The Public Sector in Canada Essay Example for Free

The Public Sector in Canada Essay Canadian public sector reform initiatives have exhibited a more complex case for study or assessment. As much as the government tried to initiate many reforms there has been many dimension of view of whether the Canadian government should be involved or not in the public reforms and initiatives. Several reforms have been undertaken but there has been occasional mixed results achieved in some traditional areas of the public sector. Government Involvement in Some Traditional Areas of Public Sector in Canada If we first take into consideration what has been accomplished. The government has influenced massive Privatization of many cooperate organizations and institution in Canada which began in the time of Mulroney leadership and continued to Chretien leadership. Some of the privatized cooperation include: the Canadian airline and the national petrol company. The Canadian central government’s Program Review which was done in the year nineteen ninety four and the year nineteen ninety was influenced by the need to achieve economic balance. But on the other hand it made ministers and the civil servants to generate many questions regarding the government programs. Some of the questions included: if they are still useful, if it should be the take of the central government, the provincial leadership, or the private fraternity. When the government made this program review, it led to the doing a way with some subsidies and the entire privatization of crucial services for example the airport services and the air navigation services. On the other hand it was found out that some departments were now able to accomplish there services at extremely reduced input cost by adopting the information technology on board. A viable example of this is the Canadian human Resources Development. The adoption of the famous electronic kiosks by the Canadian government to enable individuals to search for jobs and to enhance flow of information in the industrial and trade sector brought much achievement on board. To add on this it led to the cutting of expenditure on services and trading of goods by adoption of Information technology, hence the federal government was able to cut down on the number of personnel by almost 25 percent. This led to a total reduction compared to major economies such as the United Kingdom and the United States federal governments. Through the application of Information Technology Canada has bee able to bring on board some traditional public sectors and involve them into the information flow of the federal government which has been a very major public sector reform in the economic viability of the country. The Canadian public sector has really made good utilization of this new reform and adopted technology such as Internet, the electronic business and the famous electronic kiosk. More advancement have also been made on the available technologies in order to enhance the linkage of the public to the government to reduce the gap that always exists between the central government and that common public population and the international community. Also in the year 1989 the Canadian government adopted an initiative dubbed ‘the public service year 2000’ which had a ten taskforce comprising of deputy ministers and some senior public servants, and then in just two years the taskforce was able to enhance service improvement to the public and also reduced the control of the central agency control of the public welfare. Although this recommendations was countered by opposition coming from the central government’s federal office of the Auditing, also from parliament members, from the public unions, and also from the media fraternity it was a visionary way forward for Canadian public and government relation enhancement (Roberts 1996). The opposition of this public reform by the above mentioned group of people might have been overcome by the strong supporting by the political turn of events during that time since as this reform dubbed the ‘public service 2000’ was getting rooted the members of parliament at that time were busy negotiating on the then intended 1982 constitution amendment. The then Chretien leadership become focused and decided to commit itself to the development of and publish service standards which was supposed to report its performance in a year time later (The Canadian Auditors General, 1996). The government of Canada has so far been able to make outstanding commitment towards rebuilding of a professional public service after the downsizing of the last few years. It has now adopted the comprehensive hiring of workers at the entrance point, rather than recruiting from outside at middle or senior ranks. The only area where there has been considerable staffing from outside at the central point level is in information technology. ) The regime has also put an importance on transformation the policy capacity of the public service. In the existence year of downsize and financial plan-cutting, there were limited opportunities to develop new policies. Now that there is financial support for new initiatives is available, the communal service has a role to p lay in implementing them. Thus the centralized administration is trying to restore the public service along the lines of the traditional model. This traditional public service formed would be unswerving with the main concern of fighting separatism, because career public servants, especially the twenty-five to thirty percent who claim French as their mother tongue, could be expected to be more loyal to the federalist cause than people on short-term contracts. The most outstanding organizational reform innovation in Canada’s public sector go beneath the rubric of alternative service delivery, which has been defined as a process of public sector restructuring that improves the delivery of services to clients by sharing governance functions with individuals, community groups, and other government entities (Ford and Zussman 1997: 6). Some of the most common examples are like the Canada’s Business Service Centers, which relates to both federal and provincial governments, and Navigation Canada, a non-profit corporation owned by the users and employees of the air navigation system. These partnership relationships cut down the pricey overlap and replication, and perform actions that the federal government has devolved as a consequence of its Program Review. These partnerships also recognize the difficulty of Canada’s federalism by involving all stakeholders in the ongoing management of services or policy areas. Although Canada has lacked in trivial top down public government administration reorganization, it has had an affluence of bottom up procedures. These initiatives have been shown in the application to the Institute of Public management of Canadian innovation award. Certainly, provincial administrations have had the most influential charisma in these awards (Borins and Kocovski 1997). A proportionate study of application to the Ford Foundation innovation awards in the US and the IPAC awards in Canada shows extensive similarities in terms of the types of innovations, innovative process, and results achieved. It also shows that in both Canada and the US the middle managers and front-line staff were the originators of approximately half the innovations which are a surprisingly large role given traditional public sector constraints. at the same time as the complication of their national systems habitually causes annoying overlap and duplication, they also provide opportunities to innovate in what the American jurist Brandeis called ‘laboratories of democracy. Conclusion  Canada should try to adhere to and advance the bottom up reform, in particular the efforts of front-line staff and middle managers, especially if sanctioned from above (for example, the US federal government’s reinvention labs), as well as reforms undertaken by sub-national governments. It should also have an influence on the ideas originating from the private sector, such as service quality, total quality management, and business process reengineering.

On First Looking Into Chapmans Homer

On First Looking Into Chapmans Homer John Keats On First Looking into Chapmans Homer is a sonnet in which he writes of the impact of reading Chapmans translation of Homer. Reading Chapmans Homer did more than spark Keats intellect. Chapmans Homer caused a massive explosion in Keats mind which allowed him to write as John Middleton Murray says one of the finest sonnets in the English language (Murray). In this paper I will show that Keats writes the poem On First Looking into Chapmans Homer after he had an epiphany as a result of reading Chapmans translation of Homer. George Chapman was an English poet, dramatist, and translator during the Renaissance. He is most remembered as the poet who translated the works of Homer. He was born in Hitchin around 1559. Chapman died in poverty in 1634, but left a wealthy estate of writing for all to inherit. John Keats, born in 1795, was an English Poet. He published three books of poetry. Keats lost both parents at a very young age. Keats was not born into aristocracy, he was not rich, and therefore was not very well educated. Most critics did not consider Keats to be credible poet. Because he was poor he could not marry the woman he loved and only achieved fame after his death in 1821. Andrew Motion of the Richmond Review writes: The story of John Keats is one of the best known lives in literary history. His working class origins, poor critical reception and tragically early death constitute a perfect blueprint for a popular archetype of the Romantic Poet (Motion). The poem On Looking into Chapmans Homer was written after Keats and his friend Charles Cowden Clarke was given a copy of Chapmans Homer. Michael R. Richards states: Keatss sonnet is a criticism in miniature, a capsulated criticism very much in tune with almost all the Romantic critics (Richards). Evidently, Keats used the poem as a vehicle to reveal the hidden treasure of literary wealth regarding Homer and his literary works that was not mimed by Pope. Keats uses the Italian (Sonnet) or Petrarchan form of the sonnet to structure his poem. The octet, which is the first eight lines of the poem, carries an abba abba rhyme scheme. The next six lines of the poem, the sestet, have a rhyme scheme of cdcdcd. As expected, line 9 of the poem introduces a change in the poem, formally known as a Volta, commonly called a turn. In the octet, Keats speaks of travels he experienced vicariously through his reading. Keats vivid imagination allows him to enter into the pages of the books and the words were as sparks causing his intellect to catch fire. In concert with the theme of Petrarchan sonnets, Keats uses the octet to introduce the problem when he writes: Oft of one wide expanse had I been told / That deep-browd Homer ruled as his demesne / Yet did I never breathe its pure serene / Till I heard Chapman speak out loud and bold. (5-8) First, it is fitting to look at the words used in the poem. Keats uses language that depicts expansive travel, major discovery, and an enriching sense of satisfaction. Using words like much, states, kingdoms, many, and islands, he successfully communicates that his travel was plentiful and varied. Next, he intimates discovery by alluding to astrologers finding new planets, and the imagery of Cortez first seeing the Pacific Ocean. Keats encapsulates the fact that he had heard of Homer and the euphoria of the vast impact of the newly acquired insight by declaring: Yet did I never breathe its pure serene / Till I heard Chapman speak out loud and bold / Then felt I like some watcher of the skies / when a new planet swims into his ken/ or like Stout Cortez when with eagle eyes / he stard at the Pacific. (6-11) Keats reading experiences in general, and more his specifically, reading of Chapmans Homer was so prolific, that he could only describe it in the sestet with metaphors and similes that bespeak grandeur of expanse, height and depth. The overarching metaphor is reading presented as travel. Hiliary S. Brautigam, in her essay, Controlled Passion writes: Keats dramatically establishes the narrative with the arresting first line, drawing the reader into the overarching metaphor that encompasses the poem (Bressler). A surface reading of the poem misleads the reader into believing that Keats is a man who has travelled to many places. Keats writes: Much have I travelld in the realms of gold / And many goodly states and kingdoms seen. / Round many western islands have been / Which bards in fealty to Apollo hold. (1-4) A closer inspection of the poem reveals that the word much quantifies travel that was done figuratively and not literally. So in this instance there is a twist of irony and there is also the masterful use of binary opposition whereby much is less in terms of Keats actual travel, but it is volumes in terms of travel through reading. The same mastery holds true for the concept of travel. As defined by Dictionary.Com to travel is: to move or go from one place or point to another(Dictionary.com). Denotatively, the word travel means moving between physical spaces; however, in Keats case, travel is not between physical spaces, but is over miles on mental projection. While Keats hero, Homer, though blind, travelled extensively, the vast majority of Keats travel was in the space of his reading. The further use of simile and metaphor makes an excellent segue for Keats use of imagery. Keats writes: Then felt I like some watcher of the skies / When a new planet swims into his ken / Or like stout Cortez when with eagle eyes / He stard at the Pacific and all his men (9-12). The simile watcher of the skies speaks of people who studied the science of astronomy. In the historical context, watchers of the skies or, astrologers are people who studied the skies. According to Chris Lawton, From around 3000 BC onwards, astronomy in its most primitive form had developed (Lawton). In the religious context, watchers of the skies were called Egyptian Magi, wise men, who were able to look at the skies and gain the knowledge and wisdom to predict events. The religious value of Magi can be found throughout the Holy Bible. For example, Matthew, in Matthew 2:1, 7 writes: Now when Jesus was born à ¢Ã¢â€š ¬Ã‚ ¦there came wise men from the east to Jerusalem Then Herod à ¢Ã¢â€š ¬Ã‚ ¦ enquired of them diligently what time the star appeared (Matthew). Thus, Keats pronouncement that he felt like a watcher of the skies strongly implies the degree of wonder and amazement he felt when reading Chapmans translation of Homer. It was, for Keats, as though he became aware of a celestial event. Interestingly, the title of the poem On First Looking into Chapmans Homer the emphasis on Chapmans Homer alludes to the fact that Keats was aware of the interpretation of Homer as translated by the English Poet, Alexander Pope. Michael Richards writes: Keats had been previously acquainted with Homer, only through Popes translations, translations that Keats found artificial (Richards). Further, Richards claims: The Romantics criticisms of Pope and Chapman agreed with Keats in that it condemns the flaccidity, the polluted poetic diction, and the artificiality of Popes translation and praised the strength, purity, and originality of Chapmans (Richards). Until Keats read the translation by George Chapman, there was no awakening in him. Furthermore, the use of the word looking in the title employs irony and imagery masterfully. According to Dictionary.Com: look may be defined as: to investigate; to see (Dictionary.Com). It is fair to conclude that Keats reading and understanding of Chapmans Homer was so thorough that Keats could see by visualization the events, places, and people in Chapmans translation. In addition, the overarching themes of travel and discovery may very well be complimented by a theme of enlightenment or awakening. Through a theme of enlightenment or awakening, it may be argued that when Keats read Chapmans Homer, it was not the first time that Keats had heard of Homer; however, it was the first time that the life, legacy, and literary contributions of Homer united with the literary experiences and convictions of Keats, giving birth to a synergistic awakening which unleashed Keats creativity. Keats declaration of hearing Chapman speak out loud and bold is the climatic moment when he felt and understood the power of Chapmans translation. Keats believes that Chapman illuminated Homer better than any other poet. The Sestet of the poem shows an overpowering word picture. There is a picture of bewildering excitement, star-struck awe, and fulfilling silence, much like a lover anticipating a climax, then experiencing the climax, and after the climax, falling into a breathless, trance-like fulfilled silence. Keats writes: Then felt I like some watcher of the skies / When a new planet swims into his ken; / Or like stout Cortez when with eagle eyes / He stard at the Pacificand all his men Lookd at each other with a wild surmise / Silent, upon a peak in Darien. (9-14) As is expected of Italian Sonnets, there is a clear denouement in the sestet. The depictions of Cortez as stout and eagle-eyed are additional and effective uses of simile and metaphor that enhances the imagery. The word stout commonly evokes physical images of being hefty, round, bulky or fat. But, coupled with the expression eagle-eye, it most likely identifies with this interpretation as defined by Dictionary.Com: having endurance or staying power (Dictionary.com). It is a widely known fact that the vision of eagles is superior to that of humans. While lauding the superior vision of Cortez to identify the Pacific Ocean, Keats also shows the precision with which he scoured Chapmans interpretation. Thus, by combining stout with eagle-eye, the poem highlights the strength, stamina and precision of not only Cortez but also that of Keats. The allusions to strength and stamina bolsters Keats strong use of metaphors, simile, and imagery. The strength of these literary elements is testament to Keats belief that Chapmans Homer is superior to that of Popes. In the poe m, Keats atttributes the discovery of the Pacific Ocean to Cortez and not Balboa. It is not clear whether Keatss attribution was as a result of a careless scholastic approach, or, whether the attribution was as a result of the deliberate use of poetic conceit which is using extended metaphors to create an image. What is crystal clear though, is the fact that with diction, imagery, the use metaphor and simile, and the application of binary oppositions and irony, Keats allows the reader to envision how he felt when the life and works of Homer as offered by Chapman touched his pysche. The impact of Chapmans Homer complimented Keats historical, social and political perspectives. In October 1816 during the Romanic Era Keats penned On First Looking into Chapmans Homer. As was fitting during the Romantic Era, Keats glorified Homer in the poem. Of course, in the neoclassic era, Homers individual heroism would be frowned upon, since neoclassics preferred people who conformed to social norms. Like Homer, Keats elevates the art of using metaphors. Again, Like Homer, Keats also combines the art of using simile and metaphor to bring to life a literary work that might otherwise be mundane. Here is a comparison of how Homer and Keats combined similes and metaphors. Homer writes: The two immortals stepped briskly as wild doves, quivering, keen to defend the fighting men of Argos. (Fagles) Keats writes: Then felt I like some watcher of the skies / When a new planet swims into his ken (9-10). It is evident that Keats discovered the value of Homers use of metaphors and immediately made use of this powerful literary tool. In summation, I submit that Keats ability as a poet and his understanding of the purpose and elements of Poetry, in particular, imagery, simile and metaphors were awakened by Chapman because Chapman captured the essence of using similes, metaphors, and imagery and gave life to writing about Homer. Apparently, after observing Chapmans use of metaphor and gaining a deeper understanding of the power of the use of metaphor and simile, Keats appreciation for them as literary elements grew. Based on his newfound understanding, it is possible to assert that Keats view of Homer, as seen through the scope of Popes translation appeared tumultuous. However, Chapmans translation depicted a much clearer view of a man whose territory is serene. Chapmans translation was the catalyst for Keats climatic epiphany. Keats was able to clearly articulate how he felt before reading Chapmans Homer and how he felt after reading Chapmans Homer. The excitement felt by Keats as he discovered new truths about Ho mer and his work, is one that is shared and should be shared by any person seeking higher learner. John Keats so brilliantly and effectively conveyed the emotions he felt as he uncovered the dynamics of Homer that readers of the poem are drawn into the excitement of travel and discovery metaphorically. The imagery of Keats first as a poet who is reading for knowledge, then as an astronomer gazing into new truths, and finally as a explorer realizing that he had discovered a new world of literary skill was very vivid. The impact of Keatss discovery fueled him to demonstrate the skill and document the experience. As a result future students, poets, writers, translators, interpreters, and lovers of the literary world have a good specimen of the effectiveness of imagery, simile, and metaphor. The words of Keats following below are a fitting conclusion to his discovery of power of the metaphor. Keats writes: Oft of one wide expanse had I been told / That deep-browd Homer ruled as his deme sne / Yet did I never breathe its pure serene / Till I heard Chapman speak out loud and bold. WORK CITED Bressler, Charles E. Literary Criticism. Upper Saddle River, New Jersey: Pearson, Prentice Hall, 2007. Dictionary.com. 10 July 2010 . Dictionary.com. 15 July 2010 . Dictionary.com. 19 July 2010 . Fagles. Think Quest .Org. 10 July 2010 . Lawton, Chris. tcp.co.uk. 5 July 2010 . Matthew.Blue Letter Bible. 8 July 2010 Motion, Andrew. Richmond Review. 27 August 2010 .

Effectiveness of Assertiveness Training

Effectiveness of Assertiveness Training CHAPTER – IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data to study the effectiveness of assertiveness training programme on the level of self esteem among adolescents at selected school. The result findings have been tabulated and interpreted according to plan for data analysis. The data collected from 60 samples were grouped and analyzed using descriptive and inferential statistics. The results are presented under the following. ORGANIZATION OF DATA Section A: Distribution of demographic variables of adolescents Section B: Distribution of subjects according to level of self esteem among adolescents  before and after training programme. Section C: Comparison of effectiveness of assertive training programme on the level of  Self esteem among adolescents in experimental group and wait listed control  group. Section D: Association between the level of self esteem among adolescents with selected  demographic variables. SECTION A Table No 1: Distribution of subjects according to their demographic variables (N=60) S.No Demographic variables Experimental group Wait listed Control group Frequency % Frequency % 1. Age a .11-13 yrs b. 13-15yrs c. 15-17yrs 12 17 1 40 56.7 3.3 10 19 1 33.3 63.3 3.3 2. Sex a. Male b. Female 10 20 33.3 66.7 14 16 46.7 53.3 3. Religion a. Hindu b. Christian c. Muslim 19 8 3 63.3 26.7 10 15 8 7 50 26.7 23.3 4. Residency a. Urban b. Rural 19 11 63.3 36.7 20 10 66.7 33.3 5. Type of family a. Nuclear b. Joint 23 7 76.7 23.3 20 10 66.7 33.3 6. Father’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 3 8 9 10 10 26.7 30 33.3 4 10 8 8 13.3 33.3 26.7 26.7 7. Mother’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 6 9 9 6 20 30 30 20 9 10 6 5 30 33.3 20 16.7 8. Father’s occupation a. Government sector b. Private sector c. Business d. coolie 5 7 15 3 16.7 23.3 50 10 3 10 14 3 10 33.3 46.7 10 9. Mother’s occupation a. Government sector b. Private sector c. Business d. Housewife 3 10 1 16 10 33.3 3.3 53.3 3 15 1 11 10 50 3.3 36.7 10. Annual Income a. 50000-100000 b. 100000-200000 c. 200000 above 6 13 11 20 43.3 36.7 8 15 7 26.7 50 23.3 Table 1 : Shows that frequency and percentage distribution of demographic variables of experimental and wait listed control group with respect to age, sex, religion, residency, type of family, father’s education, father’s occupation, mother’s education, mother’s occupation and annual income. Regarding Age, majority of the subjects in Experimental Group 17 (56.7 %) in Wait listed Control Group 19 (63.3%) were in the age group of 13-15 years. Regarding Sex, majority of the subjects in Experimental Group 20 (66.7 %) in Wait Listed Control Group 16 (53.3%) were females. Regarding Religion, majority of the subjects in Experimental Group 19 (63.3 %) in Wait Listed Control Group 15 (50%) were Hindus. Regarding Residency, majority of the subjects in Experimental Group 19 (63.3%) in Wait Listed Control Group 18 (60%) were from urban area. Regarding Type of Family, majority of the subjects in Experimental Group 23 (76.7 %) in Wait Listed Control Group 20 (66.7%) were from nuclear family. Regarding Father’s Education, majority of the subjects in Experimental Group 10 (33.3 %) were graduates in Wait Listed Control Group 10 (33.3%) were Primary  education level. Regarding Mother’s Education, majority of the subjects in Experimental Group 9 (30 %) were Higher Secondary level in Wait Listed Control Group 10 (33.3%) were Primary education level. Regarding Father’s Occupation, majority of the subjects in Experimental Group 15 (50 %) in Wait Listed Control Group 14(46.7%) were business men. Regarding Mother’s Occupation, majority of the subjects in Experimental Group 16 (53.3 %) were housewives in Wait Listed Control Group 15(50%) were working in private sector. Regarding Annual Income of the family, majority of the subjects in Experimental Group 13 (43.3 %) in Wait Listed Control Group 15 (50%) were ranged from Rs.100000-200000. FIG:3 –Distribution of subjects according to their age in both experimental  and wait listed control group FIG:4 – Distribution of subjects according to their Sex in both experimental and wait listed control group FIG:5 – Distribution of subjects according to their Religion among experimental and wait listed control group FIG:6 –Distribution of subjects in Residency among experimental and wait  listed control group FIG:7 –Distribution of subjects in type of family among experimental and  wait listed control group FIG:8 –Distribution of subjects in father’s education among experimental  and wait listed control group FIG:9 –Distribution of subjects in mother’s education among experimental  and wait listed control group FIG:10 –Distribution of subjects in father’s occupation among experimental and wait  listed control group FIG:11 –Distribution of subjects in mother’s occupation among experimental  and wait listed control group FIG:12 –Distribution of subjects in annual income of the family among experimental  and wait listed control group SECTION B Table 2: Distribution of subjects according to their level of self esteem before and after Assertiveness training among adolescents. (N=60) S.No Level of self esteem Group Range of score Mean SD High SE Low SE 60-80 80-100 20-40 40-60 1. Before assertiveness training Experimental group 52.06 7.6 Wait listed control group 53.96 3.9 2. After assertiveness training Experimental group (post1) 79.8 5.7 Experimental group (post 2) 74.83 9.03 Wait listed Control group 55.13 3.86 Table 2 shows that distribution of subjects according to the level of self esteem before and after assertiveness training among adolescents. In that, mean value of level of self esteem before assertiveness training in experimental group was 52.06 in control group it was 53.96 and also the mean value of level of self esteem after assertiveness training in experimental group post test 1 and post test 2 was 79.8 74.83 , and in control group it was 55.13 FIG 15: Distribution of subjects according to their level of self esteem before and after assertiveness training among adolescents. SECTION C Table 3 : Comparison of mean pre test value of level of self esteem among adolescents in Experimental Group and Wait Listed Control Group. (N=60) S.NO Level of self esteem Group Mean SD ‘t’ value 1. Pre test Experimental group 52.06 7.6 1.213 (NS) Wait listed Control group 53.96 3.9 NS –Not significant Table 3 describes that obtained independent ‘t’ value for the mean difference in pre test level of self esteem between experimental and control group is 1.213 and it is not statistically significant at 0.05 level, hence there is no significant difference exist between level of self esteem among experimental and control group and also shows that both the groups were homogenous before giving assertiveness training. FIG:16- Comparison of mean pre test value of level of self esteem among adolescents in Experimental Group and Wait Listed Control Group Table 4 : Comparison of mean post test value of level of self esteem among adolescents in Experimental Group and Control Group.(N=60) S.NO Level of self esteem Group Mean SD ‘t’ value 1. Post test 1 Experimental group 79.8 5.68 19.640** Wait listed Control group 55.13 3.86 2. Post test 2 Experimental group 74.83 9.03 10.982** Wait listed Control group 55.13 3.86 ** Significant at .001 level Table 4 describes that obtained independent ‘t’ value for the mean difference in post test 1 and post test 2 level of self esteem between experimental and control group is 19.640 10.982 and it is statistically significant at 0.05 level, hence there is significant difference exist between post test 1 and post test 2 level of self esteem among experimental and control group after receiving assertiveness training. FIG:17 Comparison of mean post test value of level of self esteem in both groups Table 5 : Comparison of mean Pre and Post test level of self esteem among adolescents in Experimental Group (N=30) S.NO Group Test Mean SD ‘t’ value 1. Experimental group Pre test Post test 1 52.06 79.8 7.6 5.68 16.181** Pre test Post test 2 52.06 74.83 7.6 9.03 10.694** ** Significant at 0.001 level Table 5 depicts that obtained paired ‘t’ value for the mean difference in Pre, Post test1 Post test 2 level of self esteem in Experimental group is 16.181 10.694 and it is statistically significant at 0.05 level, hence there is significant difference exist between pre and post test level of self esteem among Experimental group after receiving assertiveness training. FIG:18 Comparison of mean Pre and Post test level of self esteem among adolescents in Experimental Group Table 6 : Comparison of mean Pre and Post test level of self esteem among adolescents in Wait listed Control Group. (N=30) S.NO Group Test Mean SD ‘t’ value 1. Wait listed Control group Pre test Post test 53.96 55.13 3.9 3.86 1.125 (NS) Table 6 depicts that obtained paired ‘t’ value for the mean difference in Pre and Post test level of self esteem in Control group is 1.125 and it is not statistically significant at 0.05 level, hence there is no significant difference exist between pre and post test level of self esteem among adolescents in Wait Listed Control group. FIG:19- Comparison of mean Pre and Post test level of self esteem among adolescents in Wait Listed Control Group Table 7 : Comparison of mean post test value of level of self esteem in different period of time among adolescents in Experimental Group (N=30) S.NO Group Test MEAN SD T value P value 1. Experimental Group Post Test1 Post Test2 79.8 74.83 5.6 9.03 2.43 0.021* ** Significant at .01 level Table 7 revealed that obtained paired ‘t’ value for the mean difference in post test value of level of self esteem in different period of time (immediate, one month after) among adolescents in Experimental Group is 2.43 and it is statistically significant at 0.05 level, hence there is significant improvement in level of self esteem among adolescents in different period of time ( immediate, one month after) in experimental group. FIG: 20 Comparison of mean post test value of level of self esteem in different period of time among adolescents in Experimental Group SECTION D: Table no: 8- Association between post-test level of self esteem among adolescents with demographic variables in Experimental Group Wait listed control group (N=60) S.NO Demographic variables Experimental group Wait listed control group Frequency P value Frequency P value 1. Age a .11-13 yrs b. 13-15yrs c. 15-17yrs 12 17 1 0.263 (NS) 10 19 1 0.668 (NS) 2. Sex a. Male b. Female 10 20 0.595 (NS) 14 16 0.314 (NS) 3. Religion a. Hindu b. Muslim c. Christian 19 8 3 0.395 (NS) 15 8 7 0.064 (NS) 4. Residency a. Urban b. Rural 19 11 0.172 (NS) 20 10 0.514 (NS) 5. Type of family a. Nuclear b. Joint 23 7 0.260 (NS) 20 10 0.374 (NS) 6. Father’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 3 8 9 10 0.388 (NS) 4 10 8 8 0.17 (NS) 7. Mother’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 6 9 9 6 0.512 (NS) 9 10 6 5 0.632 (NS) 8. Father’s occupation a. Government sector b. Private sector c. Business d. coolie 5 7 15 3 0.406 (NS) 3 10 14 3 0.415 (NS) 9. Mother’s occupation a. Government sector b. Private sector c. Business d. Housewife 3 10 1 16 0.12 (NS) 3 15 1 11 0.334 (NS) 10. Annual Income a. 50000-100000 b. 100000-200000 c. 200000 above 6 13 11 0.075 (NS) 8 15 7 0.527 (NS) * Significant at 0.01 level NS – Not significant Table 8 reveals that the calculated chi square test value for level of self esteem with demographic variables such as age, sex, religion, residency, type of family, father’s education, father’s occupation and annual income in experimental group. It also shows that there is no significant association exist between the level of self esteem with demographic variables such as age, sex, religion, residency, type of family, father’s education, father’s occupation, annual income and academic performance in wait listed control group.

Morality Essay example -- Moral Ethics Philosophy essays

Morality   Ã‚  Ã‚  Ã‚  Ã‚  Moral philosophy is very important to the success of an individual. But, before I tell you why moral philosophy is so important, and how it has helped me in my life, let me give you a little background knowledge. Rational knowledge has two components. These components are material and formal. Formal knowledge is not object oriented, and is based on reason. Formal knowledge is logic, or the laws of thought. Material knowledge is object oriented, and has two components. These two components are natural and moral. Natural law is physics. It determines what is the case, and how things behave in nature. On the other hand, moral law determines what things ought to be. Morality is something humans think about, and is not based on physiological factors.   Ã‚  Ã‚  Ã‚  Ã‚  Now that we have a little background of knowledge and moral law, let me tell you why you should lead a moral life. Even though morality is not imposed upon you, it is about humanity. And, while it may not seem fair, in reality, morality is judged by humans. So, if you are immoral, other people will be the ones that notice that you are immoral, and that can hurt personal relationships. One way that I have succeeded throughout my career is by knowing and being friends with a lot of people.   Ã‚  Ã‚  Ã‚  Ã‚  The practical side of life is based on interpersonal relationships. Whether it be social or business, communicating with people is the only way to get things done. There is no way that you can go through life in today's society without getting along with people. If people think that you are immoral, than they will not respect you, or be willing to work with you. Again, it may seem like it is not fair because you know that no one is one hundred percent moral, and if someone doesn't respect you because you are immoral, than they are hypocritical. But, when it comes to moral issues, the reality of the world is that people are hypocritical. They feel it is okay for them to do it, but not okay for anyone else.   Ã‚  Ã‚  Ã‚  Ã‚  Think about it, how many times have you said, "I can't believe that he did that; he's a jerk." Knowing the entire time that you have done the same thing. You may say, "Who cares!" I'm here to tell you that one day you might care. Let me give you and example. After I completed a business venture that made me over one million dollars, I learned that the only reaso... ...Moral law has helped me be successful in everything that I do.   Ã‚  Ã‚  Ã‚  Ã‚  Being a 65 year old man, I have seen a lot. I know the value of moral philosophy. Moral philosophy has helped me be successful in every thing that I have done. You may ask, "How has it helped you be successful?" Well, I have told you a couple of aspects of moral philosophy, and all of these aspects have helped me keep things in perspective. Financial success will come with morality, but if it doesn't, then you will still be better off because you have led a moral life.   Ã‚  Ã‚  Ã‚  Ã‚  There have been times in my life when I have succumb to selfish inclination, and the results were immediately good. But ultimately, if I had been labeled as an immoral person, and was not able to do certain things because people didn't like me, than I definitely wouldn't have been the one invited to give this talk to you. By the way, I am getting paid an awful lot of money for this talk. So there is another way that morality has helped me. Happiness is not a grounding for morality, because some immoral people are happy. But, morality can lead to ultimate happiness and greater success in whatever you attempt to do in life.

Haydn Middletons The Lie of the Land :: Literature Christianity Religion Essays

Making a Movie on Haydn Middleton's The Lie of the Land To make a movie from any source takes a lot of people in the process. It's not just one or two people sitting down saying "let's make a movie." There are things to be considered, things to be done and people to contact. In this essay, I plan to make a movie of Haydn Middleton's novel The Lie of the Land, just to give a glimpse of the complications involved with making a movie. The first step in any movie would have to be a script. No script, no movie. It's just that simple. A small group (or one individual) would have to sit down and write a script from this novel. Of course he (they) would have to decide what to focus on from the book, or what they (he) wants to dramatize, and if there is something that they (he) can put in the script himself that wasn't really there to begin with. For example, if the screenwriter(s) wanted to make this a romance story between the characters David and Quinn, then they would emphasize that dramatically. They might add some sexuality into said relationship, and even go so far as to have Quinn come back to David at the end of the movie. The key words that you would see on the screen would be "adapted from," meaning that the movie was based on this novel, but the screenwriter(s) wrote the movie from their interpretation. Of course, some things have to be in the script, such as David's story, but how focused it is depends, lik e I stated, on the screenwriter(s). Now that we have a script, and we'll cut out the process of submitting it to movie studios, the next step would be pre-production. For this purpose, we'll use a fictional studio and call it L 0 L studios. This studio, after accepting the script, would hire a producer. Let's use a name here, like Richard Donner. His job is to hire a director, audition a cast, find a location to film, or decide if it can be done on a sound stage (possibly both), and try to keep it all under budget. Our director would be James Cameron, because with his success recently, his name alone would bring people to see this movie, which is the whole goal of the project. Casting is difficult, because certain factors have to be looked at, such as looks, (do they look the part?

Learning-Centered Teaching Essay

John J. Sparkes presents a clear discussion or argument about the learning-centered approach to teaching as a means to address the need to draw distinctions between different styles, approaches, techniques, etc. of learning. This thought is motivated by the diversity of learners and the varying influences of the learning environment and experiences to learners. Sparkes learning-centered approach to teaching looks into considering the nature or characteristics of learners and the dimensions of learning in terms of determining what learning strategies, approaches, techniques, methods, materials, and such to incorporate to pedagogical processes in order to result to the definitive meaning of learning. Sparkes also suggests that learning-centered teaching is all about the process of adopting or assuming various types of teaching methods and implementing them within learning situations and environments that suit the structure of each method. (Sparkes, 1999) Aside from the established teaching methods, learning-centered teaching, which looks into the accomplishment of the purpose of learning, should also considered various learning needs that facilitate the obtainment of knowledge, skills, and competencies constituting the learning goals and objectives. The different structures of learning subjects and materials bring about the need to consider various learning needs as the ability of a learner to obtain knowledge and skills depends upon the content of the learning material. Sparkes argued that the learning goal or objective of understanding concepts requires varied processes depending on the course or subject of learning. For instance, understanding concepts in English and literature requires comprehension of reading materials while concepts in Science and Mathematics requires the discernment of problem-solving strategies and processes through the application of the theories and models learned. (Sparkes, 1999) In addition, Sparkes discussed individual differences, in terms of how learners are able to grasp the learning content and materials according to their own pace and expectations of how the learning process and environment should be. Moreover, the capability of individuals to learn are relative to their desired learning situations – that is, the kind of learning environments, situations, and materials that they would feel comfortable with resulting to their internal and external motivation to learn and engage in the teaching-learning process. (Sparkes, 1999) Sparkes view of the learning in this particular discussion shows how he considers the dimensions of learning realistically, looking into the emotional, psychological, social, physical, and moral features of the learners are distinct and unique individuals and requiring the need to design the teaching-learning process to adapt to these human distinctiveness in order to facilitate successful learning processes. Sparkes presented a comprehensive, reliable, and valid discussion of how the landscape of pedagogy should be structured. The teaching-learning process is fueled by the mission, goal, objective, or purpose not only to transmit knowledge but also to motivate the comprehension of knowledge and information for practical application in real-life situations or experiences. The product of learning should result to desirable changes to one’s thoughts and ideas and contributions to the community for nation-building and the enrichment of the global society as a whole. Due to this highly significant purpose of the teaching-learning process, the practice of teaching and the learning experiences should ensure that it fulfills what is tasked to do in terms of transferring knowledge and skills and motivating the drive to utilize knowledge purposefully and meaningfully. Sparkes recommendations address these needs and requirements for successful teaching and learning. Sparkes covered various considerations that academic and teaching professionals should consider. I believe that the presentation of the different considerations to the teaching-learning process will contribute to the development of pedagogy. Sparkes article is a valuable resource material for understanding the complex nature of learning and the learners and the arrival to various teaching methods, strategies, approaches, techniques, and such that will fit every learning situation or environment appropriately. Learning to adjust pedagogy to the learning and situation, particularly the uniqueness of the learners, instead of vice versa, ensures that the teaching-learning process will result to what it intends to produce as outcomes for the benefit of the learners and society. Sparkes overall purpose for presenting his text was to directly structure how the teaching-learning process should be designed, eliminating the â€Å"trial-and-error† process of applying various teaching methods, observing it, determining flaws, and redesigning it to diminish the errors or mistake in the method, and such. For Sparkes, doing so will leave behind many errors that will be difficult to reverse once it leaves its mark especially to learners. Sparkes is vitally concerned about redirecting the path of the teaching-learning process so as not to maintain the learning landscape as a ground for experiment since it would be detrimental to implement imperfect teaching procedures or methods as it will affect how learners are going to grasp concepts and learning materials. Therefore, Sparke’s discussions are not only intended for the purpose of guiding the teaching-learning process, but also how educational goals and objectives and the curricula should be designed. Overall, Sparke’s discussions presents an the need to overhaul the dimensions and structure of education and pedagogy to eliminate detrimental errors and flaws.

Complaint letter

Allay she informed me that Ms. Portfolio shouldn't have left anymore have a chose to take the quiz at an other time, then went back to class take the MOA quiz 2. After I left the room from finishing what I could do on the quiz students that were done with their quiz had informed me that she had made a call on her cell phone to Ms. Allay concerning me and allowing to speak freely among the other student calling me â€Å"malaria and grosser† and other slanderous words towards me, which I thought was very unprofessional of her to do. Also, she was very rude to speak about me in that manner.I was dumbfounded by how rude Ms. Portfolio behavior was today. After I was informed about the incident that had just occurred I went down to her office to confront her about it. She was speaking with Ms Allay about me, I didn't hear exactly what was being said but saw a look of relief on her face that I was there, maybe she had thought we could talk things over. I told Ms. Portfolio that did n ot appreciate how she spoke about me so rudely in front Of the class and that I hope next time if she had something to say about a student it would be in private.She then got upset and told Ms. Allay to suspend me, I then got upset as well and spoke a little strongly to her saying â€Å"On what ground can you suspend me for if I have done anything wrong other than telling you that your actions were unprofessional, I have never disrespected you in any way, have not verbally or physically abused you† She then yelled out † If she still remains her I can no longer be here†. This altercation has upset me and embarrassed me, made me feel discouraged to continue my stay at your program. Ms. Portfolio makes me feel unwanted in the facility.Ultimately I am writing this letter with the hope that my complaint about Ms. Portfolio will be resolved. I appreciate the time you have taken to read this letter and consider the grievance that I have contacted you about. If you have a ny additional questions or would like to talk to me about resolution options. Can be contacted at my email address Eva. Jove. [email  protected] Com or my cell phone (415)635-9936. Would like to get this resolved as quickly as possible so that I can better fully focus on my studies and completing the rest of my nine month course here at MILS in healthy environment.