Black Panthers

Black Panther Ten Point Plan Response During the 1960s, the black civil rights movement was at its peak and the call for social and racial equality was spreading throughout America. To promote these ideas, different groups rose up and protested against the current white dominant order in the United States. Among these groups, the Black Panthers were founded to demand an end to â€Å"racism and social oppression in order to create a global socialist community† (Ten Point Plan). Their tactics were very controversial because of the amount of violence their members caused. They were known for fighting and even killing police when provoked. But although their style of protest was severely looked down upon in today’s society, the principles of their cause were just. The Black Panther’s overarching goal of their community is for freedom and the power to determine the destiny of their oppressed communities. The Black Panthers were based upon ten founding goals that would pushed for more rights and freedoms of the black community. The first point was mentioned above and calls for Blacks to basically have the same rights as white people do. After this point, they specified exactly what they wanted to change. These included full employment of their people, fairness in payment for their labor, decent housing, and an education that is not racist and tells the black history as it actually happened and not as a censored version. It also includes free and extensive health care to all, the end of police and governmental brutality, stopping the expansionism of America, fairness in justice and freedom, and finally an overarching demand of property, liberty, peace, education, and modern technology for all peoples (Ten Points Plan). The goals were printed with captions underneath that explained where the current government has faltered and some have steps to correct the situation. The Ten Points Plan calls upon the government to provide full rights to the black population by either aiding them in their goals or backing off and giving them more freedom in their lives. The Black Panthers generally want the government take on more roles in the education and basic needs of their people. In their Ten Points, the Black Panthers demand the government to employ or guarantee money to every person of employment, help the black people create cooperatives for living in, payment for past wrongs, and payment for completely free health care for all African Americans. In addition, general statements such as an â€Å"end to all wars of aggression† and â€Å"an end to police brutality† are included (Ten Points Plan). They don’t necessarily say how the government will get this money or be able to continue payment on the items, but rather just demanding the help. This isn’t very conducive for government intervention or for actual results because it isn’t a realistic goal being presented. If the points included a way to get the money or labor, then the points would be more complete and taken more seriously. The reasons these goals were presented to the United States was because of the oppression the black community had been under for centuries. Specifically the points were pointed toward the end of slavery and the unfairness in treatment by government programs. The black community was lumped into poor areas for living, creating the modern day ghettos and a place where overall racial success and equality could not be accomplished. The Black community was also seen as subservient to the white community in the pre-1960s and so the general population did not help the struggling community. To further demoralize the community, the government treated them as a lesser people and didn’t respect them, which caused tension between the groups. The Ten Points Plan came out of a tumultuous time in America’s history where civil liberties were under investigation and the tides of change were slowly coming into the popular American culture. The goals expressed in the plan have led to positive changes for Black Americans today and the furthering of their community. Although the Panthers have not continue on, their goals of freedom for the average black American are seen in the equality of black Americans today. Works Cited â€Å"Ten Point Plan† . Acts of Inquiry. Ed. University of Washington. Boston, MA: Bedford/St. Martin’s, 2011. 389-392. Print.

National Identity Cards

Identity (ID) cards are known for their utility and integrity, which led to the adoption of its use by many countries all over the world. Some countries even have national IDs, which are officially released and which use is mandatory to all who sojourn in said territories. Examples of these countries that have a national ID system are France, Germany, Belgium, Luxemburg, Spain, and Greece. On the other hand, many developed countries such as Australia, Sweden, Canada, and the United States, did not adopt such an identification system. National ID systems are established to serve two main purposes. The first one is to increase the police powers of the State. Consequently, ID cards can help the State reduce crime rate, conduct social engineering, and reduce the threat of insurgents or political extremists. The second purpose is to establish a comprehensive and useful administration of government services. The technology behind modern ID systems, such as the magnetic stripes and the microprocessor technology, ID cards offer a valuable towards the more efficient delivery of government services. However, while it appears that having a National ID system may offer many advantages, such a system could also pave the way for abuses on civil rights, invasion of privacy, and discrimination. In addition, the establishment of such a comprehensive registration system, would entail a huge amount in costs, which is an important consideration to make. All of these considerations should be weighed in order to reach at an intelligent decision on the issue of whether citizens of the United States should be required to carry National IDs. Â   Â   Â   Â  

Information Systems in Organizations - Case Study Essay

Information Systems in Organizations - Case Study - Essay Example Also, this system can act as a getaway to financial costs by exposing the organization to other sources of revenue to help them maintain flawless exchanges. Algorithm is fast assuming popularity in the trading world and it is common for any other client to ask for it. It brings with it many benefits including cutting down transaction costs and giving freedom to managers conducting any transactions to be fully responsible for the respective trading processes. These trading features allow for analysis of all quotes and trade in the stock markets. However, it also poses great risks. In case a trader fails to choose the appropriate feature then there will a lack of visibility and transparency during execution of orders (Avison, 2003). Use of programmed trade as from the case study can be linked to a resultant flush crush. The system handles a very large amount of information including trading information such as algo-trading which includes the use of an electronic platform to enter trading orders, with an algorithm in place that determines the features of the order. It also has the ability to handle huge volumes of data from messages. It is capable of handling up to a million messages per second which is highly beneficial. With this ability to handle such amount of information, the customers are able to get efficient services and this gives credit to the company and opening up a way of increasing their profits. Also the ability to handle one million messages per minute allows the system to give attention to countless users and ensures that there are no communication delays. This in the long term results to satisfied and loyal customers. The main functions of an information system include assembling, processing, retrieval and dissemination of information. In using this kind of system, there will be minimized overload since it has very high processing speed as compared to physical

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

Review - Essay Example The Southern African region is showing a better graph whereas other regions like Central Asia and Eastern Europe are not doing very well in the reduction. The article highlights the fact that in South Asia there has been a fifty percent reduction amongst the younger age groups. This is because of the takeover of the new president, Jacob Zuma who upholds work against this disease and advocates testing against the disease as well as the provision of the drugs against the disease. According to the Unaids, there have been many contributory factors throughout the world for this reduction of the number of sufferers of this disease. This includes the change in the culture and the awareness with regard to sex education. The release of gay men from prisons in such areas has also been helpful. Also the targeting of high risk groups of the virus with education and prevention methods has been a reason for the better results. Strong campaigns in certain countries are also being carried out with I ran being an example where condoms are provided in the jails along with private times for the men to meet their wives to reduce the risk of acquiring AIDS.

Effects of Salt on the Melting Rate of Ice Lab Report

Effects of Salt on the Melting Rate of Ice - Lab Report Example Objective: to investigate the effect of dissolved salt on the melting rate of ice. Hypothesis The null hypothesis is that the salty water would melt faster than pure water. The second hypothesis is that the more the impurities in water, the faster the melting point (Van der Put, 2013). Materials and equipment Two Thermometers Ice cubes Two bowls Salt- sodium chloride (NaCl) Stopwatch Procedure Take two equal bowls and put the same amount of ice in each. Put some salt on the ice in one of the bowls. Label it A. Record the temperature of each bowl. Observe the ice as it melts completely in both bowls, and measure the temperature in both bowls at an interval of 40 minutes The results indicate that the null hypothesis should be accepted, because the pure ice melted slower than the ice with salt. The ice with salt melted in an average of 160 minutes while the pure ice melted at around 200 minutes. The second hypothesis was also accepted since the salt, in this case, is the impurity, and the ice that had the salt melted faster than the pure ice.

Ethical Leadership in Corporate America Essay Example | Topics and Well Written Essays - 6500 words

Ethical Leadership in Corporate America - Essay Example United States possesses anti-fraud regulations that can execute the offenders in the courts of law as criminals of the society. But significant number of fraudulent activities happen in the United States erasing hundreds of billions of dollars of government treasury and public money every year. The Enron fraud revealed the huge extent of involvement of corporate executives in illegal market manipulations and tampering of financial books & balance sheets that can shake the fundamentals of US economy and in turn the global economy. [Ostas. 2007. p.571-578] Enron fraud was a significant event in the history that resulted in a mammoth decline of about $1.5 Trillion in the New York Stock Exchange alone within an year of their public disclosures which eroded the confidence of the general investors significantly in the United States and rest of world [Ostas. 2007. p.571-578]. This was one of the most rude shocks to the world about a country where ethical conduct is taught as dedicated management subject and Jesuit tradition of education is followed in so many universities. Is America developing bad managers at the academic level or the work environment in the corporations erases their fundamental learning of ethics that they bring from the academic world This is a question that is not easy to answer but the people of United States and from all across the world have begin to wonder if the corporations of the United States are in the hands of managers that are incapable and selfish that possess very poor self restraint and self reliance and poor (or NIL) dignity towards the nation and its people. In this article, I present a review of the impact of leadership values and ethics within Corporate America taking the events in Enron as the baseline. The article begins with an analysis of the events in Enron and their mapping with the empirical theories of corporate ethics. Further to this, the alternatives are discussed that management in Enron should have considered to prevent this fraud and the most appropriate alternative is discussed in detail along with its implementation plan. Table of Contents: 1.1 Background of the Enron Scandal 7 1.1.1 What was the ENRON scandal 7 1.1.2 Brief summary of the issue 9 1.1.3 Sarbanes - Oxley Act and other major changes post Enron Scandal 10 1.1.4 The Problem Statement 12 2.1 Amazing rise of Enron and its fall thereafter 13 2.2 Where did Enron lacked in Corporate Ethics 15 2.3 Linking Enron and the Corporate America with the empirical theories of corporate ethics 18 Table of Figures: S.No. Description and Hyperlink in the document Figure 1 The mapping of IT enabled Corporate Governance with the corresponding attributes (Source: IT Governance Institute. 2000) Figure 2 The extremely complex transactional framework created by Enron to sell their SPEs (Source: Jenson, Bob. at http://www.trinity.edu/rjensen/theory/00overview/speoverview.htm) Figure 3 The Critical Thinking Model (Source: Paul and Elder. 2006. p.3-21) Figure 4 The decision making process that develops the individual traits helping in being more

Human Mental States Essay Example | Topics and Well Written Essays - 1250 words

Human Mental States - Essay Example At this point, I would support the position taken by Doctor 2 about the impossibility of determining whether a person has some mental states. This matter cannot be determined with absolute certainty. However, I still hold onto the view that determining mental states remains a complex issue and could only be subject to matters of observation. The patient has shown some remarkable strength of character including good memory. She also behaves in a manner that is perfectly logical and determinate. It is important to consider some of the factors that determine the existence of a soul outside the condition of an organic brain. This brings into perspective the question of the soul and body. I hold the view that the mind and body are not entirely connected. The mind is independent of the body. The soul relates to the body through some kind of a complex relationship that may not necessarily relate to the organic brain. On this note, it becomes necessary to inquire into the relationship between the immaterial soul and the body. Such an inquiry could also involve a study of the relationship between the mind and the body. A non-material soul could exist even in the absence of the non-organic brain. This is because there is no absolute evidence that links the non-material essences of existence to the material. The relationship could be more complex than the presumed correspondence between the mind and the body. On this matter, it becomes necessary to investigate the precise relationship between the mind and the body from the dimension of their points of contact.

To what extent does the rise of China pose a fundamental challenge to Essay

To what extent does the rise of China pose a fundamental challenge to the liberal world order - Essay Example It is remarkable how China has managed to rise from a country struggling to develop into a leading global economy in just three decades. During the past three decades, the United States exercised hegemony over global affairs, particularly after the collapse of the Soviet Union. Today, however, China has taken a leading position in world affairs especially in terms of economic prowess. China is poised to surpass the United States in exercising global hegemony in the near future. Such views have stemmed from the fact that China has built highly complex systems of conducting global business that has enabled China’s economy to grow rapidly. Although China has asserted that it does not wish to become a global hegemonic state, there is speculation that circumstances will force China to do so. Therefore, the way that Western countries will handle China’s ascent to global affairs will conclude the outcome of liberal internationalism. The international arena will either become a hegemonic or multi-polar environment with China’s ascent to power. The apprehension on China’s ability to challenge the liberal world order is based on China’s domestic politics, which are characterized by an autocracy that feels no need to uphold the rule of law. Accordingly, it is speculated that if China surpasses the United States as a superpower, then the former will conduct international law and politics in similar fashion as it does domestically. The Communist Party in China has led the country to a stable political-economy, evident during the recent global recession (Ross & Zhu, 2008; pp. 219). While Western countries and in particular the United States was hit hard by the recession, the Communist-Party led government of China was able to withstand the recession and maintain high economic growth rates. As a result, the Yuan is rapidly gaining international value and is on the way to rivaling the US dollar, an occurrence that will surely solidify Chinaâ €™s international stature (Inkenberry, 2011). In line with this argument, it is speculated that once China achieves the superpower status, it will run international political-economic affairs using the same policies used by the Communist Party domestically. Most Western countries view the communist government as being led by corrupt officials and people with total disregard for the rule of law. Considering this view point, many are worried that if China uses the policies promulgated by the communists in the international arena, then the liberal world order will be under serious

Read the article, and answer the question Assignment

Read the article, and answer the question - Assignment Example Personal power arises due to individual knowledge or expertise, which an individual possesses and can act with authority due to this know how. Formal power can either be reward, legitimate, coercive or information (Dillard 27). Coercive power involves infliction of fear to an individual, with threats such as low pay, to get a person to act in a premeditated manner. Reward power is opposite of coercive, and it involves promises of positive rewards for compliance with certain conduct. An individual in a position to distribute such rewards is viewed to have power over others. Legitimate power arises in formal organisation structure, representing the power a person receives as a result of his or her position in the formal hierarchy. Information power stems from a person control over information, which other organizational members do not have (Dillard 29-45). Personal power can either be expert, referent or charismatic. Expert power is a powerful source of influence, which stems from possession of a special skill, or knowledge. Referent power arises where people want to associate with an individual who has immerse resources, and as result, such an individual can exercise power over them. Charismatic power streams from an individual personality and interpersonal style, such that other people exercises follower sensitivity over such an individual (Dillard 34-47). Manager objectives in exercising power over different generations of a Company are to achieve set goals. Kate admits that 20 years ago, legitimate power had greater influence, because all she did was tell people what to do, and they executed without resistance. She points out that in the contemporary business environment, negotiations and influence plays a significant role in managing employees. This can be attributed to personal power, because expertise power is the most influential power

Higher Education Essay Example for Free

Higher Education Essay The tasks of the ENIC/NARIC offices in Denmark, Sweden and Norway include work on issues related to education from India. All three offices receive applications and questions concerning recognition of education from the country both from institutions, representatives from the labour market and other stakeholders. The number of applications and enquiries are growing. All three countries have relatively large populations of persons of Indian origin settled in their countries, Denmark about 4,300, Norway 7,000 and Sweden 13,600 (2005). A need to learn more about the country and especially the system of education has been felt for some time. The most important motivation for a study tour was to facilitate the work of giving advice concerning education from India and daily credential evaluation work. In addition to this, the Nordic ENIC/NARIC offices wished to achieve closer future contact and cooperation with different educational organisations in India. The visit was planned and implemented in cooperation with the Norwegian Embassy in India, the Nordic Center, both located in New Delhi, and the National Accreditation and Assessment Council (NAAC) in Bangalore. The main focus was to gather information about the educational system in the country; the financing of education, information about public and private education and how they are governed; how the authorities plan and implement quality assurance work (QA), and how the institutions deal with these challenges. Information about future plans for education in India was also of great interest. The delegation visited the University Grants Commission (UGC), the National Accreditation and Assessment Council (NAAC), the Central Board of Secondary Education (CBSE), the All India Council for Technical Education (AICTE), the Association of India Universities (AIU) and the National Council for Teacher Education (NCTE) as well as various institutions of higher education. The first two organizations mentioned are responsible for the higher education sector while the rest of the boards and councils organise and work with the development and maintenance of intermediate and secondary education, technical education and teacher education. The study tour was planned as a joint visit by the ENIC/NARIC offices in Denmark, Sweden and Norway to both India and Pakistan from 24 September to 6 October 2005. The delegation consisted of 8 representatives. Report Structure The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such as the websites of the organisations and institutions visited and from agencies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others. At several places in the text, sources have been specifically mentioned. An additional list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the administration of the school system and the organisation of primary, secondary and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education. Information on degree structure and grading systems is included, as well as examples of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents India’s response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it functions are incorporated into the report in frames where appropriate. Country Profile India is one of the world’s oldest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central government. The country covers about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one-third the size of the United States. India is home to 17% of the world’s total population, accommodated in an area that is 2. 4% of the world’s total area. India has the world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys associate status, but is the most important language for national, political, and commercial communication. Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India but is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2. 3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General Education. Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. Educational policy planning is under the overall charge of the central Ministry of Human Resource Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The National Council of Education Research and Training (NCERT) (1961) defines the National Frame Curriculum for classes I XII. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and Training (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National Policy on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the concurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education. The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as universal access and enrolment, universal retention of children up to 14 years and substantial improvement in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational technology. The policy has been accompanied by several programmes such as the District Primary Education Program (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: UNESCO: India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education. A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I – VIII, is recognised as the period of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children actually enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressively since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India Annual Report 2004/5. Ministry of Human Resource Development, India Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Departments website) National Curricula The National Council of Education Research and Training (NCERT) formulated the first Curriculum Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National Curriculum Framework through the National Policy on Education (NPE) (1986). NCERT reviews the curriculum every five years on the basis of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum will be introduced in textbooks in three phases: Phase one, 2006-07: classes I, III, VI, IX and XI. Phase two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09:classes V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based. National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, play–way techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are prohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in  7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005. The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for nursery interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews. Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thinking and internalising. The National Curriculum contains the following subjects: Subject Language(s) Lower primary Classes I-II The mother tongue/regional language Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII. Three Languages — the mother tongue/the regional language, a modern Indian language and English All kind of creative activities including the childs own creations Essentials of mathematics for every day activities, including geometry Art education Mathematics Art of healthy and productive living Woven around the world of the learner Creative education, health and physical education, work education, value inculcation Integrated approach Environmental studies Health and physical education Science and technology Social sciences. -Work education Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emotional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage. Academic skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for academic purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"†¦A primary school should function for five hours a day out of which four hours may be set aside for instruction. For the upper primary and secondary schools, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. † Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education. Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education. According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects. A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XI–XII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports. The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic Vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons’ occupations. The student should choose three elective courses out of the subjects 9 prescribed by the boards. Elective courses may include bridging courses between the academic and vocational streams. The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a science stream, arts stream and commerce stream. Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is devoted to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995. So far, enrolment is far below this. The courses for the vocational stream consist of: †¢ A language course †¢ A general foundation course †¢ Health and physical education, and †¢ Elective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or vocation. The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or semester system. In most cases, a year’s course is divided into two parts to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum. History/Class XI Paper One Unit Part A Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. . 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 . 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks. In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks. Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11. Most states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks. Source: National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India Newsletter July 2005, National Council of Education Research and Training (NCERT), India Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education. Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of Standard X and XII. The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: †¢ All India Secondary School Certificate (Standard X). †¢ All India Senior School Certificate (Standard XII). 12 CISCE: †¢ Indian Certificate of Secondary Education (ICSE Standard X). †¢ Indian School Certificate (ISC Standard XII). †¢ Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year. In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject. A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. A candidate who has passed an examination of the Board may reappear for improvement of performance in one or more subject(s) in the main examination in the succeeding year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate. Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has affiliated around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is granted according to strict criteria. A list of affiliated schools can be found on CBSE s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000: CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X.

Literature Review On Defining Employee Engagement

Literature Review On Defining Employee Engagement The purpose of this review is to present the definitions of engagement found in the literature and list the drivers of engagement that have been identified by many authors. The Sunday Times 100 Best companies to Work For surveys eight engagement factors will also be explained in detail along with their link to engagement. Subsequently, authors views on the factors that turned out to be more sensitive for Addleshaw Goddard will be reported along with authors recommendations on how to leverage them in order to boost employee engagement. Introduction In the midst of economic crisis and with its unavoidable negative effect on employee morale and motivation, it is important that organisations take steps to maintain, if not increase, employee engagement [IDS report, April 2009, Vol. 892, pp2] Most studies conducted around the topic shows its link to company performance and sustainability, as Bates et al. claimed that employee engagement predicts employee outcome, organisational success and financial performance [Bates, 2004; Baumruk, 2004; Harter et al, 2002; Richman, 2006]. Lockwood [2007], in her report pointed out that it is a key business driver for organisational success and that high levels of engagement in firms promote retention of talent, foster customer loyalty and improve organisational performance and stakeholder value. The importance of engagement is that it has an effect of what people do and how they behave in their jobs and what makes them act in ways that further both, the organisational objectives and their personal goals. Defining Employee Engagement Employee engagement is growing as a concept within the business world due to evidence and research that points out that an engaged workforce performs better and hence creates a strong employer brand [Leigh and Roper, 2009]. This promotes organisations as good employers hence recruiting and retaining key talent becomes less problematic, as evident from the IDS report [2009], where they state, effective employer branding captures the essence of an organisation and sells it to the labour market and employees. A strong employer brand embraces an organisations vision, values and working culture. [IDS Report, April 2009] On the subject of engagement, the Chartered Institute of Personnel Development (CIPD) says that Employee Engagement, or passion for work, involves employees feeling positive about their job, as well as being prepared to go the extra mile [CIPD, 2010]. Macey et al. [2008] argues that engagement has been used to refer to a psychological state (e.g., involvement, commitment, attachment), performance (e.g., either effort or observable behaviour), character (e.g., positive affect), or a combination of the above. For example, Wellins and Concelman [2005] suggested that engagement is an amalgamation of commitment, loyalty, productivity and ownership. It is personified by the passion and energy employees have to give to the organisation. It is all about the willingness and ability of the employees to give constant discretionary effort to help their organisation succeed [Cook, 2008]. Furthermore, Towers Perrin Talent Report [2003] which is a study that tracks views and attitudes of employees to understand the elements of the work experience that drive attraction, retention and engagement has defined engagement as a factor that involves both emotional and rational factors relating to work and overall work experience, where the emotional factors are linked to peoples personal satisfaction and the sense of inspiration and affirmation they get from their work and from being part of their organisation. Engagement can be seen as a combination of commitment to the organisation and its values plus a willingness to help out and support colleagues (i.e. team work) Improvements in engagement can be made in many areas and the key concepts are trust, listening, flexible working and the avoidance of the long hour culture. However, this is not in itself a new concept, and highlighting this, Rankin [2008] refers to engagement as: embracing the older concepts of job satisfaction, motivation and attachment that describes individual employees attitudes to their employer, but goes beyond them to provide a complete model of the psychological relationship between individuals and organisations. Rankin [2008] This suggests that employee engagement is inextricably linked to the Psychological, or unwritten contract which exists and concerns discretionary effort, having many positive effects. For example Leigh and Roper [2010] highlighted that psychological contract is a subjective behaviour where employers and employees have their own perception of what is expected of each other. Hence, it is obvious that engagement is something that employees have to offer and that it is impossible to require engagement as part of the employment contract. It is rather an emotional link to the organisation, its purpose and its people. When an organisation delivers on its commitments (when by their actions they fulfil employees expectations), this reinforces employees sense of fairness and trust in the organisation and generates a positive psychological contract between employers and employee. There are many reported examples of employers who have executed strategies to improve employee engagement through business transformation, which in turn improved employee morale, retention and ultimately business performance. Rankin [2008] suggests that management are more likely to embrace initiatives to drive employee engagement, rather than simple retention strategies, owing to the extra benefits of such strategies, such as improved business performance, profitability, focus on customer service and organisational efficiency, of which retention is a positive by-product. What are the Key Levers of Employee Engagement? Defining engagement is crucial but the real value is in determining what creates engagement. Therefore, where studies have been conducted on engagement, there has also be reports on the key enablers of engagement. There is a range of opinions on what the key drivers or enablers are, for example the findings of the UK Governments MacLeod Review into employee engagement have underlined the critical role played by an engaged workforce [MacLeod and Clarke 2009] in both organisational success and individual well-being. As an example, ibid. [2009] suggested in their study that Leadership, Employee Voice, Engaging Managers and Integrity were strong levers in engaging workforce. In other words, without these factors, organisations would have disengaged staff which would lead to poor performance. Furthermore, Lockwood [2007] also underlines that engagement is influenced by many factors, from workplace culture, organisational communication and managerial styles to trust and respect, leadership and company reputation. For todays different generations, access to training and career opportunities, work-life balance and empowerment to make decisions have also become imperative. According to Towers Perrin report [2003] the factors that drive engagement are a combination of Macleod et al. [2008] and Lockwoods [2007] study such as, (a) Senior managements interest in employees well-being (b) Challenging work, (c) Decision-making authority (d) Career-development opportunities (e) The companys reputation as a good employer (f) Collaborative work environment and (g) Clear vision from senior management about future success, to name a few.  [1]   There is no definitive list of engagement drivers. However, CIPDs [2010] research into employee attitudes found that the main drivers of employee engagement were communication and leadership, along with pay and benefits, learning and development, line management and work-life balance as key factors of measuring employee attitudes which can determine how engaged a workforce is. An alternative model of engagement comes from the burnout literature, which describes job engagement as the positive contrast of burnout, underlining that burnout involves the erosion of engagement with ones job [Maslach et al 2001]. According to Maslach et al, six areas of work-life lead to engagement: workload, control, rewards and recognition, community and social support, perceived fairness and values. They argue that job engagement is associated with a sustainable workload, feelings of choice and control, appropriate recognition and reward, a supportive work community, fairness and justice, and meaningful and valued work. Like burnout, engagement is expected to intercede the link between these six work-life factors and various work outcomes. May et als [2004] findings support Maslach et als [2001] notion of meaningful and valued work being associated with engagement, and therefore it is important to consider the concept of meaning. The development of survey tools and questionnaires such as Gallups Q12  [2]  and The Best Company Survey allow levels of engagement within an organisation to be measured. Most of the studies mentioned above have some common theme. Similarly, while Purcell et al [2003] found a number of factors to be strongly associated with high levels of employee engagement, the one thing all of these factors had in common was that they were connected with an employees involvement in a practice related to their work. The Best Companies Survey has also done their share of research linking it to some of the existing researches and categorised the measurements of engagement into eight factors as mentioned earlier in Chapter 1. Critics of Employee Engagement Even though Employee Engagement has become such a commonly used term within the organisational scene, as it is seen as a lever for business success [Wiley, 2010] some studies have shown that organisations fail to understand the true meaning of engagement as quoted by Macey et al.[2008] numerous definitions of engagement can be derived from practice and research driven literatures but the literal meaning is still not clear among practitioners and academics [Macey and Schneider, 2008: pp4] An example of this could be seen from the study Cunningham et al. [1996] did on Empowerment. After the 1990s when empowerment was introduced in the business world, there was a hype about it for years where organisations wanted to Empower their people, without considering the true meaning of the word. While empowerment only represented the most recent manifestation of employee involvement practice [Cunnigham et al., 1996: pp143]. Also argued by Wilkinson [1997] that the term empowerment when first introduced was very loosely used [Wilkinson, 1998: p40]. Likewise, engagement is seen and known widely as beneficial for organisations yet engagement in the UK is said to be critically low as employers are said to be barking up the wrong tree, as Holmes [2010] reports on personnel today. Also as witnessed in Wileys [2010] report he found that UK engagement results lag behind compared to the global results. This is mainly because of the lack of understanding the term as a whole. Hence the concept of employee engagement could be viewed as being faddish and might fade away in a few years when another concept is introduced in the business world. Employee Involvement versus Employee Participation According to CIPD [2010X]: Employee involvement is a range of processes designed to engage the support, understanding and optimum contribution of all employees in an organisation and their commitment to its objectives. Whereas. Employee participation is defined as a process of employee involvement designed to provide employees with the opportunity to influence and where appropriate, take part in decision making on matters which affect them. Farnham [1997] defines Employee Participation as one of four choices for managing the employment relationship. Cited in Rose [2008, p335] Farnham states: à ¢Ã¢â€š ¬Ã‚ ¦an employee has the right to question and influence organization decision makingà ¢Ã¢â€š ¬Ã‚ ¦. this may involve representative workplace democracy. The other policy choices Farnham identifies are worker subordination via managerial prerogative, union incorporation via collective bargaining and employee commitment via employee involvement. It is clear then that there are differences between employee participation and employee involvement. The literature suggests that employee participation is a pluralist/collective approach with a range for employees from no involvement to full control [Blyton Turnbull, 1998]. Hence, it may involve processes and mechanisms such as: Collective bargaining Employee share schemes Works councils Worker directors Joint Consultative Committees European Works Councils Whereas, Employee involvement, is more of an individualistic and unitarist approach which aims to harness commitment to organisational objectives. Defining Leadership Leadership is about the ability to influence people by personal attributes and behaviours [CIPD, 2010a]. Leaders need to act out and communicate organisational values otherwise this endangers trust in organisations leading to poor performance. Hence, the Best Company measures how people feel about the head of the organisation, the senior management team, and organisational values. Rayner and Adam-Smith [2007] have pointed out that leaders are key players in devising and implementing organisational strategies. And high level of engagement depends in the way employees are led and managed, as quoted by Armstrong [2009]: degree to which jobs encourage engagement and positive discretionary behaviour depends upon the ways in which job holders are led and managed on any formal process of job design. [Armstrong, 2009:140] There is considerable evidence from prior research that perceptions of managerial processes impact on engagement [Wildermuth and Pauken, 2008]. Evidence suggests that employees level of engagement and other work responses are affected by their perceptions of management or leadership style. For example, opportunities for upward feedback increase engagement through greater participation, which, in turn, relates to better understanding of broader organisational issues as well as personal involvement [Robinson et al 2004]. 3.4.1 Role of leaders in engagement In Macleods engagement report [2009] he stressed that leadership provides a strong strategic narrative which has widespread ownership and commitment from managers and employees at all levels. However, it has been proven through Hays Group research findings [2010] that 56 per cent of leaders were disengaging the staff that they led; and only 26 per cent of the leaders achieved in creating an engaging environment that encouraged high performance. In order for employees to be engaged, it is crucial that leaders themselves be engaged; they need to work and succeed in both their core and non-core job roles [reference] Management from the top to the bottom of the organisation should be committed leaders and key role of the immediate line manager/supervisor is recognised as one of the most important channel to achieving effective employee engagement. Leadership plays a vital role in influencing levels of employee engagement. Goal clarity and direction are identified as factors that can influence an employees level of engagement [Rayner and Adam-Smith, 2007]. Staff perform well when they are clear about their goals and objectives, and know how to go about achieving them, an example could be Latham and Lockes Goal-Setting Theory [1979] where they suggest that by establishing goals individuals are motivated to take action to achieve those goals. As a result, employees tend to be motivated and committed to it. Hence, communication of clear goals and direction from the leader becomes crucial. Leaders also help employees develop personal accountability for their goals and help achieve them. Setting performance expectations and instilling personal responsibility among employees are critical for getting results. The biggest challenges which leaders face is how to effectively motivate, initiate change, and sustain improved performance amo ng employees i.e. Employee engagement has emerged as a critical leadership challenge [Molinari and Weiss, 2005]. Leaders should provide challenging work with opportunities for career growth. Good leaders challenge employees but at the same time they should create confidence that the challenges can be met [Seijts and Crim, 2006]. 3.4.2 Dealing with Professionals/Leaders reluctance from leaders to learn As mentioned above, leaders play a vital role in communicating the firms strategy, values and culture. Leadership style and support are also said to be crucial for encouraging employee engagement. Years of occupational health psychology research have revealed that a transformational leadership style is effective for this task [Barling, 2007], where leaders lead to positive changes in those who follow. However, Leadership development proves to be a big challenge for HR professionals. HR professionals continue to wrestle with understanding the best ways to retain talent and develop leaders for future succession planning. Increasingly recognised as becoming strategic business partners within their organizations, HR professionals are expected to provide the essential frameworks, processes, tools, and points of view needed for the selection and development of future leaders. Across the globe leadership development has been identified as a critical strategic initiative in ensuring that the right employees are retained, that the culture of the organization supports performance from within to gain market position, and that managers are equipped to take on leadership roles of the future so that the organisation is feasible in the long term. Even though they play such an important role in engagement and instilling HR policies, research has shown that senior managers can be a challenge and be reluctant to their responsibilities as HR mediators. As Pech [2009] quoted in his research that what may be good for the organisation may not be perceived to be quite as good to the organisations senior managers. Research in Europe emphasises the negative impact these defensive managerial behaviours have on organisations and performance in general. The Towers Perrin consulting groups survey showed that 42 percent of employees felt that their senior managers dont have a sincere interest in their well-being and another 37 per cent believed that their senior managers fail to lead by example in demonstrating company values [Towers Perrin Report, 2004]. My Manager Engaged managers are at the heart of this organisational culture as Macleod [2009] said: they facilitate and empower rather than control or restrict their staff; they treat their staff with appreciation and respect and show commitment to developing, increasing and rewarding the capabilities of those they manage. Role of Managers in engagement As Lowe [1992, cited in Blyton and Turnbull:148], highlighted that a consistent theme of the HRM literature is about the responsibility given to line managers for the management of the human resource. While Poole [1990] emphasises that HRM involves all managerial personnel especially general managers. All the studies on motivation and retention of talent identify the critical role of line managers and the quality of the relationship with the boss as a key factor. According to Gallup Management Journal study, line-managers play a critical role in employees well-being and engagement. Macleod [2010] also points out that having able managers is critical as engaged managers lead to an engaged workforce [Macleod, 2010] as there is a positive impact on managers treating people as individuals. Managers are critical of the quality of management training they receive from their company. Senior management need to have a sincere interest in employees well being [Towers and Perrin, 2006] whereas line managers play the vital roles in terms of employee engagement as they are responsible for the most of the front line employees and the day-to-day activities [Cook, 2008]. Line managers are also responsible for bringing reward policies to life, organisational commitment and job satisfaction [Purcell, CIPD, 2007]. The line manager clearly has a very important role in fostering employees sense of involvement and value [Robinson et al. 2004]. Employee engagement is seen as a direct reflection of how employees feel about their relationship with the boss [Seijts and Crim, 2006]. One of the biggest challenges for HR is to support line managers in their role of managing and developing people. A majority of line managers seem to be failing in many or most of the basic elements of good management including providing regular feedback or offering to help improve individuals employment [CIPD, 2010]. Importance of Internal Communication True Communication builds a bridge between two people or within a group via which real understanding and contact occur. [Leary-Joyce 2004:pp53]. Internal communication is known as the most obvious method of generating and maintaining engaged employees. Punjaisri et al. [2008], in his research identified that employees mentioned training and internal communications as the major methods of internal branding. The authors also quoted: although training and internal communication can help employees to fulfil brand promise, the strength of their relationship with the brand is predominantly down to employee attitude. The discovered that brand identification, commitment and loyalty were all partial indicators between internal communication and employee brand performance. [ibid., 2008] Whenever there has been research on engagement, communication has always been a big part of it. It has been long-established that communicating with employees effectively is important in making them feel valued and this is particularly the case in the current economic climate when staff may feel more uncertain and require some additional reassurance [IDS, April 2009]. It is also said to be a mechnism for enabling every aspect of a great company culture [Leary-joyce, 2004] What is Employee Voice? The concept of employee voice focuses on opportunities for employees to be involved in decisions collectively, whether through trade unions or by other means. Gradually this process of two-way communication became known as employee voice. It appeals both to those seeking greater business efficiency and to those looking for employee rights. CIPD research suggests that organisations that seek to promote voice are those that believe that employees want to contribute to the business and that for employees to have an effective voice, the important part of the communication process is not what the employer puts out but what it gets back. Good managers recognise that much of the knowledge required for businesses to be competitive is actually in employees heads. Voice is defined most typically in terms of two-way communications, an exchange of information between managers and employees or having a say about what goes on in the organisation. However, there are differences in interpretation. Some managers see voice as enabling all employees to represent their views to managers, and for those views to be taken into account. Other managers take the more limited view that voice is not so much a dialogue or two-way exchange of ideas as a mechanism for employees to transmit ideas to managers in order to improve organisational performance. Mechanisms for employee voice There is a range of different and often complementary mechanisms for employee voice. The CIPD research referred to above put them into two broad categories: upward problem-solving and representative participation. Upward problem-solving which refers to any technique that managers use to tap into employee ideas and opinions, either through two-way communications channels or through specific systems that are set up for employees to express their voiceà ¢Ã¢â€š ¬Ã‚ ¦the structures are management-initiated and operate directly between managers and employees rather than through employee representatives. Techniques include Electronic media, Two-way communications, Suggestion schemes, Attitude surveys, etc. Representative participation refers to schemes under which employee representatives meet managers on a regular basis in the case of scheduled committees, or through more ad hoc arrangements. The essential characteristicà ¢Ã¢â€š ¬Ã‚ ¦is that participation is not direct between individual employees and their managers but is mediated through representatives. Partnership schemes, Joint consultation, Collective representation are known as a few techniques All these mechanisms are formal. But informal mechanisms in effect, simply having a word about a problem to a manager who listens and takes action if necessary can be a very effective form of voice. Informal mechanisms may be relatively more important in smaller organisations where fewer formal structures are needed. 2.5.3.1 Two-way communications IDS Report, [2009] has highlighted the fact that while it is important to keep employees well-informed, an organisation seeking to engage employees should also encourage upward communication. For example, carrying out surveys or holding discussion groups as a way of encouraging employees to provide feedback which would involve employees in a dialogue with the company. The very act of carrying out research on engagement within the organisation can be engaging particularly where employees are directly involved in discussions. [IDS, Apr 2009] Encouraging people to have their say and this emphasised as a core value of the organisation that management at all levels must be prepared to listen and respond to any contributions their people make. Employee involvement and participation are (EIP) are regarded by Marchington and Wilkinson [2008] as a key feature of high-commitment HRM. Excellent leadership and management are built of effective communication and is a source of creativity and innovation. 2.5.4 Trust Important determinants for achieving trust are demonstrations of managerial passion for the work and managerial concern for employee welfare, hiring the right employees in the first instance, and then providing them with a sense of control over their lives. Employees will ask for trust and a sense of control in order to be engaged in their work [Pech 2009] (See Figure 2). Managerial passion for the work Employee sense of trust and control = Employee Engagement Managerial concern for employee welfare Effective recruitment Source: Pech, J. [2009] Fig. 2 Determinants for establishing and sustaining employee engagement Well-Being In the Best company survey well-being is used to measure stress, pressure, the balance between work and home life and the impact of these factors on personal health and performance. It has been reported that employee engagement is more likely to be sustainable when employee well-being is also high [Robertson and Cooper, 2009]. CIPD Flexible working perceived flexibility and supportive work-life policies were related to greater employee engagement and longer than expected retention. [Richman, et al., 2008] Guest[1987], in his model of flexibility, underlined that the three components of flexibility are: (a) related to the organisational design, (b) job design and (c) employee attitudes and motivations. [cited in Legge, 2005]. Flexible work practices have been viewed by employees as valuable workplace tools to facilitate work-life management. Employees report that workplace flexibility influences decisions to join an employer, satisfaction with their jobs, and plans to stay with their employers. Recently, some employers have come to recognise that workplace flexibility positively influences valued business outcomes such as attracting, motivating, and retaining key talent in competitive labour markets, increasing employee satisfaction and engagement, as well as improving efficiency and effectiveness. However, although several studies have examined the role of organizational characteristics and work experiences as antecedents of engagement and retention [Burud Tumolo, 2004; Gibbons, 2006; Meyer, Stanley, Herscovitch, Topolnytsky, 2002], few have investigated the influence of workplace flexibility in particular. Work Life Balance Employee-focused initiatives such as implementing work-life balance initiatives are important in order to connect with employees [Seijts and Crim, 2006]. Employers seek to promote work-life balance by introducing policies that fall within three broad categories: flexible working, including reduced and compressed hours; time off and special leave; and staff support, such as employee well-being programmes and childcare provision [IDS, April 2009]. The mere existence of work-life policies and is associated with positive outcomes for the individual and the organisation. Employees who worked for organisations that had family-friendly policies in place, had higher levels of commitment towards the organisation and lower intentions to leave [Richman et al. 2008] Organisations are better able to portray an image of being a caring employer if they show an obligation and importance to work-life balance. Work-life balance initiatives should seek to improve employees working lives together with their personal lives to the mutual benefit of both employees and employers. Employees should have greater flexibility to pursue their interests outside work and to fulfil any caring responsibilities at home. In the workplace, they are likely to be more in control of their workload and, as a result, feel a greater sense of well-being. In turn, employers may benefit from greater employee engagement. [IDS, Apr 2009] Stress at work Stress has been moving steadily up the workplace agenda in recent years. Any stress can reduce employee well-being and excessive or sustained work pressure can lead to stress [CIPD, 2010]. Hence, it is important to develop a culture that encourages positive attitudes to work, reducing stress and promoting interest and excitement in their jobs (role of top and line managers and leaders). Also communication, involvement, work-life balance are key feature of high-commitment HRM [Marchington and Wilkinson 2008]. Personal Growth Learning is a satisfying and rewarding experience that makes a significant contribution to intrinsic motivation. Alderfer [1972] as cited in Armstrong [2008] emphasised the importance of giving employees the opportunity to grow and develop as it is said to be a motivating factor that directly impacts on engagement when it is an intrinsic element of the work [Armstrong, 2008]. IDS report points out that designing roles that are challenging and giving employees varied responsibilities can help make work more intrinsically engaging [IDS, 2009]. 3.7.1 Career Progression Providing clear and transparent career paths can be vital to engaging em

The Go-Getter :: essays research papers

The Go-Getter is a story about one man’s drive and persistence. William E. Peck is his name and he is an ex-soldier who was injured in battle. Bill lost one of his arms and had one of his legs shortened because of a gunshot wound. But the story begins as the Ricks & Logging Company is looking for a man who can take over managerial responsibilities in their Shanghai office. The two previous managers have had alcohol problems and have not lived up to their responsibilities. So the company is looking for a replacement. First off, Cappy Ricks and Mr. Skinner are set on a Mr. Andrews taking the job in Shanghai. But in walks this gimpy one-armed man into Mr. Ricks’ office and wow’s him with his powerful ability to sell himself, Bill Peck. Bill had met with several other people in the company and they did not give him a chance. But he wouldn’t quit and went straight to the top and achieved what he was looking for, and got his chance. Early in Bill’s job, he does surprisingly well. The top dogs at the company think that Bill just may be the man to take over the Shanghai office instead of Mr. Andrews. But he would have to pass one test. Cappy sends Bill out to pick up a blue vase and deliver it back to Cappy by a certain time and place. What Bill doesn’t know is that Cappy sets obstacles to make the task almost impossible. Bill succeeds in this mission to the surprise of Cappy. Bill is only the second person out of fifteen to actually complete the mission. Bill is ultimately offered the job to take over the Shanghai office. At my internship, my supervisor in working the cameras at WICU has not exemplified the same managerial style and qualities as Cappy Ricks. He’s just not that mean, in the sense of sending me out on a bogus story or on a wild goose chase. But he does have confidence in me to shoot what I think is appropriate. His confidence in me does work, because if he would always shoot a story or scene, then how could I learn. I’m not really sure if I’m beneficial to the station because I am only an intern. But there is a little over a month left, so maybe in time I’ll be beneficial to the station.

The Settlement and Innovations of Ancient Rome Essay -- Geography

The Settlement and Innovations of Ancient Rome Rome is an ancient city located on the western coast of Italy by the Meditterranian Sea.(3:289) The city of Rome was founded, according to the legend, by Romulus in 753 BC. Remus and Romulus were two mythological sons of Mars, the god of war. "Through military expansion and colonizations, and by granting citizenship to conquered tribes, the city joined all of Italy south of the Po in the 100-year period before 268 BC." First, the Latin and other tribes were joined, then the Etruscans (a civili zed people north of Rome) and the Greek colonies in the south. "With a large army and several hundred thousand in reserve, Rome defeated Carthage in the 3 Punic Wars, 264-241, 218-201, 149-146, (despite the invasion of Italy by Hannibal, 218), therefore gaining territory in Spain and North America."(1:721) New provinces were added in the East as Rome exploited local disputes to conquer Greece and Asia Minor in the 2d century BC and Egypt in the first (after the defeat and suicide of Antony and Cleop atra, 30 BC). All the Mediterranean civilized world up to the disputed Parthian border was now Roman, and remained so for 500 years. " Less civilized regions were added to the Empire: Gaul (conquered by Julius Ceaser, 56-49 BC), Britain (43 AD) and Dacia , NE of the Danube (117 AD)."(1:721) " The original republican government, with democratic features added in the fourth and fifth centuries BC, deteriorated under the pressures of empire and class conflict (Gracchus brothers, social reformers, murdere d 133,121; slave revolts 135,73). After a series of civil wars (Marius vs. Sulla 88-82, Caeser vs. Pompey 49-45, triumvirate vs. Caesar's assassins 44-4... ...s of the city were wide and beautiful with white marble buildings, great columned pourches, and triumphal arches. Anciant Rome had the population of modern Rome. The centers of Roman life were open places where public meetings were held. Such a meeting place was called a forum. One of these was so much more important than the others that it was called the Roman forum. The long, narrow Roman Forum was also the market place of the city. The temple of Jupiter Capitolinus was the oldest and most sacred temple of Rome. "Historians beleive that Rome once had as many as three hundred temples. The best known of these was the Pantheon, which was the temple to all the gods. The Pantheon became the Christian Church of Santa Maria Rotonda in 608 AD.This circular domed church is today is the most perfectly preserved of all the anciant roman building."(1:721) The Settlement and Innovations of Ancient Rome Essay -- Geography The Settlement and Innovations of Ancient Rome Rome is an ancient city located on the western coast of Italy by the Meditterranian Sea.(3:289) The city of Rome was founded, according to the legend, by Romulus in 753 BC. Remus and Romulus were two mythological sons of Mars, the god of war. "Through military expansion and colonizations, and by granting citizenship to conquered tribes, the city joined all of Italy south of the Po in the 100-year period before 268 BC." First, the Latin and other tribes were joined, then the Etruscans (a civili zed people north of Rome) and the Greek colonies in the south. "With a large army and several hundred thousand in reserve, Rome defeated Carthage in the 3 Punic Wars, 264-241, 218-201, 149-146, (despite the invasion of Italy by Hannibal, 218), therefore gaining territory in Spain and North America."(1:721) New provinces were added in the East as Rome exploited local disputes to conquer Greece and Asia Minor in the 2d century BC and Egypt in the first (after the defeat and suicide of Antony and Cleop atra, 30 BC). All the Mediterranean civilized world up to the disputed Parthian border was now Roman, and remained so for 500 years. " Less civilized regions were added to the Empire: Gaul (conquered by Julius Ceaser, 56-49 BC), Britain (43 AD) and Dacia , NE of the Danube (117 AD)."(1:721) " The original republican government, with democratic features added in the fourth and fifth centuries BC, deteriorated under the pressures of empire and class conflict (Gracchus brothers, social reformers, murdere d 133,121; slave revolts 135,73). After a series of civil wars (Marius vs. Sulla 88-82, Caeser vs. Pompey 49-45, triumvirate vs. Caesar's assassins 44-4... ...s of the city were wide and beautiful with white marble buildings, great columned pourches, and triumphal arches. Anciant Rome had the population of modern Rome. The centers of Roman life were open places where public meetings were held. Such a meeting place was called a forum. One of these was so much more important than the others that it was called the Roman forum. The long, narrow Roman Forum was also the market place of the city. The temple of Jupiter Capitolinus was the oldest and most sacred temple of Rome. "Historians beleive that Rome once had as many as three hundred temples. The best known of these was the Pantheon, which was the temple to all the gods. The Pantheon became the Christian Church of Santa Maria Rotonda in 608 AD.This circular domed church is today is the most perfectly preserved of all the anciant roman building."(1:721)

That Was Then :: Writing Education Essays

That Was Then ...Oh. It's you. Hi... ...O.k., well, here's the thing. I was looking at this paper that I had written a long time ago... ...Well, it seems like a long time ago. Anyway, as I was saying, I was reading this paper and I said to myself, I said self, what's up with this? I mean it was so obvious to me that I had no clue as to what to write about... ...Why is it obvious I had no clue? Well that's easy. I have no clue as to what I was trying to say and I wrote the thing. I mean I read it over a couple of times and tried to understand it, I just couldn't. The only thing I could get from the thing is that I most likely wrote it at the last minute and made it up as I went along. It's like I didn't put any thought into it at all. I mean come on - college is like a chair?... ...Why is that bad? Because I claimed to be able to sit on my college education if all else fails. What the hell did I mean by that?... ...Try to analyze it all you want. The fact remains that it even fell one paragraph short of the perfect theme paper. The only thing I can say is that it sounds like I am tired of writing papers... ...O.k. Maybe I am being a little hard on myself. After all, it was the beginning of the quarter and I had no idea as to what type of writing I could get away with. I mean, for so long now I have had to write to fit the criteria that was expected by a particular teacher/professor. I was limited as to what I could say and how I could say it. Now suddenly I'm supposed to believe that a professor is going to accept my writing in the manor in which I choose to write? Yeah right. I would guess I basically took the safe rout on that paper. I should have gone with a metaphor of Jeopardy. I know I could Have been more creative with that. It's kind of funny reading the paper again after so much time has passed. It sounds like I was trying to convince myself that I believed what I was writing along with trying to convince a professor.

Major Factors for a Successful Exhibition Essay

Visitors are the lifeblood of any successful exhibition. Exhibitors expect to meet visitors so they can do business with. Organizers need visitors to visit their exhibitions’ so they can encourage exhibitors to join their exhibitions, therefore making positive financial returns. On the 28-31 October this year, the HKTDC will organize an international furniture fair at the Hong Kong Convention and Exhibition centre. The most successful companies in this exhibition will be the ones that take advantage of the knowledge the event organizers have to offer, and then successfully communicate that knowledge to the project team that will design all the elements that will be present within the display booth. Other factors for a successful exhibition in the eyes of the exhibitor include but not limited to the following †¢Establish meaningfully goals, and come up with a strong and reliable strategy that will achieve your goals. †¢Put into practice powerful and unforgettable marketing initiatives before, during, and after the exhibition. Choose the best type of exhibit display booth that meets your goals and promotional needs as well as your budgetary requirements. †¢Effectively make use of display accessories, banners, graphics, lighting, booth design, and materials to heighten visibility and drive sales. †¢Hand out Promotional products that complement your company image. †¢Ensure those working the show are well trained to fully represent your company, generate leads, and secure sales. Through the eyes of the organizer the key factors of a successful exhibition is when all the exhibition goals have been achieved or completed. Some of those goals I have listed below †¢Pre-promotional strategy as meet it objectives by providing enough interest in the exhibition †¢All the allocated floor space as been taken up by exhibitors †¢Visitors count by surpassed the expected amount †¢Feedback from exhibitors is good and bookings are taken for the following year †¢Nothing unexpected happens †¢When organizers receive recognition for their exhibition A well organized event will enhance awareness, help to capture new business leads and advance customer relationships

Physical Changes in Adolescence Essay

Children must pass through several stages, or take specific steps, on their road to becoming adults. According to the U.S Department of Health and Human Services the term adolescence is commonly used to describe the transition stage between childhood and adulthood. Adolescence is also equated to both the terms â€Å"teenage years† and â€Å"puberty.† They also state that puberty refers to the â€Å"hormonal changes that occur in early youth; and the period of adolescence can extend well beyond the teenage years. In fact, there is no one scientific definition of adolescence or set age boundary.† During the adolescence stage, parents will notice the greatest amount of changes that will occur in their child’s body. The adolescent himself/herself will also take note of these changes. Some of these teenagers may experience theses signs of maturity sooner or later than others. Adolescence is the time for growth spurts and puberty. The adolescents may grow several inches in height. This is true for both boys and girls at the age of 13 and goes as far as 18 yrs old. When it comes to the puberty change then these become more visible since there are several signs. The females start with these changes as early as 8 years old and in males at 9.5 yrs. Sexual and other physical maturation that occurs during puberty is a result of hormonal changes. As a child nears puberty, the pituitary gland increases the secretion of a hormone called follicle-stimulating hormone (FSH). This hormone then causes additional effects. In girls, FSH activates the ovaries to start producing estrogen. In boys, FSH causes sperm to develop. In boys it is more difficult to know exactly when puberty is coming. There are changes that occur, but they occur gradually and over a period of time, rather than as a single event. Some of these changes might be the enlargement of the testicles, appearance of pubic hair their voice deepens and at the age of 14 some of them may have even ‘wet dreams’. The girls also happen to experience some changes as well. The first one to be noticed is the developmental of their breast, menstruation period and changes in their body shape start to show. No two teenage bodies are the same so some may  experience these physical changes before others. Physical development is a critical part of adolescence. How adolescents perceive their physical self, that is, what they think they look like and how they feel about it, directly relates to their overall sense of self-worth. Many of these feelings are influenced by their culture, the media, their peers, and their families. They are also influenced by their own initial sense of self-esteem as they enter this rapidly changing phase of physical development. We know that the changes are rapid and often drastic, resulting in rapid growth and physical maturity. Now that we have a sense of some of the important physical changes that occur during adolescence, we can use this information to help us better understand teens. It will also help us recognize their sensitive thoughts and feelings. We can use this information to help us direct them toward positive behavior and outcomes. By the beginning of late adolescence, many of these changes are nearing completion. This allows teens to gain more acceptance and ownership of their body image. By reminding ourselves of these changes, we can become more sensitive to teens’ growth experiences and treat them with the respect, compassion, and consideration that will help them move smoothly through these physical transitions. Parents can help their children by providing support and by being understanding and tactful during discussions about these changes. Preparing one’s children for the initial onset of puberty (menarche for girls and spermarche for boys) will let them know what to expect. It will also minimize any stress and shame that they may feel without adequate preparation. The approach to this preparation should be gentle, but informative. It may be given in a manner that is very positive, explaining that these events are â€Å"normal† and everyone experiences them once in their life. Once the child understands that this is part of the path to adolescence and a rite of passage, they will view these changes with minimal stress and maximum acceptance. What does my adolescent understand? The teenage years bring many changes, not only physically, but also mentally and socially. During these years, adolescents increase their ability to think abstractly and eventually make plans and set long-term goals. Each  child may progress at a different rate and may have a different view of the world. In general, the following are some of the abilities that may be evident in your adolescent: develops the ability to think abstractly  is concerned with philosophy, politics, and social issues  thinks long-term  sets goals  compares one’s self to one’s peers. As your adolescent begins to struggle for independence and control, many changes may occur. The following are some of the issues that may be involved with your adolescent during these years: wants independence from parents peer influence and acceptance becomes very important male-female relationships become important may be in love has long-term commitment in relationship How to assist your adolescent in developing socially: Consider the following as ways to foster your adolescent’s social abilities: Encourage your adolescent to take on new challenges. Talk with your adolescent about not losing sight of one’s self in group relations. Encourage your adolescent to talk to a trusted adult about problems or concerns, even if it is not you he/she chooses to talk with. Discuss ways to manage and handle stress. Provide consistent, loving discipline with limits, restrictions, and rewards. Find ways to spend time together. Topic Home Page | Return to Full List of Topics The information on this Web page is provided for educational purposes. You understand and agree that this information is not intended to be, and should not be used as, a substitute for medical treatment by a health care professional. You agree that Lucile Salter Packard Children’s Hospital is not making a diagnosis of your condition or a recommendation about the course of treatment for your particular circumstances through the use of  this Web page. You agree to be solely responsible for your use of this Web page and the information contained on this page. Lucile Salter Packard Children’s Hospital, its officers, directors, employees, agents, and information providers shall not be liable for any damages you may suffer or cause through your use of this page even if advised of the possibility of such damages.