Effects of Bilingualism Essay

Introduction The use of mother tongue in learning allows students to learn the lesson quickly. It helps them to read and probably write quickly. (Yolanda Quijano, 1994). The use of the Filipino language in teaching develops lifelong learners who are proficient in the use of their native language and other languages. (Mona Valisino, 2006) Using the mother tongue of a student forms their critical thinking skills, drawing conclusions and making comparisons. (Ocampo, Fajardo, et al, 1990). Filipino was declared as the ‘lingua franca’ because it is the language that is being spoken and understood by majority of the Filipinos, that is why Filipino should be used in education. (Dr. Rosaryo Yu, U.P. SWF) However, the English language is the universal language. It is used commercially and it is also a factor for success in the business world. English is also widely used as reading and instructional materials. Furthermore, it helps individuals to be globally competitive that is why English is used as medium of instruction in schools. (Rebecca Alcantara, et al, 1996) According to the 1986 Philippine constitution, the Philippine educational system implemented the use of bilingualism in all levels of educational institutions in our country. Bilingual education aims to use both English and Filipino as medium of instruction for students to achieve quality education with the help of the collaboration of the two languages. (Tony Rimando, 1994, Manila bulletin) This research aims to know the effects of bilingualism to the academic performance of the fourth year student in Pasig Catholic College. Statement of the Problem Bilingualism is used in schools all over the Philippines as instructed by the Department of Education. One of the schools that implement bilingualism is Pasig Catholic College. In this light, the researchers would like to identify the effect of bilingualism to the academic performance of fourth year students in Pasig Catholic College. This study also aims to answer the following questions: a) What are the advantages of bilingualism to the academic performance of the fourth year high school students in Pasig Catholic College? b) What are the disadvantages of bilingualism to the academic performance of the fourth year high school students in Pasig Catholic College? Significance of the Study The researchers would like this study to help Pasig Catholic College in determining the effects of bilingualism to the academic performance of the fourth year high school students. Specifically, this section will provide a brief description on the several significances of the research about the effects of bilingualism to the academic performance of the fourth year high school students in Pasig Catholic College. This study will be more likely to be significant to the following persons: To students. This study provides evidence to students about the effects of bilingualism to their academic performance. To teachers. This study will aid teachers to have a deeper understanding to the said bilingual education. By this study they can come up with new teaching techniques to offer their students a better education. To future researcher. This study will benefit the future researchers as their guide and reference in making a similar research. Moreover, this study can also open an opportunity to the development of this study. Scope and Delimitation of the study This study will cover the effects of bilingualism to the academic performance of the fourth year high school students of Pasig Catholic College. The researchers will include different procedures and. This study will be done by selected fourth year High School students during the school year 2012-2013. The researcher will gather data using different books, clippings, and websites. They will also conduct a survey to be given to fourth year high school students. This study will be conducted on the school year 2012-2013. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDY This chapter presents gathered information which has relevance to the study and can serve as reference in understanding the nature of the topic. The following facts and data were collected from different books, encyclopedias, websites, magazines, and other thesis papers. Related Literature Nowadays, majority of the world’s population is bilingual or multilingual than monolingual. This trend also positively affects cognitive abilities of people around the world. Researchers have shown that the bilingual brain can have better attention and task-switching capacities than the monolingual brain. Additionally, bilingualism has positive effects at both ends of the age spectrum: Bilingual children as young as seven months can better adjust to environmental changes, while bilingual seniors can experience less cognitive decline (Marian, V & Spivey, M, 2003). Being bilingual can have different benefits. The improvements in thinking and physical processing determined by bilingual experience may help a bilingual person to better process information in the environment, leading to a richer learning. This kind of improved attention to factor may help explain why bilingual adults learn a third language better than monolingual adults learn a second language (Gollan, T. H., & Acen as, L. A., 2004). Related Study Bilingualism causes misconception to students as well as to the teachers. It is also one of the reasons why students could not speak English fluently. The tendency is that they mix up the two languages which results in â€Å"taglish† words or phrases. Students also encounter difficulty in translating Filipino words to English and vice versa. Studying both languages at the same time causes minimal fluency in either Filipino or English since their focus is not constant in one language. Other students could not express themselves in English because they are used in speaking in Filipino which results in being an uncompetitive student when it comes to English (Madriaga, Nazareno, et al, 2001).

Reaction Paper: Always

It all started with a quite bit of confusion. I thought the film was about the history of Japan or whatever but then as we arrived in the cinema and start watching the movie I got curious why it was like a comedy and a little bit drama kind of movie. The movie was set back on 1958 at the time of the construction of the Tokyo Tower so the screen’s color was brownish (Classic) and the actors and actresses’ dress were classic too. There are two 2 families in this story the Suzuki family and the Chagawa family. The Suzuki family was more capable than Chakagawa family. To start the story, it is about a teenage girl named Mutsuko arrives in Tokyo to take a job in a major automotive company but finds that she is employed by a small auto repair shop owned by Suzuki. The Suzuki shop lies almost in the shadow of the Tokyo Tower as it rises steadily above the skyline during construction in 1958. Others in the neighborhood also are striving to better themselves as Japan continues to emerge from the shadow of war. Abandoned by his single mother, young Junnosuke is first handed off to Hiromi but she passes him off to Ryunosuke Chagawa, a struggling writer who only manages to sell adventure stories for boys as his serious novels continue to be rejected.. This two families are sometimes not in good terms but in the end they all became friends when Hiromi give birth to her baby while they’re watching the Olympics. I like the movie so much, actually to be honest it made my cry. Especially in the scene of Ryunosuke Chagawa when he knew that his father loves him so much, that his father bought all the episodes of his book. It’s like, for how many years of pain and for how many years that he was mad with his father still, father is a father. And the scene of Junnosuke when he needs to come back home because he forgot the pen the Chagawa gave when he’s still a child. Then I was also amazed in what Japan did in the opening of Olympics in that year. I was like â€Å"Wow! Astig! †. They made the 5 rings of Olympics’ logo by the jets, the jets were the one who draw it. The movies is very beautiful, simple and fantastic it is about everyday difficulties and joys of people. What I like most in this movie and to conclude it all, I love or like this movie because it was filled with bits of memorable moments that would send you bursting out with laughter while tears are still continuing to fill up your eyes. I promise to recommend this movie to my family, friends and other classmates. One of the best movie I’ve ever watched.

Morality and Babyhood Essay

Characteristics of babyhood: (From 2 weeks to 2 years) i) Babyhood is the true foundation age. At this time, many behavior patterns, attitudes and emotional expressions are established. It is a critical period in setting the pattern for personal and emotional adjustments. ii) Babyhood is an age of rapid growth and development. Babies grow rapidly both physically and psychologically. Changes are rapid in appearance (height and weight) and capacities. The limbs develop in better proportion to the large head. Intellectual growth and change are parallel to physical growth and change. iii) Ability grows to recognize and respond to people and objects in the environment. The baby is able to understand many things and communicate its needs and wants. iv) The babyhood is an age of decreasing dependency. The baby begins to do things to itself. With decrease of dependency, a rebellion against being treated as baby. A protest takes protest comes in the form of angry outbursts and crying when independence is denied. v) It is an age of high individuality which can be realized in appearance and in patterns of behavior. vi) Babyhood is the beginning of Creativity, sex role and socialization for adjustment in future life. vii) Babyhood is a hazardous period. The physical hazards are illness, accidents, disabilities and death. Psychological hazards are disinterests and negative attitude. Havighurst’s Developmental Tasks During The babyhood Learning to take solid food Learning to walk. Learning to talk. Learning to control the elimination of body wastes. Learning sex differences and sex modesty. Getting ready to read. Learning to distinguish right & wrong and beginning to develop a conscience. Babyhood skills Hand skills – self-feeding , self dressing,and play skills Leg skills-Jumping, climbing stairs, running without falling speech development in babyhood Talking is one of the biggest milestones there is, and the latest research suggests there’s a lot you can do to help your child become a master chatter. Months before my daughter Ella spat out her first official word (â€Å"bath! â€Å"), she was a Chatty Cathy in terms of sheer noise–exercising her pipes by howling for a feeding, squealing at a sock puppet, or babbling â€Å"ba ba ba† at the top of her lungs. And it turns out there’s a reason behind the racket. For babies, it’s a kind of linguistic cross-training–a way they prep for the main event of real speech, otherwise known as one of the coolest milestones ever. The average age at which kids utter a bona fide first word is 12 months, and they’re able to manage two-word â€Å"sentences† by the time they’re 2. But (reality check! ) as any pediatrician will attest, babies hit language milestones at a wide range of ages. A child who seems behind can all of a sudden make a giant leap ahead of her peers, verbally. And a kid who starts talking early may get stuck on the same few words for months before adding more to her repertoire. So no comparing or panicking! Sure, you can hardly wait to hear that first word or â€Å"wuv you. † But like all Big Moments in your baby’s life–sleeping through the night, sitting up, first steps–it will happen when she’s ready. There are, however, proven ways you can nudge language development along, experts say. Check out our stage-by-stage (and completely anxiety-free! ) guide to baby talk for the scoop on what you’ll hear, when to expect it, and how best to keep up your end of the conversation. 1 Month Waaah. Crying may not sound conversational, but it’s your newborn’s primary way to communicate, meaning she uses it for everything from â€Å"I’m tired† and â€Å"I need food† to â€Å"It’s a little too bright in here. † Wailing also primes your baby for genuine language by strengthening the same neural pathways in the brain that are used for speech–and by giving her larynx, the organ in the throat responsible for sound production, a good workout. What to say back: Something that will soothe the fussing and squalling. While a good cry may exercise your baby’s vocal cords, the sooner you can comfort her, the more confident she’ll be that you’re really listening to her–and the more willing she’ll be to keep trying to â€Å"tell† you what she’s feeling. 2 to 5 months Ooh? aah. Those supercute coos are airy sounds that come straight from the larynx–making them easy to say for tiny babies still figuring out how to use their lips and tongues. They’re also fun. â€Å"Kids tend to focus on particular sounds: squeals, vowels, or growls, as we call them,† says D. Kimbrough Oller, Ph. D. , a professor of audiology and speech-language pathology at the University of Memphis. These will help your little one learn to control vocal tone and volume–something she’ll need to form her first word. What to say back: Anything in â€Å"parentese,† that singsongy voice that sounds like it came off a children’s CD–only it’s you repeating â€Å"Hiiiii! † Research shows the high pitch makes your infant really take notice of–and want to imitate–what you say. 5 to 7 months Ah? goo. When your baby begins to add in consonants, it means she’s now able to produce a full repertoire of sounds–a major linguistic milestone. â€Å"It’s harder to produce consonants because they require interaction between the tongue and the lips,† says Roberta Golinkoff, Ph. D. , director of the University of Delaware Infant Language Project in Newark. â€Å"It’s a big deal. † What to say back: Narrate the sights you see on your drive or your daily plans (â€Å"We’re going to the store for some milk, and then Daddy’s taking you to the park! â€Å"). Talking to a non-talker may feel bizarre, but research has found that infants actually understand far more than we realize. In one study, 6-month-olds who heard the word â€Å"mommy† responded by looking at a picture of their mom. 7 to 9 months Ma-ma-ma. Was that a first word? Hmm? Though your baby is probably still simply parroting sounds, once she starts babbling in distinct syllables, her â€Å"conversation† can sound so much like language that it’s hard to tell. Consider this her final dress rehearsal for putting those syllables together in a way that has real meaning. What to say back: Talk about the things around her so she’ll connect objects with words. Just don’t assume â€Å"bo-bo† means â€Å"ball† if she says it while reaching for her shoe. â€Å"Notice where your child is looking before you label an object. It’s very adaptive for babies–and a lot of parents do it naturally,† says Jenny Saffran, Ph. D. , director of the Infant Learning Lab at the University of Wisconsin-Madison. 9 to 12 months Nee-nigh. Getting out just the right sounds takes practice, so for now, your baby’s making up combos that indicate real objects–a halfway point between babbling and true speech. She may say â€Å"nee-nigh† for â€Å"bottle,† or â€Å"sho-sho† for â€Å"yogurt,† for example. What to say back: As long as you know what your baby’s trying to say, don’t quibble over correct pronunciation. Swapping in weird names for regular words is normal for new talkers–so your best move is to respond in a way that shows you understand: She says â€Å"banktee,† you produce her blanket. It’s cute to hear (and say) her made-up words, and experts say it’s fine if â€Å"banktee† becomes de rigueur in your household. Eventually, you’ll phase it out for the real thing. 12 to 15 months Dog. Whatever recognizable word your child produces first, it’s bound to be something she’s fascinated by and something she can easily say–which is why the single-syllable â€Å"Da,† â€Å"Ma,† â€Å"ball,† and, yes, â€Å"dog† are fairly common first words. â€Å"Kitten† and â€Å"television†? Not so much. What to say back: â€Å"Hurrah! † Cheering on her speaking attempts will motivate her to master new words. Plus, Golinkoff notes that the rule for babies learning to talk is â€Å"the more language in, the more language out. † So keep chatting! By doing so, you’re supplying the words for interesting objects and emotions. Add that to praising her for using the ones she already knows and you’ll soon have a total motor mouth on your hands. 15 to 18 months Go. After your toddler has spit out that first word, she’ll learn what she needs to do to make others–including different parts of speech, like verbs and adjectives. By 15 months, most kids are able to say 20 or more words, and the lexicon expands as weeks go by. What to say back: Cuddle up with a good story for a no-brainer vocab booster. Perfect at this age: board books filled with short-and-sweet words, like Where Is Baby’s Belly Button? by Karen Katz, or Dear Zoo, by Rod Campbell. â€Å"Talk about what’s in the pictures, as well,† suggests Julie Masterson, coauthor of Beyond Baby Talk: From Sounds to Sentences, A Parent’s Complete Guide to Language Development. â€Å"It’s fun for kids to hear you say ‘See the dog? It says ‘woof. ‘† 18 to 22 months Da-me-fo-bee. You know your toddler is saying something amazing–if only you could understand it. In their second year, kids become masters of nonsensical speech, producing strings of elegant gibberish that sound like a faux version of adult conversation (often complete with inflection and hand gestures). She’ll also be saying around 30 or so real words-but even those may not be crystal clear. What to say back: Ask questions that get your kid talking. If she says â€Å"boo-bee-lala† while building a block tower, ask â€Å"What do you like about the blocks? † One recent study in the journal Pediatrics showed that back-and-forth conversations between adults and little ones are the best way to improve their verbal skills. 22 to 24 months. More milk. By the time she turns 2, your toddler will likely be able to string two or three words together to make mini-sentences. A favorite to throw into the mix of the dozens of words in her growing vocabulary: â€Å"more. † It’s a sign that your kid is figuring out the ability of language to make things happen. What to say back: Give her what she asks for! (Within reason, of course. ) Being able to tell you what she wants is a major milestone for her, but it’s a happy day for you, too. Just think: fewer meltdowns over misunderstood requests! And by responding, you show her just how powerful and rewarding talking really can be. Prespeech forms of communication Four prespeech forms of communication are there Crying- Hurlock considers it to be the very first piece of human behaviour that has social value. It gradually becomes differentiated as the newborn reaches the third or fourth week of life. Cooing and Babbling-As the baby’s vocal mechanisms develop,he becomes capable of producing explosive sounds which develop into babbling or lallation. Babbling begins during the second or third month of life. Gesturing –This develops and is used by the baby not to supplement,but to substitute for his speech. Emotional expressions- This is most effective forms of preseech. Baby communicates with others by using some gestures and emotional expressions emotional development in babyhood month 1 Makes eye contact Cries for help Responds to parents’ smiles and voices Month 2 Begins to develop a social smile Enjoys playing with other people and may cry when play stops Prefers looking at people rather than objects Studies faces Gurgles and coos in response to sounds around her First begins to express anger Month 3 Starts a â€Å"conversation† by smiling at you and gurgling to get your attention Smiles back when you smile at him. The big smile involves his whole body — hands open wide, arms lift up, legs move Can imitate some movements and facial expressions Month 4 Is intrigued by children. Will turn toward children’s voices in person or on TV Laughs when tickled and when interacting with others Cries if play is disrupted Month 5 Becomes increasingly assertive Can differentiate between family members (parents and siblings) and strangers Likes to play during meals Month 6 May quickly tire of a toy but will never tire of your attention Temperament becomes increasingly apparent. You’ll see whether she tends to be easygoing or easily upset; gentle or active Recognizes his own name Coos for pleasure and cries with displeasure Can make noises like grunts and squeals; clicks his tongue Month 7 Starts to understand the meaning of â€Å"no† Enjoys social interaction Expresses anger more strongly Tries to mimic adult sounds Month 8 Can differentiate between familiar and unfamiliar May become shy or anxious with strangers Cries in frustration when he can’t reach a toy or do something he wants to do Month 9 Imitates gestures that other people make Looks at correct picture when an image is named. Smiles and kisses own image in the mirror Likes to play near parent (i. e. , in kitchen while Mom is cooking) May be more sensitive to the presence of other children Month 10 Separation anxiety may begin Self-esteem begins to develop Responds to positive recognition such as clapping Becomes cautious of heights Shows moods such as sad, happy, and angry Month 11 Tries to gain approval and avoid disapproval Can be uncooperative Month 12 May have temper tantrums Can fluctuate between being cooperative and uncooperative Shows a developing sense of humor May cling to parents or one parent in particular Development of understanding. As the babies grow the criteria of understanding increases. It depends largely on two factors : their level of intelligence and their previous experiences. Most important concepts that are related are Space Weight Time Self Sex-role Social Beauty The comic Functions and vertues od play: 1 it aids growth 2 it is a voluntary activity 3 language can be developed through it 4 it offers opportunities for matery of physical self PLAY PATTERNS OF BABYHOOD: sensorimotor play exploratory play imitative play make -believe play games and amusements Moral development in babyhood: Babies have no scale of values and no conscience. They are therefore neither moral nor immoral but nonmoral in the sense that their behavior is not guided by moral standards. Eventually they will learn moral codes from their parents, and later from their teachers and playmates etc. Learning to behave in a morally approved manner is a long, slow process. However, foundations are laid in babyhood and on these foundations children build moral codes which guide their behavior as they grow older. Because of their limited intelligence, babies judge the rightness or wrongness of an act in terms of the pleasures or pain it brings them rather than in terms of its good and harmful effects on others. They therefore perceive an act as wrong only when it has some harmful defect in themselves. They have no sense of guilt because they lack definite standards of right and wrong. They so not feel guilty when they take things that belong to others because they have no concept of personal property rights. Baby is in a stage of moral development which Piaget has called morality by constraint- the first of three stages in development. This stage lasts until the age of seven or eight years and is characterized by automatic obedience to rules without reasoning or judgment.

Case study of E-commerce Essay Example | Topics and Well Written Essays - 4000 words

Case study of E-commerce - Essay Example For valid online contracts, there should be an acknowledged set of conditions, and each party to the contract must signify to come into a lawfully binding agreement and there should be adequate considerations. An e-tailor (e-service provider) may opt that the agreement for supply or sale of services or goods to be regulated by his own typical conditions and terms. To be legally enforceable, these conditions and terms should be integrated into the online contracts by making them to the awareness of the client at the time or before the agreement comes into force. If the typical conditions and terms are not correctly included, in case of any disagreement, the court will take into recognition the conditions to oversee the agreement footed on earlier track of dealing or on the statue which could be offering less beneficial or lucrative to the e-tailor (e-service provider)1 Methods of Incorporation of Standard Terms and conditions in a Web Site Mere inclusion of conditions and terms on a w ebsite is not adequate to include them into the agreement. Both the parties to e-contract should agree to such an e-contract on the expressed terms. There are three chief courses available in which terms and conditions may be incorporated into a website for the benefit of users and incorporated into the contract, and they are â€Å"click-wrap†, â€Å"browse-wrap†, and â€Å"web-wrap† despite the fact that the distinction between these courses may not be especially clear-cut in real practice. â€Å"Browse-Wrap† connotes that the conditions are reachable through a hypertext link. â€Å"Click-wrap â€Å"connotes that constructive consent to the exhibited terms, for instance, by clicking an â€Å"I agree† button is needed. Under this, a customer is required to roll through the conditions before to click â€Å"I accept† and then continue with such business. â€Å"Web-wrap† connotes a notice trying to make an entry into and further use of website conditions posted under â€Å"terms & conditions.† Under this, there will be a hyperlink within a phrase with words to the cause of, â€Å"By ticking on the â€Å"I accept† icon, the customer acknowledges that he has read and acknowledged the conditions and terms2. By comparison with past court cases concerning with the integration of conditions into an e-contract, it is possible that a competent court would arrive at a conclusion that inclusion of either second or third condition as mentioned above will be valid as the content and existence of the conditions are obviously brought to the notice of the client before the formation of any e-contract and hence, it would be bonding on the part of the customer. However, the first option mentioned above may be held to be invalid. Despite not pinpointing of the English courts’ approach, US courts have held that â€Å"click-wrap† agreement is valid one while holding that plain mention to the conditions a nd terms as a computer-link like the first choice mentioned above or by employing a browse-wrap facility, could not be adequate to integrate conditions and terms as in such a type of e-contracts, customers are not warranted to read the terms of the e-contracts before ordering3. In William’s v America Online Inc4, the plaintiff claimed that installation of online software provided by the defendant had resulted in unauthorised changes to his computer. AOI attempted to rely on a jurisdiction clause which consisted in its terms of service

First Paper Assignment Essay Example | Topics and Well Written Essays - 1000 words

First Paper Assignment - Essay Example Thus, the thesis of this paper can be put like this: Killing in war is seriously morally wrong, because it is cruel and worthless deprivation of the most valuable one has which is human life. A number of analytical and psychological researches have been conducted on the reasons, causes, and consequences of one of group of people killing other group of people during war time. However, such appalling facts as raping and killing women and children are shocking evidence of human worst weaknesses and absence slightest responsibility for the most severe crimes. Contemplating on such problematic issue of human life as war, I would go as far as to claim that we do not need war and have to learn to live without it. Killing enemies in war, soldiers become automated machines of mass destruction which never stop even before helpless crying child (Calhoun 40). If one’s psychology is so complex that in war they do not distinguish their aims and enemies from helpless women and little childre n, then they should not engage themselves in war at all. Today, we are witnesses of revolutions and overthrowing of national leaders in the Islamic countries such as Tunisia, Egypt, and Libya. One of the major claims the Colonel Qaddafi’s son has recently made proves the leader’s interests in power and his philosophy that the end justifies the means: â€Å"We will fight until the last man, until the last woman, until the last bullet† (Kirkpatrick).War politics is often based on the assumption that killing combatants in war is self-defending act. It is concluded that war and killing are acceptable. Fighting and killing for one’s country, family, rights is considered to be even honorable. Soldiers are also human beings with their rights to life. Therefore, killing is deliberate deprivation of human life (White 414). In such a chain of logical arguments, it would be reasonable to conclude that end does not justify means. There is a statement which became com monplace during war times: kill or be killed. If to look at this statement from religious perspective, to be killed is honorable, while to kill is not. Furthermore, a person who is forced to kill like a soldier whose â€Å"duty† is to kill, will always have some psychological trauma or, at least, negative images in their mind related to killing and dead bodies of their enemies. Killing in war is similar to some animal instinct for surviving. Hence, any inclination to kill even as a duty in wartime is a rudiment of our ancestors who lived as tribes in caves fighting with their human and non-human enemies for survival. It is neither right nor just to divide soldiers into guilty and not guilty, because they are all the same. They are employed by someone else to do a dirty job which is to kill during a war. Killing then is called â€Å"carrying out of mission† – a very respectful job, one might think. If to assume that killing is self-defense, many combatants are ki lled of another reason, which is their enemy’s duty, to kill (White, 415). Therefore, all the war actions which involve intentional deprivation of someone else’s life cannot be morally excusable, because in most if not all cases it is murder. Killing in war should be looked at from a perspective of immorality of war itself. Duties and responsibilities of a soldier are to be thoroughly looked through and reconsidered. Fullinwider correctly states that killing is

Whats Holding Back Small Businesses Article Example | Topics and Well Written Essays - 500 words

Whats Holding Back Small Businesses - Article Example The hardest hit is small businesses due to the small capital base as they are not able to invest in big research projects to propel the business entity forward and continue to maintain their market share or better still increase the market share (Shleifer, 2004). The major challenge according to the article is not related to overregulation or taxation but low demand for business products. Over thirty percent of American small businesses attributed their underperformance mainly to poor sales. However, the research carried out by the National Federation of Independent Business also attributed the underperformance to competition from large businesses, financing and interest rates, insurance cost and availability, red tape, government requirements, cost of labor and quality of labor among others. All these factors are mostly attributed to the global inflation facing the world economy. The debate in the recent past on how to improve growth of small businesses and encouraging hiring has concentrated on transforming the tax picture to be more business-friendly. However, from the research, small businesses attribute underperformance to other factors other than taxes. Only a small percentage, about 17-22%, of the businesses attribute underperformance to the amount of taxes paid to the government. Though the government has imposed hefty taxes on the businesses, the amount paid to the authority as tax has little impacts on the performance of the businesses. Businesses are just tax collection agencies to the government as the amount of money collected from the client is that which is paid as tax. Businesses transfer the tax burden to their clients and thus businesses do not pay taxes but collect tax from their clients on behalf of and later submit their collections to the government. The other factor holding down small businesses is the accessibility of loans to stimulate growth in operations.

What do you think Essay Example | Topics and Well Written Essays - 500 words

What do you think - Essay Example In the United States, political correctness in linguistics is founded on the intention to promote equality for everyone. However this intention has been lost, as I will detail in the following arguments: Our societys over-abidance with political correctness seems to hamper, even reverse the social progress that we have achieved. Our uptightness causes tensions within communities where there need not be any. To encourage politically correct language is to encourage censorship. Trying to hide the truth under the guise of politeness prevents people from getting personal for fear of offending others’ sensibilities. Therefore it does more harm than good. If one chooses to do something that dos more harm than good, it is considered unreasonable or unintelligent. Therefore politically correct language is unreasonable and unintelligent. Politically correct language emphasizes discrimination, rather than lessens it. In some cases it could even become a case of self-fulfilling prophecy, where an otherwise harmless expression, when deemed â€Å"offensive† by the powers that be becomes offensive simply because they say it’s politically incorrect. For example, the children’s rhyme â€Å"eenie meenie miney moe†¦Ã¢â‚¬  is considered politically incorrect because it was at one time and in some areas in the United States associated with racist sentiments (â€Å"catch a nigger by his toe†¦Ã¢â‚¬ ). Political correctness supposedly promotes equality for everyone, but in this case, it promotes the discriminative element, rather than just let the phrase lose the â€Å"offensive† meaning. If it does not fulfill the goals that it intends to achieve, it does not make sense to follow it. Therefore politically correct language is pointless. People who try so hard to say the right thing in the name of political correctness they end up just looking foolish. For example, not using the term African-American for black people

Africa Essay Example | Topics and Well Written Essays - 500 words

Africa - Essay Example This resulted in the continent losing its strategic significance (Kapstein 385). The economy fell so low that the continent depended on donor aid. Despite this, back home Africans were investing a lot in their economy. This also attracted direct foreign investment, which played part in development of the economy. There are various reasons that made Africa’s economy grow. The fact that people started moving from rural areas to urban areas was a significant factor that led to the economic growth of Africa. This is because, urban centers bring a lot of minds together thus resulting in innovation. Another way that urbanization led to the growth of Africa’s economy is the fact that urban centers provide good markets for goods and services. Both local and foreign investment also resulted in the continent’s economy growth. The global crisis affected all economies in the world. Companies went bankrupt, and many people lost their jobs. However, it is said that Africa was one of the less affected continents by the global financial crisis of 2008 (Kapstein 384). It is the effects that the crisis had on Europe and North America that will affect Africa’s economy. This is because the financial crisis made countries in Europe and North America to take up measures and policies that would help their falling economy rise again. These measures included stimulus policies that emphasized on protectionism. This is where countries block the importation of commodities that are also produced within the country. As we know, Europe and North America are the key markets for African products hence this will affect the economy of Africa negatively (Kapstein p387). Despite all this, Africa’s economy is faced with various problems. One serious problem is poor governance. Governments in Africa are filled with corrupt leaders who steal a lot of money from the countries funds. These leaders make poor decisions on

Health Policy and Politics Essay Example | Topics and Well Written Essays - 750 words

Health Policy and Politics - Essay Example These are remarkable benefits surfacing the prevailing health care reform program of the government. However, amidst all of these good promises, there still remain rumors and continuing negative feedbacks about this program. This leaves a place to reconsider this issue. The Congressional Budget Office projected that the deficit under health care budget is said to reduce in the years to come. In fact, the projection is for each family to save maximum of $2,300 in 2014 with health care reform (Whitehouse.gov, 2011). This amount could hardly be achieved without health care reform program as indicated in the projection. There might be some truth to this. However, there are other essential environmental factors that need to be taken into account. Considering for instance the unpredictability of the economy, the costs of medicines and other related medical needs cannot be projected at some point. This only implies that the said reform needs to adhere to the prevailing economic condition and other relevant environmental factors prior to the realization of what affordability really means to people. It is true that with health care reform program the expansion of coverage is remarkable compared to the traditional health care system. In fact, young adults can now actually stay on their parents’ health insurance plan (Whitehouse.gov, 2011). This sounds good to hear, but there are other considerations when it comes to the bottom line. Insurers for instance do not just operate without taking into account how much profit they should make. Considering the dependents are increasing, there are only two remarkable impacts on this. The first is to increase member contribution and the other would be to put certain limit on the coverage or even cut something on the quality. This can still provide the benefits but the issue is about maximizing them. The people always have the final say on

Critical Communication Event in Wireless Telecommunications Essay

Critical Communication Event in Wireless Telecommunications - Essay Example The history of wireless technology is not a onetime affair. It has been a gradual advancement that has seen bit after bit of new knowledge added to the already existing pool so that conveyance of information in the modern time has become an easy affair (Goldsmith, 2007). The case between Emery and Southwest Airlines is a classic example of issues that erupt daily which without the modern forms of communication may never be known. Emery is denied entry into the Airline’s flight on the account of his weight. The issue is seen to trigger a lot of public interest as a function of its wide coverage in the media through television and the internet. The very fundamental role of the media is reflected in this case. It is important to realize that the media solely acts as a means through which the masses can obtain the information and no more. The information is relayed through such outlets as eTurbo and ABC News which clearly analyze the whole situation thereby making the public quite informed and aware of the true nature of the Airline. It is therefore important to acknowledge the role played by modern -day communication more so wireless communication in the dissemination of very fundamental information that relates to humanity. Through such informa tion, people are able to exercise their social characteristics to the benefit of humanity at

Factors Influencing Supply and Demand of Food Research Paper - 1

Factors Influencing Supply and Demand of Food - Research Paper Example It highlights the main reasons for some of these factors such as food scarcity, prices and volatility. Food scarcity is a significant issue affecting economies globally as they strive to maintain healthy communities. As population increases, pressure on arable land has mounted leading to reduced soil fertility and pasture for livestock production. Potential land for food production is no longer available for farming as a human settlement has continued to expand. FAO (2012) postulated that a 60% increase in food production will be required to sustain the global population by 2050. Many other forces are influencing the availability of food. Climate change and global warming have led to negative changes that have occurred in areas that formed part of the global food basket but no longer support farming as a result of reduced rainfall and desertification. Desertification in Africa, Asia and Southern Australia, arid areas of Spain, Northern and Southern America has caused significant food shortages. Poor farming methods, overgrazing and deforestation of vast areas have accelerated desertif ication to the current crisis leading to dire food shortage globally (Kendall & Pimentel, 2010). Among other dynamics, demand for food is influenced by socio-economic factors that influence people’s food habits. For example, improved incomes globally as more people are able to participate in gainful employment has increased the demand for expensive food such as fast foods and chicken that require more energy to produce compared to the conventional foods. Culture and religion influence what people believe to be edible and hence lower or increase demand for particular foods (Kendall & Pimentel, 2010). Nutzenadel & Trentmann (2008) argue that malnutrition and global food scarcity can be curtailed by discouraging prohibitive beliefs and promoting acceptance of a wide variety of food materials  especially animal proteins that are not eaten by members of certain religious and cultural groups such as pork consumption among communities in the Middle East and beef consumption among the Hindu. Many insect species have been found to be important protein sources but people have not accepted them as food sources (Brouver & Staveren, 2006).  

The Relationship between Head Circumference and Recall of a List Words Essay Example for Free

The Relationship between Head Circumference and Recall of a List Words Essay ABSTRACT This laboratory experiment and report aims on identifying whether head circumference has a significant relationship with the recall of list of words. In this experiment, the researcher has asked 80 (68 females and 12 males) students to participate in the experiment and each were given a chance to memorise the 30 words provided by the researcher. Because of the incomplete response of some participants and extreme values, the researcher opted to use only 61 females and 7 males (68 participants) in the data analysis. Through the use of the SPSS, the study has found that there is a weak positive correlation between the two given variables. This means that the recalling skills of the participants are significantly relevant with their head circumference or head size. INTRODUCTION Cognitive psychology is the study of how the brain processes information. In more everyday terms, it is about the mental processes involved in acquiring and making use of knowledge and experience gained from our senses (Esgate, 2004). The main processes involved in cognition are perception, learning, memory storage, retrieval and thinking, all of which are terms that are used in everyday speech and therefore already familiar to most people. In some research studies, there has been evidence among elderly people with larger head size function better on tests of cognitive function (Reynolds et al, 1999).   As noted by psychologists, an adult head size or circumference is considered to give an appropriate estimate for maximal attained brain circumference (Wickett et al., 2000), such findings have been inferred as a supporting evidence of the theory which optimal neurological development in early phases of life can provide barrier against pathological activities that can influence cognitive performance as they reached their old age (Stern, 2002). However, as the size of the head is relevant to intelligence test scores among young adults, psychologists have noted some possible relations which have been found between head circumference and the cognitive function in elderly people (Deary et al., 2000). In psychological process, some psychologists are trying to determine the relationship between head circumference and recall of a list words.   Ã‚  In a study conducted by Gale, Walton and Matyn (2003) which investigated the cognitive function of elderly people and head circumferences, they have concluded that there is no relationship between cognitive function (memory recall) and head circumference. However, the study have also shown that people with larger head circumference as an adult gained relatively higher scores n the intelligence test on both testing events and were less likely to develop a decline in memory performance over the follow-up period in the study. One other hand, in a cross-sectional study conducted among 818 health older individuals, the researchers have found out that the head circumference is related to performance on global cognitive functioning, tests measuring intelligence and speed of information processing. However, this study has revealed that head circumference or size has not been significantly related with memory functions (Tisserand et al, 2001). In this regard, the main goal of this paper is to conduct an analysis on the relationship of head circumference and recall of a list words.   Thus, this study will work on the following hypothesis:   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"There is a significant relationship between the head circumference and recall of a list words†. METHOD This study was conducted in order to assess the relationship of head circumference and recall of list words among students. In order to achieve the objective of the study and to the hypothesis, the descriptive method of research was utilized. The purpose of employing the descriptive method is to describe the nature of a condition, as it takes place during the time of the study and to explore the cause or causes of a particular condition. The researcher opted to use this kind of research considering the desire to acquire first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study. According to Creswell (1994), the descriptive method of research is to gather information about the present existing condition.     In terms of approach, the study employed both qualitative and quantitative approaches. The quantitative approach focused on obtaining numerical findings was used with the laboratory experiments. The correlation research refers to studies in which the purpose is to discover relationships between variables through the use of correlation statistics (r). The square of a correlation coefficient yields the explained variance (r-squared). A correlational relationship between two variables is occasionally the result of an outside source, so we have to be careful and remember that correlation does not necessarily tell us about cause and effect. If a strong relationship is found between two variables, using an experimental approach can test causality. To assess the strength of relationship between variables, it is important to get the correlation coefficient, which can take on any value between -1 and +1, since this will tell the strength of the relationship between two ranked or quantifiable variables (Saunders et al, 2003, p. 363). Accordingly, a value of +1 represents a perfect positive correlation, which means that the two variables are exactly related, where, as the values of one variable increase, values of the other variable will increase. Conversely, a value of -1 shows a perfect negative correlation, which also means that the two variables are exactly related, only this time, as the values of one variable increase, that of the other decreases. Finally, correlation coefficients between +1 and -1 stand for weaker positive and negative correlations, and a value of 0 means that the variables are completely independent from each other. Table 1: Values of Correlation To assist the researcher in the statistical analysis of the gathered data, the Statistical Package for the Social Sciences (SPSS) was used. SPSS is one of the most widely available and powerful statistical software packages that covers a broad range of statistical procedures, which allows a researcher to summarise data (e.g., compute means and standard deviations), determine whether there are significant differences between groups (e.g., t-tests, analysis of variance), examine relationships among variables (e.g., correlation, multiple regression), and graph results (e.g., bar charts, line graphs) (Einstein and Abernethy, 2000). PARTICIPANTS To gather pertinent information, the students were chosen as the respondents or participants for this laboratory study. The participants of this study composed of 68 females and 12 males. However, only 61 female students and seven males were considered to be analysed due to incomplete responses and extreme values. MATERIALS For this study, the experiment has used 30 words which has been shown among the chosen students. Note that the words used ranges from 3-letter words to 4-letter words and have one and two syllables. The data gathered using these words, will determine whether there is a significant relationship between head size or circumference and recall of list words.    PROCEDURE To achieve the objective of the study, the head circumference or size of the students were measured. The measurement of head circumference ranges from 53-62. In this study, the students/participants were asked to read or memorize 30 words which have been given above.   After which the students have asked to mention what words did they recall and the researcher lists the number of words mentioned by the respondents. The scores of the students and the measure of their circumference were used for the analysis of the correlation. RESULT Significant Relations of Head Circumference and Recall   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using SPSS, the descriptive statistics and correlation of the variables were analysed. The result of the analysis were shown in tables and diagrams below.    Descriptive Statistics Table 2 Mean Std. Deviation N Head Circumference 57.015 2.06 68 Recalled List of Words 16.87 3.54    Correlations Table 3 Head Circumference Recalled List of Words Head Circumference Pearson Correlation Sign (2-Tailed ) N 1    .    68 **.315 000. 68 Recalled List of Words Pearson Correlation Sign (2-Tailed ) N 315.** 000. 68 1    . 68 **Correlation is significant at the 0.01 level (2-tailed)    Figure 1 Scattered Diagram Figure 2 DISCUSSION Given the data gathered from the laboratory experiment, analysis shows that the average of the head size of the students is 57.015 and the recalled words mean average is 16.87 out of 30 words. The correlations table displays Pearson correlation coefficients, significance values, and the number of cases with non-missing values. Pearson correlation coefficients assume the data are normally distributed. The Pearson correlation coefficient is a measure of linear association between two variables. Basically, the values of the correlation coefficient range from -1 to 1. The sign of the correlation coefficient indicates the direction of the relationship (positive or negative). The absolute value of the coefficient of correlation signifies the strength, with larger absolute values showing stronger relationships. The correlation coefficients on the main diagonal are always 1.0, because each variable has a perfect positive linear relationship with itself. Correlations above the main diagonal are a mirror image of those below. In our data, the correlation coefficient for head circumference (independent) and recall from lists of words (dependent) is 0.315. Since 0.315 is relatively close to 1 or -1 this indicates that head circumference (independent) is weak positive correlated with the recall of list of words (dependent). The significance of each correlation coefficient is also displayed in the correlation table. The significance level (or p-value) is the probability of obtaining results as extreme as the one observed. If the significance level is very small (less than 0.05) then the correlation is significant and the two variables are linearly related. If the significance level is relatively large, for example, 0.50, then the correlation is not significant and the two variables are not linearly related. In this result, since the p-value is less than 0.05, then the two variables are not significant Based on the given data, it has been found out that head circumference has a weak positive relation with the recall of lists words. In this regard, the research accepts the hypothesis that there is a significant relationship between head circumference and recall of lists of words among students. In the scattered diagram, it can be said that there is a vague relationship between the two variables. In this regard, it can be said that head size of the students may affect the number of words recalled by the students. CONCLUSION Based on the findings of the data analysis, it can be concluded that the instrument used in this study as well as the method used to achieve its primary objective has been efficient and effective. The findings have shown that the head size or circumference of the students who took part of the study have a weak positive relation with the number of words they recalled out of 30 words provided by the researcher. This study further concluded that the memory function of an individual can be measured through the head circumference or head size of such individual.    Reference Creswell, J.W. (1994). Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage. Deary IJ, Whalley LJ, Lemmon H, Crawford JR, Starr JM (2000). The stability of individual differences in mental ability from childhood to old age: follow-up of the 1932 Scottish Mental Survey. Intelligence 28: 49–55 Esgate, A. et al (2004). An introduction to applied cognitive psychology. Psychology Press. Hove, England. Gale, CR, Walton, S and Martyn, CN (2003). Foetal and postnatal head growth and risk of cognitive decline in old age. Brain, Vol. 126, No. 10, 2273-2278, Reynolds MD, Johnston JM, Dodge HH, DeKosky ST, Ganguli M. (1999).   Small head size is related to low Mini-Mental State Examination scores in a community sample of nondemented older adults. Neurology 53: 228–9. Stern Y. (2000). What is cognitive reserve? Theory and research application of the reserve concept. J Int Neuropsychol Soc; 8: 448–60 Tisserand, DJ, Bosma, H, Van Boxtel, MPJ and Jolles, J. (2001). Head size and cognitive ability in nondemented older adults are related. Neurology 56:969-971 Wickett JC, Vernon PA, Lee DH. Relationships between factors of intelligence and brain volume. Personality Individual Difference 29: 1095–122.

A Child Protection Social Worker Social Work Essay

A Child Protection Social Worker Social Work Essay Upon a social service department receiving the initial referral a decision will be made by the manager whether to act upon the information received. In the case of Samantha and her children the referral offers enough information to meet the criteria for a social worker to undertake an Initial Assessment. Local Authority (Social Services) Act (1970), places a duty on authorities to provided social services. It sets out a legal framework for local authorities and social work responsibilities in a statutory role, this being continually updated. In the case of Samantha and her children the authority in which the family reside in have a legal responsibility to undertake an assessment and a corporate obligation to provide services to children in need and adults, if necessary. Powers grant Local Authorities to act in certain ways but there is no obligation to do so and there is a degree of discretion of how powers are applied. In relation to the case study, the social worker would have the power to initiate contact with the family and other professionals they felt may provide valuable information to assist in the assessment process (Brammer, 2010). When carrying out the assessment, the social worker would refer to legislation which governs what they can do in order to safeguard children. The Children Act, (1989) sets out that the welfare of the child is paramount, the child being the primary client (Brayne Carr, 2010). The Act provides the legal framework within which social work practice with children and families is situated and promotes the family as being the best place for the child to be brought up in, where it is safe and possible to do so. The Act also includes principals with regards to welfare, childrens rights and introduced the concept of parental responsibility (Children Act, 1989, s.3, Brammer, 2010). The Act states that the local authority is required to provide services for children in need, their families and others (Children Act 1989, sec.17) and investigate if they have reasonable cause to suspect a child is suffering or is likely to suffer from significant harm (Children Act 1989, sec.47). It also gives the authority the power to apply to the court if they believe the child is suffering or is likely to suffer significant harm, placing the child in local authority care (Children Act, 1989, sec 31). The Children Act (2004) was introduced following an enquiry into the death of Victoria Climbe by Lord Laming. The Government responded by producing a green paper Every Child Matters and Wales Rights to Action, this led onto pass the Children Act 2004. Its main focus is to highlight the importance of multi-agency working placing a duty on local authorities and their partners including health, schools, and the Police to work responsibly and collaboratively to promote the wellbeing and safety of children. A common assessment framework was introduced so that social workers and partner agencies could provide better preventative support for families deemed not to reach child protection thresholds. The introduction of the Common Assessment Framework (CAF) considers a holistic view of the child and their family, incorporating the childs developmental needs, parenting capacity and family and environmental factors (Brammer, 2010). In relation to the case study there have been concerns regardin g Callum and Claudia from their school. The Education Act 2002 also includes a provision requiring school governing bodies, education authorities and further education institutions to safeguard and promote the welfare of children (NSPCC, 2012). Using the CAF will also allow the social worker to explore family issues concerning the childrens father, older siblings and immediate family. The CAF will also consider the families identity and promote any welsh language needs in accordance with the Welsh Language Act 1993 (CCW, 2002, 1.6). In response to the Children Act, 2004 the Welsh Assembly Government (WAG) produced, Safeguarding Children; Working Together under the Children Act 2004, providing local authorities with guidelines and descriptions of roles of partner agencies and focused on working responsively and proactively (WAG, 2004). The All Wales Child Protection Procedures, 2008 were also introduced upon recommendations from Lord Lamings report requesting that governments strengt hen their child protection procedures (WAG, 2008). The Human Rights Act 1989 also plays an important role in the social work assessment. Professionals are required to uphold and defend the rights of individuals whilst seeking to meet their needs. The Act has also heavily influenced the Disability Discriminations Act, 2005 and Equality Act, 2006 2010 (Brayne Shoot, 2010). Wales have also implemented their own introducing The Equality and Human Rights Commission in 2007 (BASW, 2011). This legislation will be relevant when taking into account the needs of Samantha in relation to her historical mental health problems. The United Nations Convention on the Rights of the Child 1989 (UNCRC), is an international agreement that protects the human rights of children under the age of eighteen and recognises children as possessing rights on equal footing with adults. This along with the Human Rights Act 1989 is instrumental in the CAF as it requests that the child is to be seen and a consideration of their needs and wishes recorded. The children, along with Samantha have the right to have their wishes and feelings known in relation to any assessment or intervention undertaken (Children Act, 1989 sec. 22 Human Rights Act, 1989, UNCRC, 1989 article 12). There are also national bodies that provide social care professionals with common guidance on their practice. These are the British Association of Social Workers (BASW), the General Social Care Council (GSCC) and in relation to Wales the Care Council of Wales (CCW) and the National Occupational Standards of Social Work (NOS). The legislation and guidance discussed will assist the social worker in undertaking an initial assessment of Samantha and her children. Using the CAF will help to establish what support if any the family requires. The assessment should show the strengths, difficulties and impact of the situation on the family (Parker Bradley, 2008). The social worker will need to determine from an analyses of the assessment whether the children are children in need (Children Act, 1989 sec. 17) or children in need of protection (Children Act 1989 sec.47). The worker will be required to work alongside other professionals in a multi-agency approach in particular education, possible mental health agencies and recognising that the children, in particular Callum maybe a young carer (Children Act, 2004, Disability Discrimination Act, 2005, Equality Act, 2006 2010, Carers Recognition Services Act 1995). The social worker would also be abiding by statutory bodies codes of ethics in recognising and promotin g services users rights, working open and honestly and respecting their views and wishes (BASW, 2012 CCW, 2002, CCW, 2003 GSCC, 2002). Section B. Upon receipt of this further information from the Health Visitor, the Local Authority would have a duty under the Children Act 1989 to initiate Sec.47 enquiries. The Children Act 1989 Sec. 1b states that, If the local authority have reasonable cause to suspect that a child who lives or is found in their area is suffering or is likely to suffer significant harm. The authority shall make or cause to be made such enquiries as they consider necessary to enable them to decide whether they should safeguard or promote the childs welfare. Following this legislation the social worker in consultation with a senior manager would undertake a strategy discussion at the earliest opportunity. Information would be gathered from the referrer and also the consultant paediatrician and discussed with the police; this can be done via telephone (WAG, 2008). Any other relevant information about the family should also be shared during this time. Information should be given to the Police regarding Samanthas partner David and checked against the police national database, although this should have been done as part of the Core Assessment process. Pertinent questions should be raised regarding the consultants assessment of the alleged burn marks; How did the hospital visit come about? Why did the consultant not make the referral themselves? Was Claudia sent home after the examination? The strategy discussion should agree the course of action to be taken; if a medical examination is needed, whether the investigation would be a single or j oint agency response (social services alone or in conjunction with the police) and what information should be shared with the family at this time. It should also take into consideration the needs of any other children who may be affected, in this case Claudias brother Callum (WAG, 2008). As part of the Sec.47 enquiries it is a statutory requirement for the social worker to see the child unless there is enough evidence and information to proceed (Children Act, 1989 s47.4). It is important that any discussions with children are done in a way that minimises the distress and maximises the likelihood of them providing clear and accurate accounts (Brayne Carr, 2010). Due to the seriousness of the information regarding Claudia and Callum and the presence of a potential non accidental injury, the decision needs to be made whether emergency action is needed. This may be because access to the child is being refused; parent is refusing a medical examination or deliberately delaying enquiries. Legal advice should also be available through the local authoritys legal service (WAG, 2008). Following this there are a range of options available to the local authority for securing the protection of Claudia and Callum. Samantha may agree to David leaving the household and sign a safe-care agreement for him not to have contact with the children. Although this may not be possible as there are allegations of a non-accidental injury with no reasonable explanation to the cause. Claudia and Callum may be cared for be extended family subject to safeguarding checks (WAG, 2008). The children may be looked after by the local authority with parental agreement (Children Act, 1989, sec. 20). Social services can also make an application to court for an Emergency Protection Order, allowing them to accommodate the children for up to eight days without parental consent. The last option is Powers of Police Protection whereby the Police have the power to remove the children (WAG, 2008, Williams, 2008). Although there must be no delay in safeguarding children who are at risk, it is important to be aware of the possible trauma and disruption such proceedings may have on the children involved and every effort must be made to minimise this. Section C. Under the Human Rights Act 1998, Claudia has the right to respect for a family life and privacy and local authorities have to justify any interference in family life with any involvement being necessary and proportionate (HRA, 1998 article.8). This is also supported by the UNCRC 1988. These rights can be compromised when there are concerns regarding child welfare and child protection. Local authorities exercising their legal duties and functions must do so without violating the rights of children and their parents. In relation to Claudia and the escalating concerns for her welfare and safety, social services are legally justified in intervening in family life if it is to protect her health and wellbeing (Laird, 2010). This must only happen in accordance to the law, Children Act 1989 and must not interfere with the convention law, beyond what is absolutely essential to prevent some kind of harm (Laird, 2010, p150). The case study highlights incidents of escalating seriousness with regards to Claudia, she has suspected non accidental injuries and her brother Callum has alleged that David has slept in her room on occasions, this alongside on-going issues of neglect. This information would be sufficient to trigger compulsory measures by the local authority under sec.47 Children Act 1989. Section 47 enquiries and powers of police protection to remove children in an emergency do not require a court order. A court order ensures that there is a forum in which the rights of those who are involved and what is needed in order to safeguard the child can be considered by a judge, this ensures that in most cases compulsory measures will not normally breach Article 8 ECHR (Williams, 2008). In situations of extreme urgency where the child is at risk of significant harm, relating to the case study and the non-accidental injuries to Claudia, the local authority can apply to the court for an emergency protection order (EPO) which can be granted by a single magistrate without the prior knowledge of the parents (Laird, 2010). Courts must regard Claudias welfare as paramount and must be satisfied that making an order is better than making no order at all. Local authorities must look to identify family placements for the child before opting for foster care. Laird (2010) uses an example of X Local Authority v B (Emergency Protection Orders), whereby the local authority where the children lived did not take into account the viability of placements with extended family members before applying for an EPO. This contravening article 8, as removing the children from all their relatives into foster care is the most extreme interference in family life. In relation to Claudia, if she was to be removed from the care of her mother, into foster care and possibly separated from her brother, without giving prior consideration to any immediate or extended family may breach her rights under article 8 or the Human Rights Act 1998 and UNCRC 1989. Working in partnership with professionals during child protection procedures is guided through legislation and agency roles, powers and duties. The difficultly can be working in partnership with parents especially when they are not in agreement with the process. In child protection work the relationship between parent and social worker can be fraught and tightly directed by legal and procedural requirements (Pinkerton Devaney, 2009). If Claudia was to remain in the care of her mother, she would be the subject of an Initial Child Protection Conference. WAG (2008) states that where possible parents and others with parental responsibility should be invited to attend and helped fully to take part. They also have the option of bringing an advocate or legal representative. Family members and professional should be able to share information in a safe and non-threatening environment and for family members to speak to the chair in the absence of other relatives, especially if there is a risk of violence or intimidation (Brammer, 2007 CCW, 2002, 1.3, 3.1). This could be apparent in relation to Samantha if Claudias father having parental responsibility also attended the conference. The social worker should also meet with the parents beforehand to share the report which highlights the concerns bringing them to conference. The chair should also meet before the conference to ensure that they understand the procedure and purpose of the event (Brammer, 2007). At six years old, Claudia is able to voice her wishes and feelings and this should be done through direct work with the social worker, not to obtain a disclosure about possible abuse, but to build a trusting relationship between worker and child with the child being able to feel safe and secure whether they remain at home or in placement (Milner OByrne, 2009, CCW, 2002 1.2, 2.1 UNCRC, 1989, article 12). Studies show that children are capable of understanding complex situations and are able to construct ways of dealing w ith them, so an honest explanation of the situation is more productive, however young they are. However issues can arise when the child knows only too well the seriousness of the situation. Claudia may hesitate and feel unable to talk freely as she may worry how the information discussed will be used. If she is to return home to her mother, she may be questioned over what she has said (Milner OByrne, 2009). Although the worker will respect the confidentially of Claudia, it is not wholly guaranteed and this should be explained to her in an age appropriate manner, ensuring her understanding (BASW, 2011, CCW, 2002, 2.3, Children Act 2004 sec. 12). Any disclosures from Claudia which could potentially put her or others at risk will require compulsory action under sec. 47 Children Act 1989. Whilst working with Claudia and her family the social worker will be guided by legislation and statutory guidance which will on times conflict with human rights and ethical values. The very nature of child protection work can be oppressive with a distinct power imbalance. The power and status is firmly with the worker who is advantaged by being someone of the authority. It is also likely to be reinforced by the parents and children being disadvantaged by gender, class, race and age (Pinkerton Devaney, 2009). Childrens rights to protection are clearly laid out in international and domestic law (Human Rights Act, 1998, UNCRC, 1989, Children Act, 1989/2004) and promoted in national and international codes of ethics and practice guidance (International Federation of Social Workers, British Association of Social Workers Care Council of Wales). In relation to Claudia the Human Rights Act 1989 and UNCRC 1989 article 8, supports her right to remain in the care of her mother. In contrast to this article 19 ensures that Claudia is protected from violence, abuse and neglect by her parents or anyone else who looks after her. Article 9 goes on to support the removal of the child for their own protection but promotes contact with parents if safe to do so (UNCRC, 1989). The social worker would encounter ethical dilemmas during her work with Claudia and have to balance her needs and interests where they may conflict with those of others, especially other professionals, and child protection issues in regards to her safety (CCW, 2002, BASW, 2011). The worker would apply the relevant codes of ethics and practice around issues of information sharing and confidentiality (CCW, 2002 2.3, 6.5, 6.7). However in relation to child protection and the law, the welfare of the child would always be paramount over any rights of confidentiality (Children Act, 1989). The social worker would need to give due consideration regarding Claudias life-skills and knowledge and promote her participation in the process that concerns her (BASW, 2011, 2.1, CCW, 2002, 1.1, 1.2, 3.1). Although consideration of a childs wishes and feelings does not impose a duty to act upon them (Brayne Preston-Shoot, 2010). Overall this assignment highlights the complex nature of social work in one of the most demanding areas, child protection. The need to follow legislation and statutory guidance and to balance that with the individuals human rights, taking into consideration ethics, non-oppressive and anti-discriminatory practice can, on times be a highly contentious process but one that hopefully has the desired outcome, the child has been protected and is safe from harm. Children have a right to live in this world and be protected from violence, abuse and neglect and child protection should be the business of everyone. There have been incidents when things have gone wrong and unfortunately children have died as a result, lessons have been learnt and law and policy nationally and internationally has been changed to hopefully prevent this in the future.

The Objective Of Conducting Job Analysis

The Objective Of Conducting Job Analysis Job analysis helps in analyzing the resources and establishing the strategies to accomplish the business goals and strategic objectives. Effectively developed, employee job descriptions are communication tools that are significant in an organizations success. The main objective of conducting job analysis is to know whether the job description and job specification which was mentioned to hire right quality of work force by the company is appropriate or not. Secondly, to know whether any training is given to the employees after their recruitment to a particular specified job as if there is any confusion about what the job is and what is supposed to be done, proper training efforts cannot be initiated without knowing the specific requirements of the job are identified. Thirdly, to study the skill levels of the employees, work environment, responsibilities and required level of education as job analysis identifies the performance criteria so that it promote worker for a better performance. Finally, to study the pharmaceutical industry and its environment as the industry deals with the production it can reveal if any unsafe conditions associated with the job. Literature Review: Job Analysis is a term used by the human resource managers for the process of collecting information related to job contents compared tasks performed on the job with knowledge, skills and abilities of the jobholders (Schuman, et al, 1994). Job Analysis is a process where judgements are made about data collected on a job. Job Analysis data may be collected from the incumbents through interviews or questionnaires; the main concept of the analysis is description or specifications of the job, not a description of the person. An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. Job analysis is a pattern of tasks, duties and responsibilities that can be done by a person. Job analysis seeks to study about the activity to determine the tasks, duties and responsibilities needed for each job. It is a process of gathering, analyzing and synthesizing information about jobs. According to Werther and Davis (1996) Job analysis is the process of defining the work, activities, tasks, products services or processes performed by the employees of an organisation. Henderson (1982) explained that a job analysis is a systematic exploration of the activities in a job. On the other hand, Decenzo and Robbins (1988) depicted that job analysis indicates what activities and accountabilities the job entails. It says that it is just an accurate recording of the activities involved in the job. According to Robert. B (2008) the organisation should invest time to analyse the value, mission and goals before undertaking the organizational analysis as from the organizational analysis will flow the job analysis, job descriptions and hiring protocols. Job analysis can be used for developing a variety of human performance management team. Sometimes when job analysis is inadequately conducted, it results in incomplete or inaccurate information. Cascio (1978) says that one must gather information regarding the specific job attributes and he defined the attributes into 8 segments and these are called job analysis information hierarchy. The segments are element, task, duty, position, job, job family, occupation and career. Finally, job analysis provides critically important information that will guide management in decision-making. The main purpose of the job analysis is to identify the experience, education, training and other qualifying factors, possessed by candidates for specific jobs. There are two key elements of a job analysis they are identification of major job requirements and the identification of knowledge, skills and abilities required to perform the accomplished task or job. Decenzo and Robbins (1996) have developed some basic principles concerning jobs and the process of analyzing them. The principles are: 1. All jobs can be analyzed and recorded 2. Job analysis can enhance communication among the employees in the organisation. 3. The process of job analysis can easily make changes. 4. If the job analysis process is clear then employees and employers can understand and contribute their part for the process. 5. Job analysis based on observable behaviour and work products contributes to efficient HRM. 6. Clearly everything regarding the job (job description) should be written and explained well to the employees. The job analyst gathers the data about each job but not about every person in the organisation and pass this required information to the HR specialists, who actually recruits the employees. According to Nancy (1988) recorded job information plays a crucial role because it influences most HR activities. Before collecting the information about specific jobs, employees should be informed about why the job analysis is being done. In this dissertation, the result of job analysis will be used in job evaluation and decision-making of job description. The purpose of job analysis is to elicit information pertaining to various types of jobs. The job analyst is naturally perceived by others with suspicion since his/her investigations are going to be used as the basis for job evaluation. People should be elucidated as to the purpose of the exercise, the reasons why it is necessary, what it is hoped will be achieved, ways in which information obtained will be collected and processed, and how deci sions affecting their jobs will be arrived at. Shifting the important from the trivial aspects of a job during and after analysis is really what the whole exercise is about. A common danger is to collect too much information, making it difficult to see the wood for the trees. On the whole, this is a more common pitfall than making just a cursory examination and ending up with a sketchy, incomplete picture. In making the analysis, if a fact is unimportant, it should immediately be discarded. To provide a framework on which to structure both the analysis and the information obtained, it is useful to look at the job from two points of view: first, the duties and responsibilities entailed; second, the skills and personal attributes necessary for the successful execution of that job (Myers, 1986). What an individual does and what personal attributes he needs to bring to the job provide us with the dimensions critical for making evaluative decisions between the relative worth of one job and another. The process of job analysis is much more difficult than might appear at first sight. The conventional techniques listed all have limitations (Prasad, 1997). For managerial jobs, the matter can become very complicated, and it may well be necessary to construct the analysis in terms of the criteria by which the job is to be evaluated, for example, problem-solving, accountability, and know-how. Job analysis can be misleading; therefore, the totality of a job is greater than the sum of its individual parts. Schweiger (1983) explained that recent interest in studying managerial cognitive style has led to the development and use of a variety of instruments. For the purpose of job evaluation, the evidence from job analysis should be treated with caution. Stewart (1982) worked on a model having for understanding managerial jobs and behaviour was conceived in one study and developed and applied in 3 others. Some forms of flexibility are common to many managerial jobs. The need is to move from Mintbergs (1973) roles and propositions about managerial work to an analysis that takes into account the variations in behaviour and the differences in jobs before attempting to generalize the managerial work. Kay .G (2005) says that the job evaluation acts as a tool to provide the means of assessing jobs to make an equal value decision. A major purpose for job analysis is to obtain information for a job evaluation project that may be organisation-wide or simply consist of an individual employees request for his or her job to be re-evaluated. Cascio (1995) states that there are different number of methods to study jobs. Some combination of methods must be used to obtain a total picture of the task and physical, mental, social and the environmental demand of a job. Job analysis is the process of looking at exactly what a job requires in order to determine the necessary job qualifications. Through the job analysis a jobs skills, knowledge and ability (KSA) can be defined in operational terms. This is essential if the job analysis data are to have any utility for example, it may be used for the performance assessment. Once the jobs have been sorted using the KSA level their scores are entered in to the system to get the ranking for the jobs. The jobs with less KSAs tend to be lower in the organisation than the jobs with greater KSAs; this is relevant in determining the key job elements required for the job in the organisation. Job Characteristics Model If the type of work a person does is so important, the specific job characteristics that affect productivity, motivation and satisfaction can be identified. Hackman and Oldham (1975) has developed a model to identify 5 such job characteristics and their interrelationship and they called it job characteristics model. The early research with this model indicates that it can be useful in redesigning the jobs of individuals. The 5 core characteristics of the model are: Skill Variety: The degree to which a job requires a variety of different activities so one can use a number of different skills and talents. Task Identity: The degree to which the job requires completion of a whole and identifiable piece of work. Task Significance: The degree to which the job has a substantial impact on the lives or work of other people. Autonomy: The degree to which the job provides substantial freedom, independence and discretion to the individual in scheduling the work and in determining the procedures to be used in carrying it out. Feedback: The degree to which carrying out the work activities required by the job results in the individual obtaining direct and clear information about the effectiveness of his or her performance. In this model first three dimensions combine to create meaningful work. That is, if these 3 characteristics exist in a job, we can predict the incumbent will view their job as being important, valuable, and worthwhile. The jobs that possess autonomy give the employee a feeling of personal responsibility for the results and if it provides feedback the employee will know how effectively they are performing. From a motivational standpoint, the model says that internal rewards are obtained by individuals when they learn that they personally have performed well on a task that they care about. Dodd and Ganster (1996) objectively manipulated job dimensions of autonomy, variety and feed back to evaluate their effect on perceptions of job characteristics and on job outcomes. In a high variety task, increased autonomy led to increased satisfaction, while in a low variety task, increased autonomy had a negligible effect on satisfaction. Saks and Waldman (1998) examined the relationship between age and job performance evaluations for newcomers recently hired into entry-level positions. They found a negative relationship between age and job performance evaluations. This relationship was eliminated after controlling for undergraduate grade average and prior work experience, operationalized as the number of jobs that a newcomer had previously held. Glick, Jenkins and Gupta (1986) compared the relative strengths of the effects of method versus substance on relationships between job characteristics and attitudinal outcomes. They compared the reports from both job incumbents and non-incumbents on job characteristics and job attitude. Substantive relationships were observed between job characteristics and effort, supporting the job characteristics model. Common method effects, however, inflated relationships between job characteristics and affective outcome, thereby supporting the social information-processing model. Gist (1987) described that self-efficacy (ones belief in ones capability to perform a task) affects task effort, persistence, expressed interest and the level of goal difficulty selected for the performance. Despite this, little attention has been given to its organizational implications. He reviewed the self-efficacy concept and then explores its theoretical and practical implications for organizational behaviour and human resource management. Taber and Peters (1991) analyzed employee perception of the completeness of a self-report, point factor job evaluation system. Complementary qualitative and quantitative techniques were used to identify characteristics of jobs, characteristics of employees and characteristics of the job evaluation procedure that affected employee perceptions of the system. Analyses indicated that the job evaluation instrument might describe some classes of jobs more completely than others. Spector, Jex and Chen (1995) examined the possibility that intervals with certain personality traits tend to be found in certain types of jobs. They examined specially correlations between two personality traits, optimism and anxiety and measures of job characteristics obtained through job analysis. The results have showed that those who were high in traits anxiety tended to be in job characterized by low autonomy, variety, identity, feed-back, significance and complexity. On the other hand those reporting high levels of optimism tended to be in jobs characterized by high levels of each of these job characteristics. Taber and Alliger (1995) described that research on job satisfaction traditionally has gathered data at the level of the overall job. As a job consists of many tasks some of which may be enjoyable, complex, and important and some not. Global and facet measures of job satisfaction were found to be consistent with, but only partially predictable from, individual task properties. Task analysis is a cumbersome process; nevertheless, by complementing traditional, global measurement procedure, task level assessment may facilitate new research into the nature of job satisfaction. Somers and Bimbaum (1998) tested the proposition that relationships among the various types of work activities are related both to the form of commitment and the facet of performance under consideration affect commitment and job performance. They suggested that job involvement was related only to performance tied to intrinsically rewarding elements of work, and career commitment was positively related to overall performance activities. These forces effect the individual organisation in different ways and can bring change in organisations. Evaluation plans used to translate job duties into relative job worth may take different forms (James, 1991). Essentially, however, the principal measuring techniques for determining relative job worth differ from one another in three ways. First, what is measured the whole job or identifiable elements of the job. Second, whether or not point values are assigned to establish quantitative measures of job value. Third, how jobs are measured against other jobs, or against a pre-described yard-stick. Application of these techniques can result in four basically different types of job evaluation plans. These are, and have been for many years, the ranking system, the classification system, point evaluation plans, and factor comparison plans. Combinations of these systems can also be used. The Ranking System The most widely used method of job evaluation is the ranking system. Under this plan, a job is ranked against other jobs, without assigning point values. Evaluators simply compare two jobs and judge which is more difficult. Once this determination has been made, a third job is compared with the first two and similar decision made. The process is repeated until all jobs have been ranked, from the most difficult to the least difficult. The greatest advantage of the ranking system is its simplicity. The evaluation process is quick and inexpensive. Also, the ranking system uses a job against-job comparison, which is the most accurate method of evaluation, because it is far easier to judge which of two jobs is more difficult than it is to judge the absolute difficulty of either. On the other hand, the system does little to guide the judgment of evaluators. There is a tendency to judge each job on the basis of its dominant characteristics, which can result in inconsistencies. In addition, it is extremely difficult to explain or justify the results of ranking to employees or managers, because there is no record of the judgements of evaluators. Finally, the ranking system can indicate only that one job is more difficult than another, not how much more difficult it is. The Point System Under the point evaluation system, various factors which measure a job are selected and defined. A separate yard-stick for different degrees of each factor is prepared. A job is then rated against every yard-stick. In essence, this is the same process as the classification system except that the job is evaluated on a separate scale for each factor. In addition, each degree of each factor has point weightings. Point evaluation systems provide a written record of judgements made. In addition, the degrees in each factor provide a guideline for judgements. Because points are assigned for each factor, each job can be given a total numeric point value, which provides a measure of how much more difficult one job is than another. The main problems of the point evaluation system are the difficulty of selecting relevant factors, of defining degrees for each factor and assigning appropriate point values. In addition, there is the problem of determining the correct number of degrees. Ideally, ju st enough degrees are established to identify minimum measurable differences in each factor. Finally, the various degree definitions must be written so as to serve as guides that are both useful and meaningful in terms of the jobs being measured in each specific company. Factor Comparison The final basic approach used in traditional job evaluation is the factor comparison system. In this system, factors must also be identified, as under the point system. Within each factor, a ranking system rather than a classification system is used. That is, for each factor, the evaluator ranks all jobs from highest to lowest. Various degrees result, but they are not defined or described. Points are assigned to each of these degrees. Factor comparison has two basic advantages. First, it uses the job-by-job comparison technique. Second, it does not involve the semantic problems encountered in defining factor degrees. However, because of the lack of definitions, it is always difficult to explain the results of factor comparison evaluations to employees or supervisors. Combination Systems In practice, most companies use combination plans. The most typical approach is to use a combination factor comparison and point system (Hartley D.E, 2004). In this way, the advantages of each system are obtained, and the difficulties of each are neutralised. In the combination system, there are five steps involved. Firstly, factors are selected and defined. These are usually the five basic factors of responsibility, authority, knowledge, skill, and working conditions. Secondly, benchmark jobs are selected and priced if they can be priced in the market, and all benchmark jobs are ranked under each factor. This includes both those which were priced in the market-place and those which were not. Ranking of market-priced jobs, however, must reflect market pay relationships. Ranking of other jobs is done primarily by comparison with jobs that have been priced. Thirdly, points are assigned to each degree of each factor on the basis of a standard system. The relative maximum weight of each factor is a function of the number of degrees established in the ranking process. Fourthly, each degree is defined. This is done in terms of the company jobs that have been ranked in each degree. Finally, all other jobs are evaluated, by comparison against degree definitions and on a job-against-job ranking system, particularly using benchmark jobs priced under each factor. Edmund .H (1996) says that new methods of pay are introduced by many companies. Each form or element of pay serves a different objective for the company. Each has evolved over time to deal with specific company needs. Each element of compensation also tends to meet different employee aspirations or objectives. The elements of compensation may be categorised in six ways. There are premium payments, bonus payments, long-term income payments, pay for time not worked, benefits, and estate building plans. Each of these elements is more applicable to some groups of employees than to others. For instance, overtime is applied only to operations persons. Long-term income plans are typically restricted to higher-paid persons. There are also non-financial rewards, which are difficult to categorise. Basically, some company characteristics represent a form of remuneration to employees. The work done and the work environment can have value, even though no monetary payments are involved.(Risher .H, 1979) Other characteristics whose value cannot readily be expressed in terms of dollars but which to the employee represent income value or remuneration include titles and various perquisites. There are, of course, many different ways in which job analysis can be tackled. Some cover the information which would normally go into a job description, and some cover the main points of a job specification (McCormick, 1980). The suggestion here is that a comprehensive job information sheet should be compiled for each job. It does not matter whether it is called a job description or job specification, provided all relevant information about the job is recorded clearly, accurately, and so far as is possible, with brevity. The critical incident technique (Flanagan, 1954) is an attempt to identify the more important, or noteworthy, aspects of job behaviour. Originally it was developed as a check-list rating procedure for performance appraisal, but its merits lend itself to other investigatory activities such as job analysis for the purpose of job evaluation. In this latter context, the idea is to highlight the critical aspects of a job which are crucial to its successful performance. It can usefully be applied to multi-task jobs as a means for establishing priorities between job elements. The diary method is a self-reporting analysis of the activities engaged in over a period and the amount of time spent on all of them, recorded in the form of a diary. It can become tedious and onerous for the job incumbent, and is probably the method most open to abuse and faking. To conduct job analysis effectively, managers have the obligation to keep all the job information up to date. It is vital that they report changes in the organisation, job assignments, and methods of work to ensure that classifications are kept current. Even when staff specialists evaluate jobs, line managers still have the basic responsibility of reviewing both the job analysis and the results of job evaluation. This review carries with it the authority to approve or appeal. Line managers have the basic responsibility for making pay decisions. Decisions must be made within the framework of policies, practices, techniques, and controls. Clearly, the individual supervisor is involved in interpreting compensation policies and applying them to many individual situations. The supervisor also has the job of gaining employee acceptance of the company evaluation and compensation programme. The supervisor is not likely to gain that acceptance unless employees understand basic policies and pr actices, and unless they perceive that the application of those policies and practices in individual situations is equitable and reasonable. Information, knowledge, programmes, and practices must be continuously reviewed and re-thought. Management of job analysis, job evaluation and compensation administration, like many other fields, requires a never ending search for excellence. Findings: The author has used the questionnaire to collect the information regarding the employees job specification and their actual job performance. From the questionnaire employees answered the author has analyzed the data in the following way. Table 1 Describes about the employees participated in the research Males 65 Females 35 Under Graduates 47 Graduates and above 53 Part-time Workers 30 Full time Workers 70 Had training on their job performance 80 No training 20 People performing single role 85 People performing more than 1 role 15 People working less than a year (new) 13 People working from more than a1/2 yrs (old) 87 The above data can be represented in chart format as below. Where, M-males FM-females UG-undergraduate G-graduate PT-part-time FT-full time T-training NT-no training SR-single role MR-many roles LT-less time MT-more time Table 2 Describes about the employees responses to the Questionnaire sent by the author on job analysis. Characteristics Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied Job Description 74 24 2 _ _ Training 80 20 _ _ _ Job performance 85 13 1 1 _ Essential skills for job 70 26 1 3 _ Workload 73 21 2 2 2 Co-operation of higher officials 88 10 2 _ _ Pay and performance relation 92 5 3 _ _ Security at work place 96 4 _ _ _ Administration 69 28 1 2 _ Basic Salary 87 10 3 _ _ Physical working environment 77 20 1 1 ! Opportunity for personnel development 65 20 3 8 4 Job security 74 18 5 3 _ Job Satisfaction 86 10 1 3 _ Job duties are clear 90 6 4 _ _ Evaluation of job 78 29 2 1 _ About additional responsibilities 70 21 6 1 2 Purpose of job 77 17 5 _ 1 Job definition 92 8 _ _ _ About additional skills 73 24 2 1 _ Using the above data collected the major attributes of the research can be depicted in pie diagrams as follow: From the total findings the research the whole analysis of the company data can be plotted in to an area graph to show the employees overall feeling about their job.