Finance and Company Essay Example for Free

Finance and Company EssaySo Wrigley has to make decisions on whether or not to arrogate $ 3 meg for recapitalization. Question found on the above situation, there are few questions that arise as seen below ? Whether the recapitalization would be good for the follows development in the farsighted run? ?After borrowing $ 3 billion dollars what would the allude on the follows debt military rank be? ?Whats the impact on the companys share value would the recapitalization increase the companys share value? ?Whats the impact on the companys WACC, an increase or decrease? Would recapitalization increases the EPS of the company? Hypothesis Before capital restructuring due to not having any debt, return on capital and operating income as a pct of sales can be used based on exhibit 2(it is $513,356/$2,429,646= 21%) which is the A to AA range of enthronisation grade. After recapitalization, the companys debt rating will fall to a BB/B rating which reflects a higher risk a nd displace debt rating that will cause higher yields. According to prove 7s given information, the yield is between BB (12. 753) to B (14. 663) to obtain a cost of debt. Impact on share valueIf the company chooses to buyback the stock, the WD will be 22. 89% (3,000,000/13,103,000), the WACC will be 10. 19% (22. 89% (1-40%)*13%+77. 1%*10. 9%). Both 10. 32% and 10. 19% are lower than the WACC before recapitalization, which indicates that after the recapitalization the company will have a lower minimum rate of return for the company that it needs to earn on its investments to accommodate its wealth. Impact on Voting Control If the company is using the dividend plan to do capital restructuring, there will not be any impact on suffrage control.However, if the company is using the stock repurchase plan, it will have an influence on the voting control. The current Wrigley family ownership includes 21% of common shares and 58% of B shares. The total numbers of shares outstanding for Wr igley consists of the sum of the common shares of 189. 8 jillion and class B shares of 42. 641 million (10 votes each), a total of 232,441 million shares. So the company will have 46. 6% ((189. 8*21%+426. 41*58%)/616. 21=46. 6%)voting control before recapitalization.After the recapitalization the voting control will increase to 49% (179. 22-42. 641)*21%+426. 41*58%/ (136. 58+426. 41) =49 Based on the above analysis, my suggestion is not to borrow $ 3 billion dollars, or if the company insists in doing a recapitalization I would suggest for them to not borrow as much and to make some investment on assets instead of it all in equity. For the Wrigley Company I think they should keep their debt below 50 percent.Because after recapitalization, it will have negative impacts on EPS, debt rating, share value and it has a slightly positive impact on WACC and voting control. The results of impact on EPS analysis shows that EPS will drop from $ 1. 61 to 0. 46 and, the debt/ assets ratio will be 169% which will increase the companys risks. From a debt rating aspect, after borrowing $ 3 billion dollars, the debt rating of the company will decline from AA/A to BB/B which means that the company will have a higher interest rate, more interest expense and a lower credit rating in the future.This is not good for the companys future development. From a long term prospective, I believe its important that the company be careful in determining whether they should pursue a dividend or stock repurchase strategy. If the company chooses to use the $ 3 billion to pay dividends now, it might increase the investors satisfaction in the short run but once the dividend has been paid, the investor will expect the same amount of dividend in the future and a lower dividend might disappoint investors and that might affect the companys stock price in the future.The stock repurchase is short as well, so after the repurchase the ending stock price might drop and it may hurt a potential new inves tor who do a purchase during the repurchase period. All things considered as long as Wrigley keeps an eye on their long term goals and continues to look at the big conniption whilst making good solid financial choices for their company they should be most successful.

Business Ethics Essay Example for Free

Business Ethics EssayIn a narrative format, discuss the key facts and critical issues presented in the case. discourse count 158 Countrywide Financial began in 1969 and by 2000 was one of the nations largest lenders (Ferrell, 2010). In the late 1990s and early 2000s, Countrywide Financial offered subprime mortgage loans. Subprime mortgage loans were loans that were offered to slew who would not ordinarily be able to qualify for conventional loans because of Income, lack of credit or low credit score.Because of the structure of these mortgage loans, people effectuate It hard to incur payments when the economy slowed down. The real estate market and the economy was negatively affected by the large number of people who were unable to make payments on their mortgages. Countrywide Financials earnings were posltlve until 2007, when the economy slowed and real estate prices dropped. In 2008, rely of America bought Countrywide Financial.Bank of America had more assets that could h andle the crisis, and Bank of America would be able to handle the ethical investigations involving Countrywides questionable lending practices. Reference Ferrell, O. C. (2010). Business Ethics respectable Decision Making and Cases, 8th Ed.. Cengage encyclopaedism What were the incentives for Countrywide to write so many subprime loans? Word count 168 Countrywide Financial benefited financially from offering subprime mortgage loans.Since the interest rate, fees and terms of subprime mortgages are typically higher than conventional loans, the lenders are able to profit from this type of loan (Moulton Bozeman, 2011). Between 1982 and 2003, Countrywide reported substantial earnings, and the offered profitable returns on stock investors. By offering mortgages and loans to borrowers who would not ordinarily qualify, the ees and interest were collected from thousands of borrowers with this type of loan.They also extended loan privileges to a large amount of the population who would not ordinarily be able to own homes. I feel that Countrywide Financials Incentive for offering subprime mortgage loans was for financial benefit. I believe that they should catch known the cause these types of loans would have If the economy took a downturn. They were too Interested In the profits to be made and continued the practice despite the negative effectuate It would have on people and the country as a whole. Moulton, S. , Bozeman, B. (2011).The Pulicness of Policy Environments An Evaluation of Subprime Mortgage Lending. Journal of Public Administration Reseach Theory, 21(1), 87-115. dot10. 1093/jopart/muq005 Ferrell, O. C. (2010). Business Ethics Ethical Decision Making and Cases, 8th Ed. , What was Countrywides logic in thinking that originating loans for people with poor credit ratings would result in positive outcomes? Word count 182 in front the real estate crisis, the subprime mortgage industry was praised for helping people attain homeownership (Ferrell, 2010).Subpr ime mortgages helped minorities and lower income people be able to afford to own a home. At the time, it was thought of as a positive financial tool. Since there were more people being able to attain loans to own a home, other industries benefited from the effects of the subprime mortgage practice. Contractors, the building supply industry and real estate agencies were all profiting from these lending practices. It seemed that these types of loans were helping many industries. In a speech given by Govenor Edward Gramlich in May, 2004 (www. federalreserve. v), he spoke of these lending practices and said the increased availability of subprime mortgage credit has created new opportunities for homeownership and has allowed previously credit-constrained homeowners to borrow against the equity in their homes to chance upon a variety of needs.

Interview Selection Methods

Interview Selection MethodsIntroductionSelection is the process of discovering the prerequisite and specifications of the labor toleratedidate in additional establish likely suitably for the work position. Selection support seven process to choose best mortal and certified them for the job, actually excerpt needs a ruleical come up to the problem of finding the near matched somebody for the work position. First picking method is audience, In hiring process last steps and the most important process is query. It offers an idea active the companionship and actually query is carriage to switch over in data formation and approach to tentative conclusions round hiring angiotensin converting enzyme a nonher. In discourse can describe your hear and your skills and get some information an idea about what is happening with the company. important thing is an employer get some additional information about you that is not provided in your resume or in your cover letter, they l ooking for what motivates you and how u communicate with others if you ar a manager or follower. Interviewee start evaluate the employer after while referenceer evaluates interviewee. interviewee must preparing before interview. This is best way to assault the interview nerves. Interviewee must know who you are meeting with and which format interview ordain be follow . Interviewers dupe many choice to choose from conglomerate style and methods of interviewing and they try to find out many information about a candidate , actually they postulate to find out the reaction of them in to the different situation . if candidate hold up extra information about company that could be have an effect on the egress of the interview . we have many symbol of interview but important type of interview isTelephone interviewPersonal interviewBehavioral interviewGroup or panel interviewVideo conference interviewNormally company choose the earpiece interview or ad hominem interview and some sentence using behavioural interview. OneStop Bank Bhd use interview for select person for job position but selection method have different type of that can be useful for the onestop bank company , the important type of selection isInterviewPsychometric quizingAbility and aptitude ravelsPersonalityReferencesIn this case another than interview , Psychometric sieveing and Personality is useful for the onestop bank . alike they can use this two tolerant of selection to qualified them for the work position.1. Advantages And Dis prefers Of InterviewsInterview have many different type but normally must of the company using three kind of interviewing. First one is telephone interview , employer call to eliminate applicants based on necessary criteria , they call u without an appointment . Second is behavioral interview , they will expect question , interviewee must describe how he/she has handled work related situations , this show to them your behavior , skills and personality. last one is personal interview or give to memorial tablet interview , they will implore you about yourself and your bugger off .1.1. Telephone InterviewTelephone interview is very fashionable interview in the world, most of company using this interview because of low cost and very fast , company use telephone for most screening interview , telephone interview will also used for geographic obstacles ,or some time the candidates lives in another country or city . The fact is telephone interview is the formal method of interviewing , if candidates tycoon to sense delicate non verbal cues that can be challenging telephone interview . the important thing is interviewee must pore to tones of interviewers voice , also they must have pen and notepad to write important things or question . the three important advantages for interview is , first commonly be contacted faster over the telephone than other method actually if they use computer for net telephone interview ,they can disability the result twenty minutes after completing the interview. The second one is time and cost effective ,telephone interview most last about 15 to 20 min and also the interviewer can test your discourse skills and telephone technique. last one is interviewee don&apost need to dress up femoral or smarten up and also no need to spend time and money to go for interview.(Ben 2008)Telephone interview also have disadvantage , the first is interviewee can&apost see the reaction of interviewer actually they can&apost see interviewer to gauge their response . second one is , telephone interview is fast and they take up question very fast and interviewee don&apost have time to probably think about a question , and most of people are nervure of using telephone for interview , actually they are terrified when they using telephone for interview. (Jury and Kevin 2007)1.2 Personal interview (face to face )the most common interview method is personal interview, when interviewer in private office ask question face to face with the interviewee this called personal interview . personal interview is your opportunity to glistering and you must show to employer why they must hair you . In this interview your dress up is important and also u must show your converse skills and your appearance is very important in personal interview . personal interview have three important advantage for interviewee and also for interviewer , first advantage is they can see your ability actually interviewer can feel your ability in different situation .(Mark Atrikson 2002)the second one is interview will be longer than phone interview because they can explicate skills and ability with action and some people willing to talk longer in personal interview and last one is they can have ability to find the target population and also very expedient for the respondent. (Mark Atrikson 2002)Personal interview also have disadvantage ,first is usually cost more than other methods for them and actually also take time more than phone interview . second one is erstwhile(prenominal) stage f near for both of them i mean interviewer and also interviewee , because of that erstwhile(prenominal) change the subject to another subject is very hard for interviewer.(Cono .v,2006 december13)1.3 Behavioral interviewBehavioral interview focus on instruction execution and experiences, actually a persons specific past performances is very important in this interview. Interviewer ask for past behaviors and actins to draw conclusions about how they would perform in a similar situation in their organization, this kind of interview is very better than traditional interviewing format that just ask candidates concerning hypothetical. this type of interview stat with action or task/situation that will be useful for answering question . in this interview four point is very important they what to rate your experience so they looking for someone whos creative , optimistic and leader and also a team player . In this interview u must remember your resume and must share your successful work experience with them .advantage of this interview is your proceeding and past experiences is effect to the result and also in behavioral interview interviewers are trained to use what they can understand about candidates. behavioral interview the candidate will do the work with more accurate.(Adam 2010)In behavioral interview sometime candidates lie to employer about behavioral and some past experience , they lie just because they know behavioral and past experience will effect to the result.(Adam 2010)2. Other Selection Methods2.1. Psychometric TestingTests are a touchstone and scientific method used to gauge individuals mental capabilities and behavioral style, psychometric tests made for gauge candidates appropriateness for a role based on the consume personality characteristic and ability actually psychometric use to measure of your knowledge , abilities , attitude or personality traits and they used p sychometric test in commercial , academic and educational setting for centuries and their famous has go on to increase . In a worker selection setting, psychometric tests give the ultimate insight into a applicants potential, providing a significant and highly valid prediction of that applicants skills, knowledge, and also ability and other characteristics of high-quality job performance. the majority psychometric tests are conducted online and sometime tests allow you to keep your answers and come back to complete the test at later stage. psychometric tests are extremely effective analyst of work performance in all position and process and applicants come from all work levels, they are form entry level to chief executives . psychometric tests is one way to gather the information (ability , performance , skills .) from candidates, information and article looking at result of psychometric test and also what they gauge , and how employee can help you in both recruiting staff and deve loping you career.2.2 Personality Profilingpersonality test is way to selection of measure the personality characteristic of candidates that are related to time to come work performance and an individuals can affect their appropriateness for some position . personality tests usually measure of five dimension, first is stirred up stability and also extraversion , agreeableness , openness to experience and conscientiousness. personality test don&apost have answer same like right or wrong and person may sifted through identifying particular behaviors that are better suited the work than other person . the important thing is the selection process clear on the characteristic requisite to do well in the work . the advantage is can reveal more information about candidates skills, performance and also ability , other point is they can identify interpersonal characteristic that may be needed for trustworthy works. moreover applicants experience may have greater impact on work skills no i n to the personality and also have cost for test and interpretation of results .2.3 Ability And Aptitude TestsAbility and aptitude test method is for testing your abilities, actually ability and aptitude test may cover a eight areas such as general intelligence , verbal ability , numerical ability , spatial ability , clerical ability , diagrammatical ability , mechanical ability , sensory and motor abilities . this test rating your ability and show your skills and performance is suitable for which position , normally this test may come with action or task . the good point of this test is u can show your specific ability and skills directly to employer . But this kind of test take cost time and money . the important thing in ability test is the applicants must mange time and also visit a stress, because must of people a stress pressure them when they do the test .3. Analysis3.1.Analysis Of InterviewAs you know we have many kind of interview but 3 popular interview is telephone inter view , personal interview ( face to face), and behavioral interview . telephone interview is popular interview other than personal interview and behavioral interview , now a day&aposs most company in USA and UK and also Canada using the telephone interview because of low cost and time other than telephone interview and behavioral interview (most of big country use telephone interview because maybe applicants stay in different state and traveling cost will be high ) telephone interview compare to personal interview just have two good point cost time and money but personal interview can show the communication skill of interviewer clear than telephone interview because is face to face and actually sometime is better for interviewee to see who ask question and he/she can check reaction of interviewer when he/she answer the question or describe his/her ability and skills . But telephone interviewing have another unique advantage compare to face to face interview as well the possibility o f computer driven questionnaire presentation and also don&apost have obvious disadvantages but canvas to behavioral interview . Behavioral interview is very useful than telephone interview and personal interview if they need the someone have past experience and performance, because of that company use this method when they need specialist. behavioral interview comparing to personal interview , take more time and cost . In the behavioral interview ask for specific same like past behavior or action because is related to your past performance and interviewer will rating your performance . normally company using personal interview if cost and time is very important for them they will use telephone interview and also if they want applicants with experience and past performance they will use behavioral interview .3.2. Analysis of selection methodIn this case we have three selection method to analysis , for the first point ability and aptitude test focus in general intelligence and specia l ability but in personal profiling they force on your experience and your skills and ability test cover a ranges of area more than personality test , but in the personal test the more fuses on personal profile and your resume , your past experience . they use personal test for find special person for suitable of some post . different between personality test and ability test is they used personality test they want to find good person for right position and is related to your characteristic not in your ability , actually ability is important but they aren&apost focus on ability but in other hand psychometric test is mental measure test and actually psychometric test covers ability test and personal testing and psychometric test is more complete than the others , it cover ability and characteristic but some people believes psychometric test is not very good because tests are statistically examined . But psychometric test is useful in a commercial , academic and educational.4. Recomme ndationsMy idea as forgiving Resource Manager of Onestop bank Bhd is they must use personal interview (face to face ) because is more useful to find person with good skills for distributively job position , the reason is personal interview show us ability and commendation skills of applicants and also it will be useful for know about port of them , actually we can see reaction of them when employer ask question and also responds action . this good because we can give them more time and they can explain about performance and skills of they can provide to us .In the selection method we can use ability test or personal test but I think personal test is better for onestop bank because bank need some employee with good skills , they can chose right person for each position because personal test focusing on characteristic and the bank can hair them for exactly suitable position. the personality test is fast and not higher cost .because of this things I think personality test is very go od method onestop bank.5. Conclusions

Education teaching and learning process education essay

Education initiateing and encyclopedism function education essayDifferent literatures were studied to define and to saveify the importance of the diametrical keywords as they relate to the study as well as to suck up a good background on the body of knowledge. This surely bequeath be beneficial to the rationality of the essence of ICT tools in Education as they are simply referred as educational engineering Tools. engineering science is becoming an increasingly authoritative factor in education. The economic consumption of computers and mobile phones as complements to educational practices are actually up-to-date development in the area as we are talk about online education. The explosion of computer use in different economic areas brought about the ICT dimension in almost every amour we do these days. The demand of new skills and empathiseing of students and Educators are imposing itself as a reality, also the environment in which teaching and teaching is taking pla ce is under constant change as well as the guidance of the students. It is important to none that, in order to set the context, generally speaking, in that location is no one accepted definition of what constitutes technology.Technology is the word associated with anything that aims to facilitate the clement life through change. Ursula Franklin, in her 1989 Real World of Technology lectures defines technology as a practice, the way we do things nearly here. The Merriam-Webster dictionary offers a definition of the term as the practical application of knowledge especially in a finicky area and a susceptibility condition by the practical application of knowledge.2.2 Education, Teaching and Learning ProcessEducation from the Websters 1828 Dictionary read as follows The bringing up, as of a child, instruction formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their approaching stations. To give children a good education in manners, arts and science, is important to give them a religious education is indispensable and an immense responsibility rests on parents and guardians who neglect these duties.Education is a concept in which Instruction, Teaching and Learning are major pillarsInstruction refers to the facilitating of learning toward identified objectives, delivered either by an teacher or other forms.Teaching refers to the actions of a real live instructor designed to impart learning to the student.Learning refers to learning with a view toward preparing learners with specialised knowledge, skills, or abilities that stop be applied immediately upon completion.For, education is any act or experience that has a formative effect on the mind, fount or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits i ts accumulated knowledge, skills and values from one extension to another. However there has always been a discussion on the matter of assuring continuity of passing on knowledge and a matter of fostering creativity, which propels the learners to the world of unknowns and forces the coming out of it with innovation and ingenuity. Both of these functions relate equally to knowledge and attitudes, to understanding and behaviour. They are the essence of the teaching/learning process. We want creativity, only if we want it to emerge from what is known and understood. We want continuity and that too from what is known and understood.Learning environments in schools typically involve one or much gravid teachers connected with a number of students, usually in well defined physical settings. Physically it may be in a room, full of particular furniture and equipment. The place of computers in learning for the majority of children is most likely to occur in the schoolroom and, for an in creasing number, at home. However, most experts in the guinea pig of educational computing would characterise computers as interactive and thus admit them a place within the kindred structures of the classroom learning environment, not just the physical environment.The broadcast is concerned withWhat is learned and taught includes objectives, content, and learning outcomes (the knowledge, skills and attitudes that students are intended to demonstrate).How this learning and teaching occurs concerns teaching/learning methodology, teaching strategies and media resources.Most teaching/learning methods and strategies involve the use of some(a) equipment. Some teaching methods may only include the use of a blackboard and chalk while others may concur use of a television or overhead projector. This equipment and its use within the course of study are often referred to as educational technology.2.3 Educational Technology and ICTEducational technology concerns the technology that is used to facilitate the teaching/learning process. As much(prenominal) it is included in the how part of the curriculum. We could consider educational technology as the tools of the teaching trade, part of the medium used to convey the curriculum. Thus the technology used is determined by the intended curriculum. Also part of the context of the curriculum concerns the intent of the teacher, the physical setting and the general pedagogical views of the teacher and education system. These are likely to affect the technology used and may involve the use of computers.Technology digest be seen to be affecting the curriculum both in terms of content and methodology, there are a number of instances where the curriculum has been changed due to changes in technology, invention of new technology has added content to the curriculum (e.g. technology based on electricity) or new technology has made part of the content obsolete (e.g. apply calculators instead of logarithms for calculation).inform ation and communication technologies (ICTs) are a diverse set of tools and resources used to communicate, create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. instantly there is an increasing interest in how computers and the Internet can improve education at all levels. Older ICT technologies, such as radio and television, have for over forty years been used for open and infinite learning. There is a variety of terminology that casts the ways computers are integrated into the learning process and in the classroom technology-mediated learning, computer-aided instruction, distance education, distance learning, educational technology, home learning technologies, computer-based education, instructional technology, multimedia, communications systems, Web-based learning, educational multimedia applications, and computer-mediated communication etc are just a sample of tho se. This variability in terminology is not a matter of disagreement among researchers, but simply implies that technology is a word that is used to describe different things to different people. Technology is a term that is used by many to describe, study, and evaluate the various ways computers are integrated into education, both privileged and outside the classrooms.2.4 Integrating Technology in TeachingMoreover, there is no consensus about what constitutes technology in learning or teaching. However, the common link tends to be some use of the individualal computer to aid teaching or learning in some form or fashion. These technologies run the continuum of desegregation in education from entire courses put on the Web to technology integrated into a specific lesson. Though most research studies focus on computer-based technology, there are other teaching and learning technologies that are not computer-based. These can include overhead projectors, document cameras, laser pointer s, robotics, television, VCR, DVD, demonstration equipment, sound systems, CDs, tape recordings, pretension machines, and models. Some researchers even consider the traditional piece of chalk and chalkboard a type of technology.Many educators have argued that the appropriate use of ICT by students can assist teachers in determining and catering for the prior knowledge of students. Further, it is usually also argued that ICT can assist students in engaging cognitively to a great depth with knowledge domains. That is students are supported in employing the full range of thinking skills within authentic contexts. This is often discussed in terms of cognitive taxonomies such as that provided by Bloom (1964).Knowledge The learner must recall information (i.e. bring to mind the appropriate material).Comprehension The learner understands what is being communicated by making use of the communication.Application The learner uses abstractions (e.g. ideas) in particular and concrete situatio ns.Analysis The learner can break down a communication into its member elements or parts.Synthesis The learner puts together elements or parts to form a whole.Evaluation The learner get tos judgments about the value of material or methods for a given purpose.Generally speaking, there is an assumption that technology fosters learning merely by its use in the educational process. Ehrmann (1999) sums up this assumption very nicely Technologies such as computers (or pencils) dont have predetermined impacts its their uses that influence outcomes. This statement seems obvious, but many institutions act as though the mere presence of technology ordain improve learning. They use computers to teach the same things in the same ways as before, yet they expect learning outcomes to be better. (p. 32)In his essay, Clark (1983) said compactly media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes chan ges in our aliment (p. 445).if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. (p. 26)Further, he posited that different types of media could be substituted for each other, because media are not responsible for any learning that might take place. Media are not the causal agents in the learning process rather, instructional method is the active ingredient or catalyst that causes learning to take place. In contrast to Clarks argument, Kozma (1994) believed that the more appropriate question was not whether media do influence learning, but will they influence learning. He also contended that simply because we have not established a relationship between media and learning does not base that one does not exist. He believed that, since we do not fully understand the relationship between media and learning, we have yet to measure it, and the failure to establish this relationship is caused in par t by our theories of learning, or more specifically, behaviourism, with its basic assumption that a stimulus causes a response. Therefore, if the stimulus is not present, there is no porta for response. Kozma (1994) explained that in Clarks view media are simply mere vehicles or conduits for an instructional method (stimulus) that elicit a response (learning). Kozma argues that learning is a much more complex process than just a series of stimulus-response connections. Learning, in his view, is defined as an active, constructive, cognitive and social process by which the learner strategically manages purchasable cognitive, physical and social resources to create new knowledge by interacting with information in the environment and integrating it with information already stored in memory (p.8). Thus, in Kozmas view, since the definition learning has evolved to embody more of a constructive process, our measurement of this process must evolve as well.Still others have argued for a h ave intercourse reframing of the debate over technology and its effect on learning. Jonassen, Campbell, and Davidson (1994) believed that the Clark/Kozma debates focused too much on instruction and media and not enough on the attributes of the learner who lastly constructs the knowledge.With all the various opinions on the relationship between technology and learning, it begs the question who is right? It appears that each theorist brings an important perspective to the table. Clark is correct that technology has not necessarily revolutionized the process of learning.Technology has not helped humans develop a new way to learn. Learning is still something that is performed by the individual. However, in Clarks view, all an instructor would neediness to do is embed the appropriate instructional method into his/her lesson and learning should take place.We know, however, despite many instructors trounce efforts and superior teaching abilities, learning does not always take place. Kozm a is also correct that we must examine technology and learning beyond a behaviourist context. Learning is an intentional act (Jonnasen, 1994) and the human being doing the learning should not be discounted. Researchers have established that there is no significant difference between learning with technology in distance education courses and learning in a traditional classroom, but they do not discuss how human motivation is influenced by technology. This could be a very important missing element in the debate.Which side you take in this debate depends largely upon how you define learning. If you subscribe to more behaviourist views of learning, Clark will make more sense to you. If you conceive of learning as a more cognitive or constructivist process, you would be more likely to agree with Kozma or Jonnasen.From a pedagogical approach, Information-processing theories emerged from a branch of cognitive psychology that focused on the memory and storage processes that enable learning. Theorist in this area explores how a person receives information and stores it in memory. The structure of memory that allows the learning of something new, relate to and is built on something learned previously and also how a learner retrieves information from short-run and long-term memory and applies it to new situations. The well-known information-processing theorist, David Ausubel, proposed that the way a learner receives and stores information affects the usefulness of the information, for example, by transferring current learning to learning other skills.On the other hand, the model of the behaviourist B.F. Skinner, infers that part of the Educators job is to modify the behaviour of students through positive reinforcement, thus under laying behaviour modification techniques in classroom management and programmed instruction. To this we may say that, the stimulus-response interaction between student and technology can be introduced through computers so as to aid instruction, by providing drills and practices on previously learned skills, from practice and tutorial software product.The cognitive constructivist, Jean Piagets theory has two major parts one component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities. The key implications to these are First, learning is an active process where direct experience, making errors, and spirit for solutions is vital for the assimilation and accommodation of information. The presentation of information is important, when it is introduced as an aid to problem solving. It functions as a tool rather than an isolated arbitrary fact. Second, learning should be whole, authentic, and real. Thus, in a Piagetian classroom there is less vehemence on directly teaching specific skills and more emphasis is located on learning in a meaningful context. Technology, particularly multimedia, offers a vast array of such oppo rtunities, with the support of educational software on videodisks and CD-ROMs, Educators can provide a learning environment that helps to expand the conceptual and experiential background of the audience.The social constructivist, L. S. Vygotskys theory has much more room for an active and twisting Educator. He claimed that the central point of his psychological approach is mediation. Through mediation human cognitive growth and learning as peers and other members of his community engages in relationships with the material and social environment. Thus the use of technology can be used to connect students to each other via email, forum, newsgroups etc.Now, from here, which approach to choose? Which is best suited to enhance learning? What hardware or software to use? There is no right or wrong answers to these questions, acquiring hardware and software packages will partly resolve the problem. It is up to the Educator, who knows the lesson objectives, the expected results and the st udents, to choose which approach to use and what technology should accompany the approach. However the determination of the technologys worthiness for a given lesson could be answered by the following questionsIs the lesson content worthwhile? (Are there clear objectives, connected to standards or significant questions, etc?)Do the lesson activities engage students?How does technology enhance the lesson in ways that would not be possible without it?Educators should then look for the best means to facilitate a diversity of learning styles, and need to be qualified observers of the social milieu in which learners interact as well as knowledgeable about the content to which they wish to expose learners. Hence, educators development is absolutely indwelling if technology provided to schools is to be used effectively. Simply by placing computers in schools, providing internet facilities, spending on IT hardware and software, without financing the educator professional development as we ll, is wasteful. Educators bringing up of the use and application of technology is the key determining factor to improve student performance for both knowledge acquisition and skills development enabled by technology.Information technology professionals have an axiom that an unsupported technology is an unused technology. In an article for The Chronicle of Higher Education titled When Good Technology Means Bad Teaching, Jeffrey Young made the case that a poorly supported technology is actually worse than no technology at all. He argued that giving teachers technology without training has often done more harm than good to teaching and learning. This is undoubtedly true. At the teacher level without proper training and support the educators are faced withthe fear of embarrassment in front of pupils and colleagues, loss of status and an effective degrading of professional skills (Russell Bradley 1997)classroom management difficulties when using ICT, especially where pupil-to-computer ratios are poor (Drenoyianni Selwood 1998 Cox et al. 1999)lack of the knowledge necessary to enable teachers to resolve technical problems when they occur (VanFossen 1999)Educational technology is not, and never will be, transformative on its own it requires educators who can integrate technology into the curriculum and use it to improve student learning. In other words, computers can not replace educators, as they are the key to whether technology is being used appropriately and effectively. They need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part, new instructional strategies put the educator more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course.Even if students could learn independently with little or no involvement from their teachers on how to use technology to enhance their learning and s kills development, they are highly unlikely to have those opportunities if educators do not let them have access to the technology. The term computer-assisted learning (CAL) has been increasingly used to describe the use of technology in teaching. Educators also need professional development in the pedagogical application of those skills to improve teaching and learning. They should be empowered to develop their knowledge and skills actively and experientially, in a variety of learning environments, both individual and collaborative. This, include a variety of learning strategies, encompassing direct instruction, deduction, discussion, drill and practice, deduction, induction, and sharing. Thus emphasis in the courses should be on the ways technology can facilitate and enhance his profession lives.Educators preparation programs are essential and as described by Kook (1997) it is the crucial issue to be communicate (p.58). The teacher of the future will depend on the computer for bo th personal productivity and for instructional activities. Kook lists thirty-three primary computer skills for teachers, ranging from navigating the Windows desktop environment, to using IRC chat, to installing software. Kook suggests that these skills should be part of the required courses for prospective teachers and insists that in the next carbon teacher education will be forced to accommodate a considerable amount of transformation to allow teachers to function effectively in the Information Age (p.59).Computer technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and about how to use it to proper educational goals. The most common barrier to adequate training is the expense involved. Without training, however, other technology spending has a marginal effect (Boyd, 1997).Learning to absorb computer hardware, growing comfortable with many different software applications, developing management systems for studen t computer use, and redesigning lesson plans to make use of technology, takes a great grapple of time. When combined with frustrating hardware glitches and software bugs, the task can become daunting for even the most determined. Often, what stops people is one little thing that they didnt know how to do. If you have a room full of kids when something goes wrong, it discourages you from trying it again (Zehr, 1997, p.3).Leading to the question why school teachers dont use, and sometimes resist, the use of computers? Hannafin and Savenye (1993) list some research-based possible explanations for teacher resistance to using computers. These reasons include poorly designed software, doubt that computers improve learning outcomes, resentment of the computer as a contention for students attention, unsupportive administrators, increased time and effort required of the teacher, fear of losing control of center stage, and fear of looking stupid. in front of the class.Viewing the teachers r ole as a continuum, Hannafin and Savenye (1993) also put the role of traditional lecturer and imparter of knowledge at one end and the role of coach, observer, and facilitator at the other end. They then infer that the traditional end of the continuum embraces an objectivist learning theory while the other end is likely to embrace constructivism. The teachers view of learning, then, could be another source of resistance to classroom technology. A teacher may be open to technology but resist the accompanying change in learning theory. This would suggest that in attachment to providing training in technology, schools and districts need to provide information, training, encouragement, and support to teachers in moving toward a more constructivist view of education. The management should champion the change, policies has to be adopted as from the management level down to the students, everybody contributing and accompanying the reform for it to be successful and to be able to take out the maximum benefit. This issue is addressed with difficulty, because Principals, on average, are 50 years old. Weve got a generation of people who are actually barriers to the infusion of technology in school systems and are horrified of it themselves (Quoted in Trotter, 1997, p.1).It has become clear over the past decade that simple motivational and short-workshop schemes are vastly insufficient to enable veteran (and even new, computer-generation) teachers to teach differently, and to teach well with technologies (Hawkins and Honey, 1993).The evidence suggested that teachers who use technology in their classrooms are more effective if they have received training, if they have district-level support and if they have a network of other computer-using teachers to share experiences with.Swan and Mitrani state that computers can change the nature of teaching and learning at its most basic level (1993). We need to ensure that we are using our current knowledge about the application o f technology in education as a basis for proceeding in the future.The management has also its part in the integration of the the educational technology in the school. Policies and support programs must be initiated from the top management and they must be part of and accompany the change. The most important barrier to this integration is the financial barriers. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some provide development. Froke (1994b) said, concerning the money, the challenge was unique because of the nature of the technology. The initial investment in hardware is high but the costs of technology have to part of the cost of instruction. The integration reveals the institutional support through leadership, planning and the involvement of teachers as well as managers in implementing change.

Factors for Motivation at Work in Nursing

Factors for Motivation at Work in NursingIs need at work for nurses in two NHS hospitals aquiline on employment satisfaction or financial incentives?The National Health Service was described in a BBC News article in 2000 (BBC, 2000) as an organization in crisis as it analyzed various reckons impacting the agency. The report indicated the new government mandate titled, The NHS syllabus A pattern for Investment A Plan for Reform (NHS, 2000) consisting of billions committed to improving the returnss across a wide breathe of areas which included the side by side(p) concerns as brought forth via consultation with NHS staff members and the public (NHS, 2000). The consultation consisted of interviews and horizons with 58,000 staff members and 152,000 members of the public, with the following hug drug areas the top concerns the public and staff members voicedTable 1 Top cardinal Concerns Voiced by the Public and NHS module Members(NHS, 2000)PublicStaff Members1More staff membe rs with naughtyer compensationscales, the foregoing includes incrementdoctors, nurses, scientists andtherapists,More staff, with the top concernmentioned as increases in this area andhigher pay off,2a reduction in waiting times forappointments as easily as on trolleys andcasualty,additional training along with an profit in management shillsacross in all staffing levels,3an improvement in the waysor working with bring back the matron(NHS, 2000) mentioned as one aspectof the foregoingan increase in what was termed asjointed-up working with socialservices at the biotic community as headspringas primary care levels,4focusing care that is centered on the uncomplainings with action to be taken on trading operations that require been canceled as goodas providing more convenient services,reduced bureaucracy, consisting ofless administration along with animprovement in funding systems,5a higher quality of care appropriated withcancer and heart disease mentionedprominently,more a ction and learning onprevention to reduce the causesof ill health,6 weaken medical facilitiesconsisting of cleaner locations with abetter quality of food and attentionto getting the basics correct,improved working conditions alongwith increased aids for enlistingas healthy as staff retention, and moreflexibility in working patterns,7an improvement in facilities for NHSstaff, with rewards and recognition forthe work done by staff members,a reduction in waiting times,8an improvement in location servicesalong with improvements in localhospitals as considerably as surgical facilities, diligent centered care, with stafffrustration concerning the system universe too focused on itself and its needswith bulge out meeting individual patientneeds9an end to the postcode lottery andthe assurance of higher qualityin all locales,Increased performance as hearty asaccountability systems to reducevariances in care in different locales10increased prevention along with betterassistance on informa tion and dish onhealthy livingAn increase in autonomy for localservices to provide them with morecontrol over their organization anda reduction in control fromWhitehallThe preceding indicates the similarity of views and concerns between the public and NHS staff in 2000 at the inception of the governments The NHS Plan A Plan for Investment A Plan for Reform (NHS, 2000). In June of 2004 the De situationment of Health reported on the NHS Improvement Plan (De sparkment of Health, 2004) which detailed the progress made in the NHS since the year 2000. The Forward to this document by Prime Minister Tony Blair summarized the achievements and situation of the NHS and the following calls attention to those areas as indicated in Table 1 Top Ten Concerns Voiced by the Public and NHS Staff MembersUnder the Plan thousands of additional doctors and nurses, re redeeming a 22% rise in doctors, 21% increase in nurses and a 27% rise in scientific staff,new incentives for staff and pay contracts hav e been implemented,incentives have been created to reward staff for service dedications and improvements,dozens of new hospital facilities have been opened under the Plan,there has been a reduction in waiting times, from 18 months to under nine months,outpatient appointments have been reduced from 26 weeks to 17 weeks,cancer and heart disease death rates have been reduced,new services such(prenominal) as NHS Direct and Walk-in Centres have been implemented,patient care has been improved with faster diagnosis and treatment timesclinical governance has aided in aiding in evaluation and overall service improvement as implemented under The NHS Plan A Plan for Investment A Plan for Reform (NHS, 2000)The preceding represent a summary of the status report on the improvements in the NHS since the adoption of The NHS Plan A Plan for Investment A Plan for Reform (NHS, 2000). The foregoing information is endemic to the scrutiny of whether motivation at work for nurses is dependent upon job s atisfaction or financial incentives as the NHS is a countrywide operation and the overall system impacts upon distributively hospital and staff member even in the best of situations. Thus, the overall climate and atmosphere of the NHS is an crucial factor in understanding the context of this test. The primal facts are that in terms of health care expenditures and another(prenominal) areas the United Kingdom spends adept $1,813 per resident as compared to $2,387 for France, $2,780 for Germany, $2,580 for Canada and $4,500 for the United States (OECD, 2003). And the foregoing is further exacerbated by the fact that the United Kingdom has just 2 physicians for each 1,000 in population as compared against 2.8 in the United States and 3.3 in Germany and France (Stevens, 2004, pp. 37-44). And while the shortfall of physicians represents a major NHS problem, it is the nurses who see to the multitude of tasks and daily patient care which makes the hospitals run and the shortage of the se trafficals is a critical component in better health care.A BBC News article in 1999 pointed out that some of the reasons for the shortage of nurses in the NHS are referable to poor pay as well as conditions that have affected retention as well as recruitment (BBC News, 1999). The sub-standard pay scale was illustrated through a batch that shew that one fifth of all health workers had taken on a second job to alter them to meet expenses, and that one third worked an average of two weeks per year without pay as a result of extra overtime work (BBC News, 1999). The article (BBC News, 1999) added that pay was not the only factor in the nursing shortage problem, the nurses mentioned conditions and a neglect of job satisfaction due to the long working hours, heavy insistency, under staffing and lack of recognition. This document shall examine the crisis confronting the NHS with respect to nurses from the standpoint of whether the motivational factor for these professionals is de pendant upon job satisfaction or financial incentives. This examination shall utilize secondary check over sources as well as a primary survey to couple these aspects along with theoretical look for and opinions.Chapter 2 Literature ReviewIn examining the question of whether motivation for nurses in the NHS is dependant upon job satisfaction or financial incentives, an understanding of various motivational theories is critical to this review. A central subject in the carry of psychology, motivation was equated by Sigmund Freud who thought that a vertical part of the behavior of human beings was based upon unconscious motives and or irrational instinctive urges (Encyclopedia Britannica, 2006). Behavioral psychologists, however, stress that the importance of external goals plays a huge role in prompting action, and humanistic psychologists believe that it lies in felt needs (Encyclopedia Britannica, 2006). A major study conducted by the Kings gunstock (2002) pointed out that th e governments commitment to add an additional 9.4 billion in funding to improve NHS services to bring the agency into closer proximity with the spending of other European countries, as well as the additional of more nurses, therapists and consultants in and of itself was not enough. The Report stressed that the problems of staff retention and recruitment have their roots in good morale and motivation, and that the foregoing is an essential component in order to have a healthy workforce as well as to aid in the attraction as well as retention of nurses (Kings Fund, 2002). The Report went on to state that the NHS needs to have a better understanding of both the unconditional and negative factors acting upon motivation and morale, as these aspects need to be addressed as part of improving the overall state of service delivery in the NHS (Kings Fund, 2002).The preceding implication has been borne out in an article by Margaret Callaghan (2003, pp. 82-89) who conducted a study on morale amongst fifty-eight nurses, 30 were females and 28 were male) regarding morale and move concerns. The study found that morale was extremely low among the respondents with a large number of the root surveyed seriously thinking of leaving the profession. More importantly, the feelings among the surveyed group were so strong regarding the negative aspects of nursing in the NHS that they indicated that the majority of those surveyed indicated they would discourage others from entering the profession, citing disillusionment, limited come throughment opportunities, job insecurity, limited resources and the lack of support for furthered education, which equate to motivational routines, as well as low pay (Callaghan, 2003, pp. 82-89). Interestingly, the findings of the study indicated that recent increases in the pay scale had helped to improve staff morale however this developing only partly offset other factors (Callaghan, 2003, pp. 82-89). Additional information on the importance of nursing morale, motivational factors and job satisfaction are addressed in Chapter 2.1 the Broader Survey, which includes a number of surveyss and studies.2.1 The Broader SurveyThe annual RCN membership survey conducted in 2003 (Ball et al, 2003) found that the overall nursing population is getting older, with the media age change magnitude to 41 from 39 just five years ago. The respondent field consisted of a mailing of 15,917 RCN members with a 61% response rate, or 9,700 returned forms, consequently the survey covered a broad number of members and it can be concluded that the sampling is an accurate cross section representing meaningful numbers that precludes bias. The significance of the foregoing with respect to the theme of this study is that the drop out rate for nursing students now stands at between 15% to 20%, with one out of ten of those surveyed indicating that they would not elect to work for the NHS (Ball et al, 2003). The findings indicated that the work hour deman ds placed on NHS nurses represents a real factor in dissatisfaction with their jobs in that 64% work mount time averaging 44 hours per week as opposed to just 20% for GP nurses (Ball et al, 2003).The significance of the foregoing in the context of this examination is that nurses indicated that they want great choice and control over their working hours and cited this as a major factor in moving into agency and bank work where they work for a abase rate of pay, and usually the same hours and the same settings as NHS nurses. This represents an interesting correlation in that nurses elect these options even though they complain about the lower rates of pay for the same work and grades, however, they are more positive about their experience in bank and agency work than their NHS counterparts (Ball et al, 2003). The foregoing is borne out by the fact that nurses in NHS hospitals are less satisfied with their choices over shift lengths, as noted by 40%, as compared to 26% of GP practic e nurses and 22% of agency and bank nurses, thus representing a spot job satisfaction issue. The preceding is further evidenced by NHS nurses working in excess of their 37.5 contracted hours, averaging 44 hours per week.2.2 The Critical ReviewThe RCN study uncovered that career prospects and the opportunity to progress are limited as three-fifths indicated that it was difficult to advance from their present grade, with E grade nurses as the most pessimistic (Ball et al, 2003). The lack of definitive job advancement opportunities represents a hurdle to cause NHS nurses as well as recruitment, as do the survey findings regarding the following areas (Ball et al, 2003)Table 2 NHS Views of Workload and Staffing(Ball et al, 2003)Disagree stronglyDisagreeAgreeStronglyAgreeDo not spend toomuch time onnon-nursing duties1737232There are sufficientStaff to provide agood standard of care2140233I am not under toomuch pressure at work1937161My workload is nottoo heavy2339131The RCN study indic ated that in terms of nurses issues, pay scales were not the overriding issue as factors such as workloads and hours worked played a large part in their perceptions. The study found that the respondents rated good pay as an important aspect by 75% of those surveyed, and 90% of the respondents stated that staffing was an extremely important issue and was one of the most cited areas by nurses to improve job satisfaction (Ball et al, 2003). The findings strongly indicated that as a result of dissatisfaction with working conditions that nurses were prepared to leave NHS jobs for less pay to gain control over their personal lives indicating the importance of job satisfaction as a key area. The lack of adequate opportunities for advance also rated high on the list of concerns and complaints voiced by respondents as 47% indicated that they were not graded appropriately (Ball et al, 2003). Pay scales are the outgrowth of the preceding thus by nature the attitudes towards compensation rated high on the list of replies.Table 3 Views Regarding Pay(Ball et al, 2003)DisagreeStronglydisagreeAgreeStronglyagreeI could not be paying morefor less effort if I leftnursing3539101Nurses are not salariedpoorly in relation to otherprofessional groups543632Considering the work Ido I am paid well2348111The replies in this area are consistent with the complaints regarding poor pay as voiced by NHS nurses as well as uncovered in numerous surveys and articles on this area, and nine of ten nurses feel that they are poorly paid in comparison with other professions (Ball et al, 2003). The importance of adequate pay was indicated by 75% of respondents, with 80% stating that receiving promotions based upon merit as equally important which represents a job satisfaction issue. equating the factors representing motivation, job satisfaction and financial incentives in the nursing profession is an exceedingly complex task owing to the highly skilled nature of the work as well as the differing p ositions, grading and assignment variables involved. A significant measure of job satisfaction is the movement of staff in and out of the NHS. The study found that 25% of NHS nurses had changed jobs in the calendar year compared against 15% in the GP practice sector, and 17% involved in nursing and nurse education.Table 4 NHS Nurse Turnover 1996 2002(Ball et al, 2003)YearPercent199623%199721%199818%199919%200020%200123%200224%200325%It is important to note that in equating the preceding figures that a change of job does not always mean that one has left their current employer, as it could also mean a promotion, transfer or lateral move within the same organization. The survey revealed that 51% of the indicated changes in job represented a change in employer and that 13% of all nurses engaged in this practice during 2003 (Ball et al, 2003). The sheer overall size of the NHS means that most employment changes entailed jobs within the NHS system, with 96.5% of the nurses changing job s who were in the NHS remaining in the NHS even though they switched or changed jobs (Ball et al, 2003), and these job changes can also entail the NHS bank. An important determinant of job satisfaction and motivation is what nurses plan to do in the future with regard to their employment. 29% of the surveyed nurses indicated their intention to leave their employer in the next two years, with NHS nurses indicated this intention at 27% (Ball et al, 2003). Those nurses who indicated that they intend to stay at the present employment cited that they felt that their work was taxd as the primary reason, 63% (Ball et al, 2003).Nurses views regarding motivation along with job satisfaction can be also equated via morale which describes their views as well as attitudes. The survey uncovered that 73% of respondents indicated that they did not desire to leave nursing as a profession, and of the 27% who expressed a desire to leave only 22% indicated that they would recommend nursing to others a s a career (Ball et al, 2003). 74% indicated that the career prospects in the profession have increasingly become less attractive and a higher percentage would opt to leave the profession altogether if they could think of a qualified alternative after the years they invested in the career (Ball et al, 2003).Table 5 Respondents Indicating They Would Leave Nursing If They Could(Ball et al, 2003)StronglyagreeAgreeN allDisagreeStronglydisagreeWork is valued score3.53.052.752.42.1Table 6 Respondents Indicating They Want to Leave NursingPercentages(Ball et al, 2003)20-2425-2930-3435-3940-4445-4950-5455andoverWould leave14.7233132.527333026Planning toleave5910.59771134The survey uncovered that the respondents who indicated a desire to leave the profession if they could was correlated strongly with their perception of a lack of advancement and or promotion opportunities. And those who feel that their work is valued indicated that they would either stay or did not indicate an intention or consideration of leaving. The preceding seemingly points to job satisfaction as the more important factor among nurses, feeling appreciated and valued, rather than low pay, which is cited often as a problem as well as advancement opportunities. Morale as well as being or feeling rewarded thus tends to fall closely with feeling valued and or appreciated as a reason for motivating nurses.In terms of correlating the information and findings uncovered as a result of the RCN membership survey conducted in 2003 (Ball et al, 2003) the Kings Fund survey of Morale and Motivation in the NHS represents a interesting manner in which to compare results to determine whether motivation for nurses is dependent on job satisfaction or financial incentives. The Kings Fund survey indicated that while it is difficult to measure the way in which individuals feel regarding their work, the survey indications pointed to morale as well as motivation in the NHS as being low. The Kings Fund survey identified three distinct factors that affect both moral and motivation (Kings Fund, 2002)whether of not the staff feel they are valued,the working environment, andresources and pay scalesThese same three aspects were correlations reached in the RCN membership survey conducted in 2003 (Ball et al, 2003) and thus provides a strong case for the fact that job satisfaction seemingly represents the key motivational factor for nurses in the NHS. The Kings Fund summary indicated that nurses as well as doctors have elected to leave their positions in the NHS as well as to retire early in large numbers (Ball et al, 2003). The preceding has been found to be in huge part that NHS staff members feeling that they are not valued by the government as well as the media, which has been critical of their performance and quality of service, which reflects in shaping public perceptions to a great degree. The Kings Fund (2002) survey points to the example of hospitals in the United States that have been successful in the attraction and retention of nurses which studies have attributed to their including staff in decision making aspects to increase their perception of value and worth as well as involvement and control.The Kings Fund study indicated that the major factors that affect morale as well as motivation are as follows (Kings Fund, 2002)Working EnvironmentThe study found that the quality of the working environment which respect primarily to the staffing levels, speed of reform and the skill of same are major factors affecting morale as well as motivation. It indicated that too much change as well as too much political control represent de-motivating factors and represent key reasons that individuals indicate as desiring to leave employ in the NHS.Feeling ValuedThe RCN membership survey (Ball et al, 2003) strongly indicated the importance of feeling valued in the workplace representing an extremely strong factor in job satisfaction. The Kings Fund study stated that the value which nurs es as well as other staff members perceived as a result of groups outside of the NHS such as politicians, the public as well as the media were highly important in this equation. The Kings Fund study indicated that like the American hospitals, those NHS facilities that involve nurses in decision making, planning and policy have a happier and higher motivated workforce with lower turnover rates.The Kings Fund study also included focus group discussions out of which feeling valued emerged as the key determinant defining morale and motivation. The critical issues identified from these sessions where as followsPerceived WorthThe study uncovered that the general consensus among those in the focus group was that they did not feel valued as professionals by members of their own profession who had higher educational achievements or degrees, as well as the public.Levels of SupportStaff members indicated that they feel that they are not supported by politicians as well as employers, citing tha t the public perception of the NHS had changed after the government blamed NHS staff for service quality. Importantly, those focus group members who reported and or felt they were listened to felt motivated.Recognition and TreatmentThe status of treatment, in terms of recognition and support was indicated as an important consideration by members of the focus group study with regard to their feelings concerning their job and satisfaction with it.Job SatisfactionJob satisfaction is a category that is in lock step with morale and motivation, according to the Kings Fund study, and represents reasons linked with the intention to leave or as to why they have left employment. The foregoing includes factors such as the nature of the work, if there are advancement opportunities and other factors linked to job satisfaction.Resources and PayIn this context, resources referred to how well the service segment of the hospital rapidity is resourced overall as well as the manner in which staff mem bers are rewarded. The foregoing highly influences morale as well as motivation as reported by medical managers and doctors.While some of the preceding areas seemingly do not correlate as being endemic to the examination of motivation and whether job satisfaction or financial incentives are the key to involvement for nurses, it was deemed important to draw a larger picture of the context to thus magnify the areas of importance within this context. The foregoing approach enables the research findings to draw upon additional information from which to support the rationales as well as aid in the formulation of the conclusion that the data suggests and points to. The foregoing also aids in the analysis of the primary research survey which represented a sampling of just 22 individuals.Chapter 3 MethodologyThe methodology utilized in equating the examination as to whether motivation at work for nurses in the NHS is dependent upon job satisfaction or financial incentives was conducted uti lizing primary research in the form of a small survey as well as secondary research surveys as conducted by the RCN, the Kings Fund, Margaret Callaghan (2003, pp. 82-89), and The NHS Plan A Plan for Investment A Plan for Reform along with varied theories on job satisfaction and motivational factors. The utilization of five differing survey and studies on the subject were conducted to ensure that the conclusions drawn from this information was based upon having enough information from which to read into the examination. The secondary surveys and studies were both super as well as large and the topic field, while not specifically devoted to the examination as posed herein, did contain enough data, questions, elements and points to enable their use as viable information sources. Graph data was converted to tables herein to present the data in a more comprehensive and absolved format.The utilization of various articles and news sources aided in identifying the past as well as the curr ent temper of conditions, moods and attitudes in the NHS from the perspective of nurses as well as governmental actions and public opinions. The preceding enabled the establishment of an historical perspective, and the legislative actions undertaken by the United Kingdom government in the form of the The NHS Plan A Plan for Investment A Plan for Reform (NHS, 2000) and the NHS Improvement Plan (Department of Health, 2004). The consensus of the overall effect of these plans is that the government has indeed made some progress in the hiring of additional nurses, doctors and technicians as well as introducing pay scale incentives, however, as stated by the BBC (2003) the NHS is still threatened with a shortfall of 50,000 nurses who are due to retire over the next five years despite the hiring of 40,000 extra nurses since 1997. The historical research utilized as part of the methodology provided background information on the internal problems of the NHS which includes the fact that a lar ge proportion of the 40,000 hired NHS nurses were obtained through foreign recruiting and that the pay incentive measures only reached 15,000 nurses in terms of the 12% pay raise (BBC News, 2003). Wheatcroft (2006) summarized the preceding in stating that all of the additional funds that have been provided to the N

Essay --

Hikmat berbicara tentang kekayaan. Hikmat bicara tentang kekuatan. Mungkin beberapa dari kita bertanya-tanya, bagaimana bisa hikmat sama dengan uang? Bagaimana bisa hikmat sama dengan perhiasan? Bagaimana bisa hikmat sama dengan takhta? Kalian benar. Mereka memang tidak sama. Justru hikmat lebih berharga daripada itu semua. Menurut saya hikmat jauh lebih berharga dari apapun, karena dengan hikmat kita bisa menghasilkan uang, meraih kekayaan dan bisa berkuasa. Maka dari itu saya lebih menghargai hikmat daripada hal yang keliatannya berharga itu.Manfaat hikmat bisa saya lihat dari hidup seorang Gusdur, Presiden Indonesia yang ke-4. Ia menggantikan posisi seorang yang luar biasa yaitu B.J. Habibie yang bisa merakit pesawat. Hal tersebut memang luar biasa, tetapi saya lebih mengagumi hikmat serta wibawa yang ada di diri Gusdur (bernama asli Abdurrahman Wahid). Ia memberi contoh yang luar biasa bagi bangsa ini. Ia membunuh rasisme, menghentikan perang antar agama. Ia berhasil mengubah pa ndangan tiap suku terhadap suku lain. Lewat hal ini, ia membuat setiap orang dari setiap kalang...

Personal Narrative- My Near Drowning Experience Essay -- Personal Narr

Personal Narrative- My Near Drowning ExperienceHave you ever had a bit in m that seems like minutes or hours even though it was only a few seconds? Have you ever seen everything before you play turn up in decompress motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look ass on it, I feel very blessed and protected. On March 21, 1987, I decided to take a little swim in our swimming pool and about drowned.On that fateful day in March, I was a couple months shy of my third birthday. My family and I lived in New Mexico at the time and were lease a house with an outdoor in-ground pool. The day was beautiful. I was outside with my oldest sister Rachel and my father. Rachel was diligently reading curled up on a bench that sit against the house, and my father was mowing the backyard. My mother and my other sister were in the house. Off to one side of the house there was a group of great bushes. I was play over there with one of her large cooking pots, off in my own little world. At one point plot of ground amusing and en... Personal Narrative- My Near Drowning Experience Essay -- Personal NarrPersonal Narrative- My Near Drowning ExperienceHave you ever had a moment in time that seems like minutes or hours even though it was only a few seconds? Have you ever seen everything before you play out in slow motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look back on it, I feel very blessed and protected. On March 21, 1987, I decided to take a little swim in our swimming pool and almost drowned.On that fateful day in March, I was a couple months shy of my third birthday. My family and I lived in New Mexico at the time and were renting a house with an outdoor in-ground pool. The day was beautiful. I was outside with my oldest sister Rachel and my father. Rachel was diligently reading curled up on a bench that sat against the house, and my father was mowing the backyard. My mother and my other sister were in the house. Off to one side of the house there was a group of large bushes. I was playing over there with one of her large cooking pots, off in my own little world. At one point while amusing and en...