the coursework while understanding it enough to talk about it with others, gain insight into several perspectives and form my own opinions. Although Bray would undoubtedly equate them with those in fear of sounding prejudice, I agree with the positive approaches Hairston and Marback take in regards to multiculturalism. Their basic beliefs, that maintaining contact with and desiring to understand people of different cultures, are a good thing and not as Bray suggests: "a bad idea"(Bray). When we consider what college writing courses expose our students to-the ability to collaborate with minds of I different experiences while enabling them to form and maintain their own outlooks; less I force-feeding of ideas and opinions from mass media-it's no longer a wonder that the I courses exist, it's a blessing. College Writing In a Global Age Essay -- Education Academics Essays College Writing In a Global Age To begin a discussion about teaching college writing in a digital era we must first understand what this era represents. It is an age when many people choose to "watch" books instead of read them, in the form of television programs or motion pictures. It is a time when product advertisements, "news" reports and controlled communications attempt to do the world's thinking for them and when computers-if given enough information on a subject-can compose a written report suitable for any university course. With the availability of these alternatives to reading, thinking and writing, it is a wonder that there is still a college writing requirement at all. Nevertheless, almost every college and university in America has a compulsory writing course, and during the digital ere, almost every instructor has a different approach. As the number of students with diverse cultures, experiences and backgrounds increases, so does the belief of some that these approaches must be examined to ensure a c ulturally inclusive environment will inevitably lead to warfare. Maxine Hairston, Professor of Rhetoric and Composition at the University of Texas at Austin, believes that because of the increased diversity in the classrooms, faculty should encourage students by developing assignments directed toward the students exploration of opinions and viewpoints based on their own experience. These students bring with them a kaleidoscope of experiences, values...we want to respond positively and productively, using every resource we can to help them adapt to the classroom setting, Hairston thinks that students will be able to share their thoughts with one another, thus increasing the opportunities for multicultural awareness... ...ntimidation of the language barrier allowed me to concentrate on the coursework while understanding it enough to talk about it with others, gain insight into several perspectives and form my own opinions. Although Bray would undoubtedly equate them with those in fear of sounding prejudice, I agree with the positive approaches Hairston and Marback take in regards to multiculturalism. Their basic beliefs, that maintaining contact with and desiring to understand people of different cultures, are a good thing and not as Bray suggests: "a bad idea"(Bray). When we consider what college writing courses expose our students to-the ability to collaborate with minds of I different experiences while enabling them to form and maintain their own outlooks; less I force-feeding of ideas and opinions from mass media-it's no longer a wonder that the I courses exist, it's a blessing.

Life in The Death of Ivan Ilyich Essay -- Tolstoy Death Ivan Ilych Ess

Life in The Death of Ivan Ilyich      Ã‚  Ã‚   In Leo Tolstoy's The Death of Ivan Ilyich, the story begins with the death of the title character, Ivan Ilyich Golovin.   Ivan's closest friends discover his death in the obituary column in chapter one, but it is not until chapter two that we encounter our hero.   Despite this opening, while Ilyich is physically alive during most of the story's action he only becomes spiritually alive a few moments before his death.    The life of Ivan Ilyich, we are told, "had been most simple and most ordinary and therefore most terrible" (Tolstoy, Ch. 2).   In analyzing this description of Ivan's life, we see that Ivan has always done what is expected of him in the eyes of others (wife, co-workers, employers, etc.).   While Ivan believes his life has run easily, pleasantly, and decorously like it should, we see that in reality it is an unfulfilled life.   Ivan's closest associates are more worried about who will be next in line for promotion now that he is gone, and at his funeral they are more concerned over a bridge game than grieving for the loss of a friend, "The more intimate of Ivan Ilyich's acquaintances, his so-called friends, could not help thinking also that they would now have to fulfill the very tiresome demands of propriety by attending the funeral service and paying a visit of condolence to the widow" (Tolstoy Ch. 1).    Ivan's wife is also self-centered and exhibits great disdain for her husband, who she considers more of a nuisance and hassle than anything else.   Ivan's last days are spent in terrible physical agony, as he uncontrollably screams and moans in pain.   When Ivan's friends come to pay their respects to his widow, we see in her comments to them that she never reall... ...y view this as a Christian worldview, one that embraces the afterlife, I see it as a man looking forward to inevitable death because even if it came late he figured out a meaning to life.   In so doing he may not have had the opportunity to relive his life as no man does, but he found peace and fulfillment in his acceptance of his end.   Existentialism argues in the concept of the "eternal return" that an individual to be most fulfilled should live a life that, having to repeat it over identically for all eternity, would be a concept that would be embraced.   If Ivan had the chance to come back he would not enjoy living the same life over, but given another chance to build a new one he would surely construct one that is different.    WORKS   CITED   Tolstoy, L.   The Death of Ivan Ilyich.   Available: http://faculty.stcc.cc.tn.us/bmcclure/links2/ilyich.htm, 1886.

Canteen hygiene in Eastern Visayas State University Essay

Every school in the country should be strongly committed to support student health and well-being through its curriculum and a range of initiatives that offer opportunities that promote physically fit individuals who love eating healthy food. Schools are encouraged to implement comprehensive health and well-being programs, including food and nutrition education. The establishment and operation of a school canteen is important in developing love and interest in buying nutritious and healthy food among students, faculty and the school personnel, making it possible for them to enjoy nutritious and healthy food at affordable prices during the school day. The canteen should also provide a variety of foods and dishes that enhance the skills and knowledge learnt in the classroom about food and nutrition. Canteen operation can be considered one of the auxiliary services of the school. Food handlers have a prime role to play in food businesses, and that is to guarantee that meals served are h ygienic for consumption. Conscious or inadvertent contamination of such food places consumers at risk of suffering from food- borne illnesses. Food poisoning in school canteens had been an occurrence. For this reason this study will be carried out to assess canteen hygiene of the privately managed canteens in Eastern Visayas State University. Read more:  An Introduction to the Importance of School Canteen Statement of the Problem This study will be conducted to assess hygiene on these privately managed canteens inside the campus of Eastern Visayas State University. Specifically, this study aims to answer the following questions. 1. What is the level of premises cleanliness of the canteens in the following areas? 1.1 Food Preparation Area 1.2 Food Storage Area 1.3 Refreshment Area 1.4 Toilets and Staff Locker Area 1.5 Waste Disposal Area 2. What is the level of personal hygiene of canteen staff (food handlers)? 3. What is the level of hygiene on the following? 3.1 Dry Goods Storage Unit 3.2 Refrigerator/ Chiller/ Freezer 3.3 Cooking Equipment 3.4 Food Preparation and Holding 3.5 Food Handling and Serving Practices Research Hypothesis This study will advance and test the research hypothesis which states the level of premises cleanliness of the canteens, the level of personal hygiene of canteen staff and the level of hygiene of the canteens in Eastern Visayas State University. Conceptual Framework Schools are in a good position to endorse healthy food related behaviors in students and help ensure appropriate food intake. Food items sold in and around the school during school hours/recess play a special role in school life because it provides refreshment and fulfills energy requirements of students. Canteens vary in terms of capacity depending on the number of students who eat from there, type of food offered and the type of activities such as preparation, cooking and storage. The school canteen has an important role in the provision of food to students and the school community as well as being an integral part of the school environment. The school canteen should feflect the education goals of the school and support and complement student learning. When a university canteen is used daily, the food provided through this service may comprise a third of a student’s total daily intake and have a significant influence on their health and nutrition. The correct handling of food and a high level of personal hygiene are keys to food safety. Correct food safety procedures must be understood by everyone who handles food or works in  the canteen, including students. Significance of the Study This study is not only important to those operating canteens, but also to following people who are interested to have knowledge and compliance with the requirements on food safety and hygiene of canteens. To the Administrator. The result of this study will help both the teachers and the students gaining knowledge in maintaining the good hygiene in operating of canteen. To the Teachers. As the result of this study will guide the students on choosing canteens that serving well-prepared meals and has good hygiene habits. To the Canteen Owners. The use of these requirements will help them improve their management of their canteens. To the Students. This study benefits to the student who eat in diferrent canteens, which is help them to find canteens that they know prepareing safe food. Scope and Delimitation The study will determine the canteen hygiene in Eastern Visayas State University. The investigators will focus on canteens hygiene of the canteens in the Eastern Visayas State University. The respondents of this study consisted of the 75 canteen personnel and 50students from different year levels. This study was limited to the assessment of canteens hygiene in term of the level of hygiene in dry goods storage unit, refrigerator/ chiller/ freezer, cooking equipment, food preparation and holding, food handling and serving practices.This study conducted during the school year 2014-2015. Definition of Terms The following terms are having operationally defined for better understanding of the reader. Hygiene. In this study refers to the good healthful conditions of the personnel. Inadvertent. Not resulting from or achieved through deliberate planning. Food- borne illness. is an infection or irritation of the gastrointestinal (GI) tract caused by food or beverages that contain harmful bacteria, parasites, viruses, or chemicals. Chapter II Review of Related Literature and Studies Related Literature It is essential that food is properly handled and prepared to keep it for health. Food should be served in clean dishes. Food can be dangerous if not properly handled, prepared and stored. Schools canteen can play an important role in promoting healthy habits. Health promotion messages can be delivered to students to develop lifelong attitudes and skills. â€Å" Poor oral health can have a detrimental effect on children’s quality of life, their performance at school and their success in later life† , mentioned by Kwan, Petersen, Pine and Borutta (2005). In the local setting, Presidential Decree No. 856 embodies the code in sanitation of the Philippines. Section IX of the code specially pertains to food establishment sanitation. Knowledge and compliance with the requirements of the sanitation code by the foodservice operators will ultimately redound to their own benefit since customers prefer eating in clean and sanitary premises. The maintenance of high standards of san itation in the foodservice operation cannot be compromised by management. Sanitation should be treated as a way of life in foodservice because any laxity in sanitation rules can mean illness for customers, loss of business and financial bankruptcy. Hired people handling food in the canteen should be required to undergo training for food handlers, obtain a certificate of good health from the municipal health department and observe hygiene. Related Studies The aforementioned study was similar to the present study included factors like Sanitation in Physical Facilities. According to Medrana (2004) in her article, school canteens have always canteen or cafeteria is different from a commercial outfit that is also  subjected to government sanitary controls. Whereas commercial canteens and restaurants are established for profit as the main object, a school canteen is set-up mainly to benefit the students while offering them decent yet affordable fare. Recalled by Morphet (1994) the schoolfood service was since then a major division of school operations. It was estimated that the gross expenditures for the school lunch program was approximately one billion pesos during the year 1956-1957. According to Maniquiz (2009) enough knowledge is imperative to canteen managers for their role is to make decisions that will affect the entire canteen organization. Chaper III Methodology In this chapter presents the design or methods and produce with the study will be undertaken and describes the instruments used in gathering the data, the analysis of the data in testing the hypothesis. Research design This study will use a descriptive survey method with questionnaire as the main tool in gathering the data. It is descriptive, as it presents the different practices in canteen hygiene. In other words, this research endeavor will assess the hygiene of all canteens which is concerned the students. Research respondents The data of this study will be gathered from all the canteens in the Eastern Visayas State University. Included in this study will be the canteens who are officially registered in the University.