I''ve already done the interview, it is 8 pages long and it included below. I only need a 2 page conclusion to equal 10 pages in total and the teacher''s task for the cinclusion is also included below, above my paper.
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q) Summarize YOUR interview content and what YOU learned about the way in which the organization will be affected by this upcoming decade.
THIS IS THE MOST IMPORTANT PART OF YOUR PAPER AND WILL LARGELY DETERMINE ITS GRADE. YOU SHOULD PINPOINT ONE MAJOR ISSUE FACING THE INTERVIEWEE?S COMPANY AT THIS TIME AND EXPLAIN HOW IT RELATES TO OUR PRESENT COURSE IN THE PRINCIPLES OF MANAGEMENT. THIS EXPLANATION MUST DRAW SOME COMPARISONS WITH THE COURSE MATERIAL AS WELL AS SOME CONCLUSIONS/ RECOMMENDATIONS ON YOUR PART.
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Background.
The person I chose to speak with is Jonathan Nus, a Certified Public Accountant that works for Deloitte & Touche, one of the Big Five Accounting Firms, where he manages two of the firm''s leading engagements in the Japanese Services Group. Deloitte and Touche, is a professional service firm, which provides assurance and advisory, tax, and management consulting services. They consist of about 36,000 people in more than 100 U.S. cities, and more than 90,000 people in over 130 countries. In addition, Deloitte & Touche has been recognized as one of the ?100 Best Companies to Work For? in America by Fortune? magazine for four consecutive years.
Jonathan, who is currently 26 years old, immigrated to the United States from the former Soviet Union, when he was only five years old. After graduating Brooklyn College summa cum laude, he accepted his offer from Deloitte and Touche. Being that Deloitte and Touche is a very competitive firm, he was the only one from his graduating class to receive an offer from them, or from any of the other ?Big 5? accounting firms. He has been with Deloitte and Touche for the last four and a half years.
Here is a list of some of the Mr. Nus?s credentials:
? Passed CPA exam from the first time

? Recipient of Deloitte & Touche Service Award

? Managed two global "Office of the Chairman" engagements: Sumitomo Corporation of
America and Toshiba America, Inc., involving up to 6 staff members of various levels and the coordination of over 32 participating firm offices and 5 countries as a senior level-one accountant

? Currently, top rated senior accountant in group

? Consistently ranked in the top 3 amongst accountants of same level in group, beginning from assistant level. Currently top of class

? Selected by Deloitte & Touche senior partners to participate in Deloitte & Touche "Management Advisory Committee", whereby new creative ideas and solutions will be contemplated and implemented

? Instructed experienced hires at higher levels of Deloitte & Touche on various technical matters, including overall firm approach and "real world" experiences

? Instructed seniors, semi-seniors, and assistants at lower levels of Deloitte & Touche on various technical matters, including overall firm approach, research, guidance, and "real world" experiences

? Continuous involvement in Deloitte & Touche''s recruitment process, both on-campus activities, as well as various other scheduled events through recruitment office

? Active Involvement (team leader) in Deloitte & Touche''s mentoring program for both active employees, firm interns, and potential candidates still attending college

? Active Participant on Deloitte & Touche recruiting panel for candidates who received offers from several competing Big 5 accounting firms and other non-public firms. Panel member of "Day in the Life" at Deloitte & Touche

? Participant in various firm sponsored charity events, including United Way of America

? Selected by Deloitte & Touche engagement partners to lead new initiative for client''s expectation''s and enhance internal knowledge of selected client''s strategies, business objectives, and operations.

? Wrote in direct collaboration with parent company management, a thorough accounting manual and procedures guide for subsidiary company

? Performed consultative engagements with Deloitte & Touche Consulting Group, outside of normal assurance and attestation functions

? Graduated Summa Cum Laude

? Member American Institute of Certified Public Accountants and New York State Society of Certified Public Accountants




Interview.
Mr. Nus, I know your time is valuable, so I won?t take up to much of it. If you may, can you please tell me a little bit about your firm, and your job here as a manager. Here is a list of some of the particular topics that are of interest. I will record your answers and then transcribe them later to paper.
A professional services firm is inseparable from the people who deliver its services. Our clients value our intellectual capital and our ability to deliver it effectively. Our challenge is to continue to provide an exciting and diverse workplace that offers its people opportunities for development, variety and professional fulfillment.
Our vision ? in the United States and around the World ? is to be recognized as the best professional services firm. Our strategy is to win the war for talent and be the employer of choice. We seek to attract, develop and retain the best people in the world. Our organization is centered on aligning ourselves in a manner that would allow us to make smart choice ? around markets, services and initiatives. We have an opportunity to be the best, execute fearlessly and become dominant in priority market segments in our economy.
We seek to attract a diverse culture that reflects the diversity of our client workforces and the market place in general. The typical background of our entry level people are four-year college graduates in Accounting or Business, who have the necessary requirements to meet the qualifications to sit for the Certified Public Accountancy examination. Since most candidates for entry-level positions are just out of college, they are approximately 21-22 years old. We do not seek any specific pre-requisite requirements, but candidates with previous part-time accounting or professional services experience are preferable.
As we need to develop future leaders of our firm and to hire quality individuals to grow and carry on the legacy of our firm, there are certain characteristics that we look for in individuals. We have certain pillars that we use as a benchmark in our profession in order to judge the performance of our people.
The first is Serving Clients. Since we are a professional service firm, we need to ensure that our people place clients first. That means that not only do they need to demonstrate an understanding of the client business, but they also need to make an effort to build, broaden and strengthen existing client relationships that we have already. We also seek people that can demonstrate creativity in looking for ways to simplify and improve preexisting processes of an organization and ones that can identify issues, offer solutions, and work to resolve issues on a timely basis. In essence, we value individuals that operate in a proactive rather than a reactive mentality.
The second is technical skills, learning and adapting. It is important that individuals in our organization have the ability to continually develop and expand on their technical skills. We value individuals that can demonstrate that they not only can adapt to the current technology and software that we use on a daily basis in our business, but also they can listen effectively to superiors and seek and accept advice and feedback.
Third, leading people. Key to our business is to have individuals that out poised and self-confident since much of our work is directly in front of our harshest critics ? our clients. It is imperative that individuals build trust and credibility not only with our clients but also with the rest of the people that they are working in collaborations with from our organization. Individuals are also encouraged to train and guide others and to delegate appropriately. This is an important trait that we look for since a key strategic theme of our firm is to create an environment that encourages our people to work in teams, mentor others, innovate, embrace diversity and continuously improve.
Last, but not least, we seek individuals who have the ability to manage the practice. We seek individuals who have the ability to present ideas and facts persuasively and confidently through verbal and written communication. We also seek individuals that demonstrate a willingness to take on new challenges and responsibilities.
Overall, the candidate that I value most are the ones who exude confidence and assertiveness, but in a subtle manner. More specifically I want to see that the individual is hard-working, independent, and doesn?t need to be led by the hand.
During the interview process, since we realize that people are only starting out their careers and that their real life experience is only limited at best, we try to assess their how well they will ?fit? within the structure and strategic themes of our firm. We usually start off asking questions that are fairly easy to answer, as a way to put the candidates at ease. These questions are also meant for us to get to know the candidates on a personal scale. Subsequently, the questions, become more behavioral in nature, and we will usually provide the candidate certain situations that they have encountered in their academic or professional career that is meant to elicit a response that denotes the candidate?s personality and work style.
What I like is someone who will answer my question. What I mean by that is that they will give me an answer that is right on point to the question that I asked. Likewise, I don?t like people who don?t answer my question directly. This is because every question that I ask is meant to elicit a candid response, which I then use to judge the competency of the candidate.
I also like people that act professionally, and appear that way as well. They should know when business is business, rather than think we are casually hanging out like buddies having a beer and a casual conversation.
In addition, I like people who smile, because the simplicity of a smile tells you a lot more about an individual than words alone can. It is also important that the person is personable and can hold a conversation. I like to feel comfortable knowing that if this person will end up working in my group, I will enjoy working with them, especially during the busy season when we work 14-hours a day. Likewise, I don?t like people that are egotistical and like to show off. This behavior shows me that they would not be able to work effectively in a team environment.
The first questions that I will ask will have to do with something that interests me on their resume, such as their hobbies and activities, something about them that sticks out.
A more unusual question would have to do with current events, such as the current economic climate in Asia, since I work in the Japanese Service Group.
Candidates that can exhibit certain qualities that we seek in our pillars discussed above are ones that we invite for second and third interviews. We believe these individuals have a career in our firm and our investment in them will eventually help us be the best professional services firm in the United States and the World.
My career at Deloitte & Touche has been very prosperous. During the relatively short period of time that I have been working here, my career has been filled with a great deal of growth and development, in an environment that is both challenging and intellectually stimulating. Having never worked in an accounting position prior to the start of my career, I was very fortunate to have the opportunity to prove myself in this firm. In September of 1996, I started along a path that has brought me here today. I walked through the front door with the only tools I had, a constructive attitude and a passion to learn and succeed. Deloitte & Touche has since provided me with a foundation, with the tools and knowledge that have helped shape the person that I have become today. Four and a half years later, I feel privileged and fortunate to have the opportunity to share and address some of my most significant accomplishments and areas where I have demonstrated the greatest amount of professional growth.
Deloitte & Touche had, to my advantage, assigned me two Office of the Chairman clients, Sumitomo Corporation of America and Toshiba America, Inc. as my first two clients at the firm. During the course of my career at this firm, I have demonstrated my competency, reliability, and my willingness to make personal sacrifices in order to please the clients. When I was a first year senior, I operated as a lead senior, on both of these engagements. An opportunity, such as this, hasn''t been granted to anyone in the last 19 years, not since the lead client service partner himself had the opportunity. These global engagements involve the supervision of up to twelve people and the coordination of over 22 participating offices in five countries around the world. It is with great pride that I lead these engagements during a period of strenuous deadlines and arduous demands in order to meet the needs of these clients. During this time, I have learned to balance the demands of our clients with my own demands for personal growth. I managed to do this through creative solutions and my ability to motivate the team in order to increase productivity. This has given me the opportunity to dedicate some of my time to other areas of firm, where my services are needed. I am actively participating in various firm sponsored programs, which I have been selected for by senior partners, including a newly formed "Management Advisory Committee" and another program called "Business Outlook Process." I have shared some of my knowledge, obtained through my experience at the firm, by teaching technical and non-technical training courses, to both experienced D&T staff and staff newly hired by the firm. I get a great deal of pleasure and satisfaction in engaging in activities where I could teach or mold the younger generation in our profession. I am actively involved with the firm-recruiting department and various firm sponsored events. This past summer I served as a team leader for the firm''s summer mentorship program, which proved to be a tremendous success. I recently gave a presentation, called "A day in the life at Deloitte & Touche" to over 150 students who had outstanding offers from Deloitte & Touche, as well as from other top firms in the industry. By the enthusiasm shown to me by the students after the presentation I knew that my message, informing them of the potential for significant accomplishment and growth that I have obtained from Deloitte & Touche, was relayed successfully.
My overall commitment and personal sacrifice to the firm has not gone unnoticed. I have been fortunate and privileged to be consistently ranked in the top three amongst people of my level in my group.

i have most of a research proposal done i need 4 pages . conclusion project
management and limitations aprox 500 or less words. ineed 2 more pages on
data analysis most important. following is the proposal. number of sources
not important. i hope this is of help.

Introduction

The use of restraint is a problem that arises regularly in nursing the older
adult. It has all kinds of affect for the patient, their relatives and
nurses. A restraint is described as ?a device which limits or prevents
freedom of movement?, (Oxford Dictionary, 2001).
Any definition of restraint must take into account the involuntary nature of
the action with respect to the person being restrained. By its very
definition restraint brings to mind a negative picture. Restraint is
normally thought of as being involuntary although this is not always the
case. This literature review aims to address the area of restraint and its
use / misuse in care of the elderly. Restraint is a moral, ethical, legal
and human rights issue. Restraint exists in many different forms, and it
includes measures particular to an individual and other methods, which
inhibit all patients within a building or a ward (Stuart, 1996). The next
section of this literature review will look at types and prevalence of
restraint used.


Types of restraint used
Hantikainen (1998) describes bed rails, tying the resident to a regular
chair and using a safety vest in bed as the most common forms of restraint.
The most obvious individual measures include the tying of residents to
chairs or to beds. Buxton chairs, which can be tilted, and cot sides are
less shocking but similarly prevailing methods of restraint. Side rails are
frequently and indiscriminately used in U.K hospitals. The placing of a
heavy table next to a person?s chair is a very subtle form of restraining
that person. On a more general level restraints which prevent a person from
exiting a ward or building including door locks and electronic tagging are
infringements on the persons freedom and therefore constitute restraint
(Stuart, 1996). The practice of dressing residents in indoor or bedtime
clothing so that wandering into the open are is not feasible is also a form
of restraint. Akid (2002) refers to a report by the English charity
?Counsel and Care? in which home care staff admitted in a series of
seminars, that older people are locked up, imprisoned at night by bed rails
and have their walking frames and call buzzers removed.

Prevalence of restraint used

Prevalence rates range between 6% and 86% depending on the setting (Evans,
1989). In a study carried out in St. Columcille?s Hospital, Loughlinstown,
Co. Dublin in March 1997, the results demonstrated that cot sides were used
on 16% of patients. A further 4% had trays attached as restraints to
special chairs. In this study 132 patients were observed for 2 periods of 2
hours and 3 hours respectively, over a single 24-hour period. The short
periods of time over which the patients were observed in this study might
have influenced the data collected. It would be worth repeating the study
over a longer period of time and perhaps on a continuum rather than at
selected times.
Meanwhile 68% of the patients observed by Gallinagh et al (2001) were
subjected to some form of physical restraint, side rails being the most
commonly observed method.
Karlsson et al (2000) refers to a figure of between 24% and 85% in relation
to the use of restraint in elderly care. Until 1990 physical restraint was
commonly used on long-term care settings in the United States. In October
1990 the federal government enacted the Omnibus Budget Reconciliation Act of
1987 (OBRA). This act said amongst other things that residents have the
right to be free from physical and chemical restraints, this act led to
significant reduction in the use of physical restraints in nursing homes.
The restraint rate decreased nationally from 41% pre-OBRA to 21% by early
1995 (Cohen et al, 1996). However a national rate of 21% still suggests
that many staff are commonly using methods of restraint both physical and
chemical (Cohen et al, 1996).
Considering the above data and percentages the use of restraint continues to
be commonplace in care of the elderly. The author will now proceed and
discuss rational for restraining a patient.

Rationale for restraining a person

A major reason cited for continued restraint use in American nursing homes
is the widely held conviction that restraint reduction will lead to
fall-related incidents and injuries (Capezuti, 1998).
Gallinagh et al (2002) in a study carried out in 4 rehabilitation wards in
Northern Ireland found that nurses claimed to use restraints with 58% of
patients surveyed in order to prevent falls. It is interesting to note that
a history of falls was not a strong determining factor for the use of
restraint. Gallinagh et al carried out this study in 4 rehabilitation wards
over a 3-day period. They observed 102 patients in the 4 centres, 68% of
the patients observed were subjected to some form of physical restraint.
Content validity was assured through 2 nurse academics and 2 gerontological
nurse specialists who were unassociated with the study. Staff experienced
in both research and gerontology collected the data. In order to prevent
sensitisation, staff were only informed that the researches were observing
an aspect of care. The results of the study are however not generalisable
as the observations were carried out only on selected days. Also the
brevity of the study may have had an impact on what was observed or could
have been observed given more time.
In a pilot study conducted to identify resident characteristics and
environmental factors associated with initiation of physical restraint,
Sullivan-Marx et al (1999) identified that restraint initiation occurs when
a nursing home resident is cognitively impaired. In the same study a higher
rate of licensed nursing personnel in a home were predictive of restraint
initiation. (Licensed nurses are not registered nurses).
In another study by Karlsson et al (2000) carried out in order to highlight
nurses? reasons for using physical restraint a correlation is again drawn
between staffs concern for their patients? safety and the use of restraint.
In this study thirty registered nurses working in 2 nursing homes in Sweden
were asked to read a written clinical vignette describing a fall-prone
person with dementia who refused to be physically restrained. The
association between the decision made and the nurses? attitude towards
restraint use were measured. Each nurse was interviewed and completed a
questionnaire. Nurses? identified lack of time, a duty to obey
prescription, acting in the best interests of the patient and acting in
accordance with the will of others as rationale for using restraint. Again
these results are comparable with the previous studies. There are some
limitations in using this vignette technique as it merely poses a
hypothetical situation. As with most people nurses when responding to a
hypothetical question may interpret the context in a different way thus
putting a different slant on the data from what is the reality.
Middleton et al (1999) in a study examining the effects of education on the
attitudes and practices of long-term care staff towards use of restraints
noted that the most common rationale for the use of pharmacological
restraints were violence, confusion, poor judgement, interference with
treatment, and falls.
The above studies cite risk of falls and patient safety as reasons for use
of restraint. It is also a widely held belief in American nursing homes
that restraint reduction will lead to fall-related incidents and injuries
(Capezuti, 1998). This conclusion was drawn from a study of data collected
in a clinical trial by Capezuti et al (1998) in which 633 people in 3
nursing homes were observed. The relationship between physical restraint
removal and falls/injuries in the 3 nursing homes, with varying rates of
restraint reduction was studied. There was no indication of increased risk
of falls or injuries with restraint removal. It was also demonstrated that
the nursing home that had the least restraint reduction 11%, had a 50%
higher rate of falls and more than twice the rate of fall-related minor
injuries; when compared to homes who has a 23% and 56% restraint reduction
respectively. Despite strong beliefs efficacy of restraints for safe
guarding patients from falls and injuries has not been clinically
demonstrated (Evans, 1989). Because of this evidence the ethical issue of
restraint will now be explored.



Ethical issues regarding restraint use.

There is a strong and rapidly growing awareness that elderly people like
everyone else, have a right to take risks as a part of normal living, and
that this right should not be denied them because they are in need of care
(Norman, 1987). Karlsson et al (2000) identified nurses in their study who
were willing to take risks in order to avoid the use of restraint. Contrary
to this statement is the fact that uppermost in the minds of most nurses is
likely to be the consequence of failing to restrain patients. Strumpf and
Evans (1991) refer to the elements identified in care settings where
restraints are rarely if ever used. These elements include awareness of the
needs of the individual resident, continuous monitoring of individual health
status and appropriate adjustments in the care plan. Strumpf and Evans
(1991) also identified fundamental issues regarding use of physical
restraint in older adults as being those concerned with effects of the
restraints, ethical questions of human dignity and individuals? legal
rights. Nurses concern for safety and control of behaviour form a
foundation of belief for restraint use that stands in contrast to the
efficacy and ethical arguments against such use.
Hanitainem (1998) performed a study looking at reasons for using physical
restraint their prevalence and nurses experiences of their use. This
questionnaire study was carried out to provide basic information and a
general overview because the author was of the opinion that there is a lack
of research data on the use of physical restraint in Switzerland. He cites
that evidence from earlier research indicates that in nursing practice more
importance is attached to safety than to resident''s rights of physical
freedom. The nursing home residents consisted of elderly people with
physical frailties and/ or moderate cognitive impairments associated with
ageing. The convenience sampling method was used to recruit 300
professional trained nurses trained nurses aids and auxiliary staff from
seven Swiss nursing homes for the elderly .The sample criteria were based on
strictly voluntary participation and ability to understand the German
language. One hundred and eighty questionnaires were returned and 173 were
accepted foe analysis. Giving a response rate of 58%. The low response
rate may been due to a number of reasons some being the ethically
problematic subject and the large number of foreign nursing personnel who
may have had difficulty understanding the German language.
The respondents expressed several emotions that were related to ethical
conflicts. The respondents affirmed residents? rights to freedom and the
right to express their feelings such as aggressiveness. The respondents
felt that they were infringing on these rights by using restraint. This
study also identified the ethical predicament of promoting good and avoiding
harm where the use of restraint has potential benefits but still violates a
person?s autonomy.
Ethically the nurse faces a substantial decision if restraint is considered
essential in the care of a patient. While nurses may be adverse to the use
of restraints from a professional and ethical stance, it is interesting that
the practice still exists. Molassiotis (1995) in a cross-cultural study,
examined awareness of restraint use among 50 nurses from Britain and Greece.
They discovered that while respondents disagreed with the use of physical
restraints in principle 44% of the British nurses and 100% of the Greek
nurses did claim that they were used within their practice. Furthermore,
Brennan (1999) revealed that 53% of UK nurses, admitted to personally
restraining a patient.

Consequences of restraint use

Restraint has physical and psychological repercussions and these are
particularly harsh in older people. The principal problem with the use of
restraint seems to arise from the immobilisation of the patient
(Molassiotis, 1995). Elderly patients with a sustained degree of
immobilisation are prone to develop contractures of the muscles, oedema of
the lower limbs and pressure sores (Molassiotis, 1995).
Watson (2001) agrees with this data and adds incontinence as another
consequence of physical restraint. Prolonged enforcement of the sitting
position results in first weakness and unsteadiness, which progresses to an
inability to ambulate (Brower, 1991). Immobilisation can also lead to
changes in body chemistry, basal metabolic rate, total blood volume, bone
demineralisation and electrolyte losses (Evans and Strumpf, 1989).
Molassiotis (1995) showed that the physical effects of restraint use, as
identified in a restraint evaluation questionnaire for nursing staff, were
injury, discomfort, pressure sores and skin trauma. Almost 15% of nurses in
this study however believed that there are no effects from the use of
physical restraints. This may indicate that the use of restraint has become
a routine procedure in the provision of care for the older person. It may
also indicate a lack of awareness on the behalf of the nurse of the effects
of restraint use or of its ethical implications. It would be interesting to
repeat this study and observe any change in attitude.
The psychological consequences of restraint are equally debilitating to the
patient. Strumpf et al (1988) studied the perceptions of 20 patients who
had experienced physical restraint. Eleven of these patients had their
responses categorised in terms of anger, humiliation, demoralisation and
learned helplessness. Molassiotis (1995) maintained that use of restraint
could cause confusion, psychosis, depression, and loss of self-esteem
resulting in prolonged hospital stays. Restraint far from relieving
confusion ? which may be the underlying cause of the behaviour, which has
led to the person being restrained ? will exacerbate it. Consequently the
restrained person is likely to become depressed and suffer from the effects
of sensory deprivation, because normal social intercourse and other stimuli
will be reduced (Watson, 2001).
Karlsson et al (2000) quotes nurses in their study as saying that the
patients? will suffer a great deal from being restrained in chairs and the
restraints should be removed if the patients feel unhappy about them.
Another argument used for the removal of a restraint on the same study was
that the patient became agitated when restrained. These statements
demonstrate the nurse''s awareness of the negative psychological implications
of the use of restraint on the patient. This is in contrast to the 15% of
nurses in Molassiotis study 1995, who believed there are no detrimental
effects from the use of restraints.
Gallinagh et al (2001) writes of the negative physical and psychological
outcomes from using cot sides. These outcomes include fatalities, loss of
dignity, sense of being jailed and a feeling of entrapment. This research
concurs with that of Noone and Fleming (1998) in which cot sides are
described as creating a sense of being trapped or jailed. Cot sides also
separate the care receiver from the caregiver and more importantly from
family and friends (Noone and Fleming, 1998. This literature review will
now continue and consider the prevalence of restraint.
Considering the consequences the ethical and moral implications, and that
restraint continues to be used in care of the elderly settings the nurse
must consider the practice of restraint and be aware of its implications
before proceeding with any of its forms. She must also consider
alternatives to restraint. This involves education research based practice
and nurse driven policies and guidelines. This literature review will now
consider the advances in restraint free care and alternatives to restraint.



Avoiding restraint
Avoiding restraint usually comprises an element of risk and it also involves
a willingness to undertake these risks in order to preserve the freedom and
dignity of older people (Watson, 2001). Raising awareness of restraint as
an issue in the care of older people is an essential first step in reducing
its use. Strumpf and Evans (1988) go further and state that restraint free
care should be established as the standard of care for older adults in all
settings.
The final section of this literature review will analysis the evidence for
the achievement of restraint reduction and its implementation by the nurse.
Most of the literature on restraint reduction emerges from America; this is
also the case regarding studies on the use of restraint. This is possibly
due to the litigious culture that traditionally exists in America; this
however is rapidly becoming the case in Ireland and the UK.
Individual and institutional accountability is increasingly coming under the
spotlight of the legal profession seeking compensation for poor standards of
care (Watson, 2001). Restraint free care is best achieved through an
individualised approach to care (Sullivan-Marx, 2001). In this study
Sullivan-Marx discovered that acute confusion together with restraint-use
magnified the need to promote restraint-free care, and therefore improve
patient outcomes. It is also suggested that further research involving
controlled analysis of these risks factors and evaluating outcomes of care,
as a means of adding to the understanding of the care of hospitalised older
people be conducted. Watson (2001) identifies 3 common themes to
restraint-free care, these being, policy change, in-service education and
individualised care.

Restraint free care through individualised care and nurse driven protocols
Sullivan-Marx et al (1999) in their study state that efforts to reduce or
eliminate physical restraint use requires greater effort to educate staff in
the assessment and analysis of fall risk, along with targeted interventions,
particularly when cognition is also impaired. In another study conducted by
Sullivan-Marx (2001) it is suggested that restraint free care is best
achieved by an individualised approach to care.
Brower (1991) also supports a thorough interdisciplinary assessment of
patients in order to reduce the prevalence of restraints, including gait,
balance and nutritional data.
Winston et al (1999) advocates the usage of nurse-driven restraint
protocols, in order to improve patient care. As part of their study Winston
et al monitored nurse managers over a 9-month period. These nurse managers
performed ongoing daily monitoring of practice relating to management of
restrained patients. As a follow on from this study the intense monitoring
has served to support daily interaction between management and staff to
reinforce standard requirements. A high level of compliance was achieved
with the nurse driven protocol, which in turn has led to consistent
protection of the patients? health and safety while preserving their
dignity, rights and well being. This study supports the fact that nurse
driven protocols are a valuable tool in achieving restraint free care.
Sullivan-Marx (1996) also points out that development of knowledge,
accountability and autonomy in registered nursing staff is key to creating
alternatives to restraints.





Effects of education on restraint

Middleton et al (1999) conducted a study that examined the effects of
education on the attitudes and practices of long-term staff towards the use
of restraint. Staff attended a 1-day educational seminar. The seminar
goals were 3 fold, first to provide information about best practices for
managing behaviours of individuals with dementia in long-term care settings,
secondly to provide an explanation of the Omnibus Budget Reconciliation Act
regulations pertaining to restraint use and thirdly to present alternative
strategies to link best practice guidelines to the provision of care. The
most important finding from the questionnaire was the belief that fewer
residents needed to be physically and chemically restrained. 51% of
participants reported changes in personal practice. 36% of participants
reported that their organisation implemented changes in the use of
restraints as a result of the seminar. Participants also believed
pharmacological restraints were more likely to increase undesirable side
effects. In listing alternatives to restraint use, the seminar
significantly altered opinions regarding alternatives to pharmacological
restraints.
The four alternatives seen as more viable interventions to restraint use
were an increase in recreational activities, consideration of a differential
diagnosis, reassessment of residents? needs for pharmacological restraint
and increased staff training. The findings of this study suggest that an
educational program based on best practice guidelines complemented by an
exploration of alternatives to restraint; provides an effective medium for
altering staff attitudes toward use of restraint in nursing homes.
Cruz et al (1997) conducted a research utilisation project the purpose of
which was to select and implement a research-based restraint education
programme, for reducing the use of restraints, by changing the perceptions
of the multidisciplinary team about restraints, towards the decreased
importance of their use. Following a review of the literature on restraint
education programmes the committee concluded that education was the key
component in decreasing the use of physical restraints. Education sessions
were developed and a pilot study was conducted with restraint co-ordinators.
A questionnaire was administered before and after the education sessions.
A key element of the programme and an important part of the restraint
procedure was a strategy to guide an individually tailored approach to care
with use of physical restraints. A total of 38 co-ordinators attended the
programme. Post-test results indicated that the education programme made a
significant change in the co-ordinators perceptions about restraints on the
management of patient care. However this positive result may be because of
response bias. Attending such an education programme could heighten ones
sensitivity for patient safety resulting in an increase in post-test results
for some items. Following this programme and to out rule response bias the
researcher suggested that the multidisciplinary team follow up the
co-ordinators? perception about the use of restraint in 3 months and again
at 6 months.
The results of this exercise would establish if there was a commitment to
continued decreased use of restraints. Again this study outlines the
importance of education and patient assessment when considering restraint.
During their research it is important to note that the researchers
discovered that nurses who did not attend an education programme on
gerontology placed more importance on the use of restraints in cases where
patients exhibited confusion, uncooperativeness, wandering, dementia and
alcohol abuse, than did the nurse who had attended a programme of
gerontological education.

Considering all of the above research the key factor in implementing
restraint reduction is education of the staff. This education should aim to
heighten nurses? awareness of the risks associated with restraint, the human
rights dimension, and the legal and ethical implications of restraining
actions.

Conclusion

Following this review it may be concluded that restraint usage whether
physical or pharmacological continues to be prevalent in nursing. From the
very subtle to the more blatant, older people are subjected to restraint in
its many forms. The use of restraint when caring for older people has many
implications for nurses?- not least ethical and legal implications. Common
reasons documented for the use of restraint relate to the persons protection
and safety and the protection of the other residents and staff. Fear of
litigation is also an element to be considered especially when reviewing the
literature from the U.S.A. Guideline and policies need to be formulated and
developed and the literature suggests that nurse-driven protocols are a
valuable tool on achieving restraint free care. However education of staff
plays a major role in achieving alternatives to restraint and ultimately
restraint free care. Further studies on the effects that education has on
staff in striving towards restraint free care would be valuable.





Abstract
The practice of restraint in long-term care facilities has come under
critical examination in recent years. Education is seen as one of the ways
to change established practices of nurses in long term care facilities.
Strumpf and associates (1992) have developed a comprehensive and structured
restraint use education programme (REP). They have tested this programme in
nursing home and clinical settings and found substantial changes in staff
perceptions of physical restraint and alternative approaches. They also
stated a reduction in the actual use of restraint. However they only
evaluated the short-term impact of their programme. This proposal is set
out to look at the long-term impact of this educational programme on the
actual reduction of restraint. The design is quasi-experimental using the
interrupted time series (ITC). The population of 100 nurses working in a
long term care of the elderly facility will be randomly sampled and a sample
of 50 nurses recruited to partake in the educational sessions. The data
will be collected using the perception of restraint use questionnaire (PRUQ)
and reasons for using alternatives questionnaire (RALT). The sample will be
tested immediately after the educational sessions at three months and again
at six months. The prevalence of restraint will be tested throughout the
study with the use of a restraint log.







Hypothesis
 Restraint education programme will reduce restraint in long-term
care facilities.
 Staff''s perception of reasons for using restraint will be reduced.
 Staff''s perception of reasons for using alternatives will be
increased
 Staff''s knowledge of alternatives to restraint and perceived use of
alternatives will be increased.
 The effects of the educational programme will be evident three /six
months after the educational programme.
Null hypothesis


Aims and objectives
To introduce an educational programme and test its effects on the reduction
of restraint in long term care facilities. To test staffs perception of
reasons for using restraint staffs perception of reasons for using
alternatives and staffs knowledge of alternatives to restraint and perceived
use of alternatives.









Methodology
The design of this study is quantitative and employs a quasi-experimental
design to deliver an educational program and test its impacts. Quantitative
approach is used as the author concurs with Parahoo (1997) who states that
"quantitative research is believed to be the only scientific method capable
of advancing nursing knowledge because it provides hard, objective facts
that can be statistically analysed and interpreted". This points to the
value of objective systematic observation of nursing practice Parahoo
(1997). The limitations of the quantitative approach are said to provide
only partial views of the phenomena it tries to investigate. This is where
qualitative approach claims to focus on the experiences of people and
stresses the uniqueness of the individual. Parahoo (1997) suggests that
because the researcher gets so involved they cannot be objective and are
more likely to be subjective.
However the author would recognise that both qualitative and quantitative
approaches are important and contribute to nursing knowledge despite their
limitations. Research is to provide up to date information and improve
quality of care; the knowledge gained depends on the quality of the research
and the beliefs of the researcher.

Quasi -Experimental

Experiments examine and establish casual links between variables (Parahoo
1997). It is considered to be the most powerful quantitative method because
of rigorous control and variables (Cormac 1991). However it may not always
be practical or ethical to carry out true experiments in nursing. Quasi
experiments are appropriate in this case as the research seeks to cause
minimum disruption in a natural setting. Parahoo (1997) suggests that
because the experiments take place in a natural setting, the findings are
more generalisable those are those of true experiments. There are a variety
of quasi -experimental designs. One is where the researcher introduces a
new intervention into a group and measures the outcome. The intervention
being the restraint education programmes and measures staff''s perception of
reasons for using restraint, staff''s perception of reasons for using
alternatives, staffs knowledge of alternatives to restraint and perceived
use of alternatives. However Parahoo (1997) state that this is the weakest
form of experiment because there is no base line score (pre test) and no
other groups with which to compare the final scores. To be more certain the
researcher has decided to test the group before and after the intervention
and also do a series of measurements at different time intervals after the
intervention selected by the researcher. Parahoo (1991) states that one of
the strengths of time series measurements is that it can give a more
accurate representation of phenomena that fluctuate. However Parahoo (1991)
does also site one of its main weaknesses as having an increased opportunity
for extraneous variables to creep in due to the extended period of time
required for the multiple measurements. This will be expanded upon in
greater detail in latter sections.


Dependant and independent variables
Quantitative research is concerned with the measurement of variables and
subsequent investigations, using a variety of statistical methods, of the
relationship between variables (Polit and Hungler 1995, cited by Watson
1998). Watson (1998) describes variables as being dependant or independent
and the dependence or independence of variables depends on the research
design.
This experiment is set up to test if a restraint education program is
introduced to nurses in care of the elderly then restraint will be reduced.
It is also set up to measure staffs perception of reasons for using
restraint, staff''s perception of reasons for using alternatives and staffs
knowledge of alternatives to restraint and perceived use of alternatives.
Here the researcher sets up the experiment so that she can deliberately
manipulate or control one major factor or variable, the educational
programme this is refereed to as the independent variable. This is done in
order to assess it effects on another factor, levels of restraint used
staffs perception of reasons for using restraint, staffs perception of
reasons for using alternatives and staffs knowledge of alternatives to
restraint and perceived use of alternatives, this is referred to as the
dependant variable.

Internal and external validity of experiments

Internal validity is the extent to which changes, if any, in the dependant
variable can be said to have been caused by the independent variable alone
(Parahoo, 1997). In discussing internal validity bias and confounding
variables are two terms central to its understanding. In planning studies
the researcher must try to identify and control for confounding variables.
Parahoo (1997), sate that random allocation of subjects should remove
possible confounding variables. Beyea (1997) states that sometimes despite
the best planning researchers may not be aware of extraneous variables until
they have collected the data and analysed it.
External validity is the extent to which the findings of an experiment can
be applied or generalised to other similar population settings (Parahoo
1997). For this to be possible the population and setting of the experiment
must closely approximate the population and setting where the findings are
to be used.

Sampling
One of the crucial tasks in designing the research proposal is in deciding
the number and the characteristics of the respondents who will be invited to
partake in the study (Parahoo 1997). Cormac (1991) suggest that the
characteristics of the participants in a study are the most common
extraneous variables. Such variables as educational level and age might be
extraneous variables. To avoid this random sampling will be used to select
the participants of the study. This involves randomly sampling nurses from
the selected hospital. The district hospital partaking in the study has a
cluster of nurses working in care of the elderly. The size of the
population of registered nurses is 100 nurses. Parahoo (1997) defines a
population as the total number of potential respondents from whom to collect
data. The total number of registered nurses working in the selected
hospital is 100. However the researcher believes that it is not feasible to
collect data from this number of nurses due to the cost involved and
secondly the life span of the project would be potentially increased. The
researcher also believes it would be easier and more in depth data would be
collected form a smaller size. For these reasons the researcher has decided
to collect data from a proportion of the population this is known as the
sample. Parahoo (1997) defines a sample as a subset of the target
population. The size of this sample is 50 nurses
To be included in the study the nurses have to be employed full time on day
evening or rotating night shift, and also have direct patient care
responsibilities in the units partaking.
The process of simple random sampling will be used. The reason for this is
because the population is more or less homogeneous. The implication of this
is any sample drawn is unlikely to be seriously biased. All potential
participants are female and white, work in care of the elderly. A computer
package will be used to draw a random sample of 50 nurses from a population
of 100 nurses.

Sites
The proposed restraint education programme will be conducted in a long-term
care facility in the north cork region. This community hospital is located
in a semi- rural area in a small town. Total bed capacity of this unit is
100 beds. Nearly all residents are aged over 80 years. About two thirds
have some form of dementia.


Measures and instruments
Two questionnaires will be used to measure staff''s perceptions of reasons
for using restraint, staff''s perception of reasons for using alternatives
and staffs knowledge of alternatives to restraint and perceived use of
alternatives. A restraint log will be used to actually measure the
prevalence of restraint. Parahoo (1997) describes a questionnaire as a
method that seeks written response from people to a written set of questions
or statements. It is a research method when it is designed and administered
solely for the purpose of collecting data as part of a research study. The
primary request of the questionnaire is that it asks the suitable questions
so that data can be collected and the hypothesis of the study can be
accepted or rejected.


Staff perception of reasons for using restraint
The perception of restraint use questionnaire (PRUQ) was developed by
Strumpf et.al (1992). This instrument is going to be used to obtain data on
respondent''s beliefs and attitude''s about the efficiency of restraint. It
is a 17- item Likert-type questionnaire with each item rated on a 5- point
scale. High scores on the PRUQ index indicate strong beliefs about the
efficiency of physical restraint as a safety measure and a readiness to use
them. PRUQ has been shown to be a reliable research instrument, with an
alpha coefficient of .94 (Bradley 1995). (See appendix 1). The PRUQ
questionnaire does ask the appropriate question in relation to reasons why
one might restraint people. The language is comprehensive and not
patronising, this avoids confusion or upsetting people. However for further
content validity the researcher will submit the questionnaire to a nurse in
education who is expert in research and 2 other specialists in the area of
gerontological nursing.




Staff perception of reasons for using alternatives
A 9- item questionnaire, reasons for using alternatives (RALT), will be
used. This was specifically designed for a study done by Bradley (1993).
It is used to collect data on staff perception of alternative approaches to
elderly care. These items cover several important socio-psychological and
physical reasons, which one might offer for using alternatives for example
1. Provide free choice and control for the resident
2. Decrease feelings of fear and anger
3. Provide for individualised approaches to problem solving
Each RALT item is rated on a 5-point scale, ranging from least to most
important. (See appendix 2). The researcher will also submit this to the
panel of experts identified previously for content validity.
Pilot testing the questionnaire.
This is done by giving the questionnaire to a small group of five people who
are similar in characteristic to the sample group. Parahoo (1997) states
that it is the most efficient way to teat questionnaires, this is done to
further refine the questionnaires.



The restraint education program.
The restraint education program offered in this project is adapted from an
educational package developed by strumpf and collages (1992). This
programme is very comprehensive and has a significant multidisciplinary
component. The manual has ten sections, which may be presented in a
combination of ways. Two hour sessions to half day sessions. For this
project the restraint reduction program will be offered in one hour and
two-hour long sessions.
For this project the length and times of the sessions would be negotiated
with the directors of nursing and /or the clinical nurse managers of the
participating units.
It is proposed that the sessions would be delivered and conducted by a
registered nurse with a higher diploma in gerontological nursing.
Specific areas covered in the programme
1. Introductory sessions- providing a critical review of the prevalence of
physical restraint their effects .myths about restraint use ,legal and
ethical issues in the use of restraint
2. Alternatives to physical and chemical restraint and proposed measures to
advance alternative approaches examined
3. Individualised care without using physical restraint
4. Examination of the need for assessment of each patients physical and
mental health.
5. Examination of functional abilities personal resources and social
circumstances
6. Care of the person at risk from falling
7. Care of the person with agitation/ restlessness behaviour
8. Different intervention strategies for specific clinical problems
9. Open discussion for participants of the programme can part take and
present cases from their own work environment. (See appendix 3)
Delivery of the programme
1. The programme will be delivered in a combination of ways lectures with
the use of overhead projector
2. Hand outs prepared by the researcher and nurse delivering the programme
3. Group discussion

Restraint log
A restraint log designed to monitor the use of restraint at the site will be
filled out for phase 1, phase2 phase3, and phase 4 of the study. A physical
restraint is defined as any device, which restricts a resident''s mobility or
movement. One nurse partaking in the study will fill the log out daily.
(See appendix 4)

Gaining access to the research site.
This part of the study is a vital stage, and needs a lot of planning.
It is necessary to gain confidence and knowledge in the subject of research
before seeking access to the research site (Cormac 1991). This way the
researcher can be prepared for any questions, and come across as confident
and knowledgeable in her field. Firstly the researcher will send a written
letter of introduction to the director of nursing of the proposed site. This
letter will also state what the researcher proposes to do and request
permission to gain access to the site. This will be followed by a telephone
call and a meeting arranged with the director and senior nursing staff. For
the first meeting with the director of nursing and senior staff several
copies of the proposal will be made available. The researcher will give
clear explanation of the proposed research. This will involve explanations
of who will be asked to partake how they will be selected and how long the
proposed research study will take. Consent will be required from the nurses
selected for the study and again clear and full explanations given to them.
A more detailed explanation of informed consent is given in the next section
where ethical considerations are discussed.
The attending general practitioners within the site will be sent a letter to
inform them of the study and request for their approval. (See appendix 5and
6)
Finally an application to the ethics committee we also be made. The
chairman and secretary will be contacted personally to gain specific
information and introduce one self to them
Cormac (1991) states that anonymity of data should be assured particularly
for staff where their work practice is being assessed in some way. The
researcher will reassure the committee and the participants of this and
respect the generosity of those who permit access.

Ethical considerations



This section will
examine the ethical issues that will arise at different stages of the
research process.
Beneficence
The research project should benefit the participating individual and society
in general (Parahoo 1997). The researcher believes that partaking in this
study will benefit the nurse in gaining knowledge about the use of
restraint, alternatives to restraint and the prevalence of restraint in
their unit. This can be achieved by giving feedback throughout the study
and presenting the final findings to the staff in the unit. The benefit to
patients is through knowledge less restraint will be used and autonomy will
be restored.
Confidentiality
The confidentiality of the information gathered from the participants must
be respected (Parahoo 1997). The researcher will give the participants
reassurance of confidentiality there will be no names required on any of the
questionnaires provided, for participants this will maintain confidentiality
and privacy. Parahoo (1997) that the questionnaires must be administered to
the participants alone and in a private place. The questionnaires will be
handed out to the participants and they will be given an opportunity to fill
them out in a private place and return them to the researcher at a given
time. Knowledge questions can be threatening to health professionals
however the researcher will ensure absolute confidentiality and anonymity.
The findings of the study will be made available to the nurses in the
hospital. It will at all times be stressed to the participants that any
time they feel uncomfortable with the study they are free to withdraw and
there will be no negative consequences.
The nurses partaking will be required to fill out a consent form. (See
appendix 7)
Rees (1997) states that informed consent is to be achieved the following
should be included
 Full disclosure of details of the study
 A statement that there is no obligation to take part and there is
no consequence if the decision is "no"
 Assurance that individuals can withdraw at any time without any
negative consequences
 Confirmation of confidentiality and anonymity
 Care that all the information is understood
 provision of an opportunity to ask questions
 Absence of pressure, unfair coercion to take part.


Procedure
Base line data will be collected from the site one month before the
restraint education programme commences. Each nurse partaking in the study
will be asked to fill out the perception of restraint use questionnaire
(PRUQ) and reasons for using alternatives (RALT) questionnaire. The
restraint log will also commence at this stage. The educational programme
that will be run in the hospital will be referred to as phase two. The ten
restraint education sessions will be given over a period of ten weeks, each
session lasting one-hour long. When these sessions are complete evaluation
data will be collected this will be phase three of the study. For phase
three all the nurses will be asked to fill out the RALT and PRUQ
questionnaires. Phase four take place three months after phase three and
phase five will take place three months after phase four. For these final
phases the nurses will be requested to fill out the RALT and PRUQ
questionnaires and the restraint log will be collected at the end of phase
five. The total time scale for this study will be nine and a half months.


Data analysis

Complete the Ethical Self-Assessment located at http://www.ache.org/newclub/career/ethself.cfm.

See attached ethics pdf. Answers are highlighted in yello

Write a 700- to 1,050-word paper in which you examine the influence of individual ethics on decision making within the health care industry.

Respond to the following points:

What did you learn about your own ethical decision making from the self-assessments?

What is the effect of professional ACHE standards on your ethical decision making?

How do your individual ethics influence your decision making?

What strategies can you adopt to improve your ethical decision making in the future?

Format your paper consistent with APA guideline

Write an Informal Analytical Report on:

ANALYTICAL: My next career move: Feasibility report organized around recommendations.

Your task: Write a memo report directed to yourself and signed with a fictitious name. Indicate a possible job that your college education will qualify you for, mention the advantages of the position in terms of your long- range goals, and then outline the actions you must take to get the job.
(In this case, the field is ACCOUNTING)

Refer to the SAMPLE below for proper Analytical Report format:

Memo

DATE: September 12, 2008
TO: Robert Mendoza, Vice President of Marketing
FROM: Binh Phan, National Sales Manager
SUBJECT: Major accounts sales problems

As you requested on August 20, this report outlines the results of my investigation into the recent slowdown in sales to major accounts and the accompanying rise in sales- and service- related complaints from some of our largest customers.

Over the last four quarters, major account sales dropped 12%, whereas overall sales were up 7%. During the same time, weve all noticed an increase in both formal and informal complaints from larger customers, regarding how confusing and complicated it has become to do business with us.

My investigation started with in- depth discussions with the four regional sales managers, first as a group and then individually. The tension I felt in the initial meeting eventually bubbled to the surface during my meetings with each manager. Staff members in each region are convinced that other regions are booking orders they dont deserve, with one region doing all the legwork only to see another region get the sale, the commission, and the quota credit.

I followed up these formal discussions by talking informally and exchanging e- mail with several sales representatives from each region. Virtually everyone who is involved with our major national accounts has a story to share. No one is happy with the situation, and I sense that some reps are walking away from major customers because the process is so frustrating.

The decline in sales to our major national customers and the increase in their complaints stem from two problems: ( 1) sales force organization and ( 2) commission policy.
ORGANIZATIONAL PROBLEMS

When we divided the national sales force into four geographical regions last year, the idea was to focus our sales efforts and clarify responsibilities for each prospective and current customer. The regional managers have gotten to know their market territories very well, and sales have increased beyond even our most optimistic projections.

However, while solving one problem, we have created another. In the past 12 to 18 months, several regional customers have grown to national status, and a few retailers have taken on ( or expressed interest in) our products. As a result, a significant portion of both current sales and future opportunities lies with these large national accounts.

I uncovered more than a dozen cases in which sales representatives from two or more regions found themselves competing with each other by pursuing the same customers from different locations. Moreover, the complaints from our major accounts about overlapping or nonexistent account coverage are a direct result of the regional organization. In some cases, customers aren't sure which of our representatives they're supposed to call with problems and orders. In other cases, no one has been in contact with them for several months.

For example, having retail outlets across the lower tier of the country, AmeriSport received pitches from reps out of our West, South, and East regions. Because our regional offices have a lot of negotiating freedom, the three were offering different prices. But all AmeriSport buying decisions were made at the Tampa headquarters, so all we did was confuse the customer. The irony of the current organization is that were often giving our weakest selling and support efforts to the largest customers in the country.

COMMISSION PROBLEMS

The regional organization problems are compounded by the way we assign commissions and quota credit. Salespeople in one region can invest a lot of time in pursuing a sale, only to have the customer place the order in another region. So some sales rep in the second region ends up with the commission on a sale that was partly or even entirely earned by someone in the first region. Therefore, sales reps sometimes dont pursue leads in their regions, thinking that a rep in another region will get the commission.

For example, Athletic Express, with outlets in 35 states spread across all four regions, finally got so frustrated with us that the company president called our headquarters. Athletic Express has been trying to place a large order for tennis and golf accessories, but none of our local reps seem interested in paying attention. I spoke with the rep responsible for Nashville, where the company is headquartered, and asked her why she wasnt working the account more actively. Her explanation was that last time she got involved with Athletic Express, the order was actually placed from their L. A. regional office, and she didnt get any commission after more than two weeks of selling time.


RECOMMENDATIONS

Our sales organization should reflect the nature of our customer base. To accomplish that goal, we need a group of reps who are free to pursue accounts across regional borders and who are compensated fairly for their work. The most sensible answer is to establish a national account group. Any customers whose operations place them in more than one region would automatically be assigned to the national group.

In addition to solving the problem of competing sales efforts, the new structure will also largely eliminate the commission- splitting problem because regional reps will no longer invest time in prospects assigned to the national accounts team. However, we will need to find a fair way to compensate regional reps who are losing long- term customers to the national team. Some of these reps have invested years in developing customer relation-ships that will continue to yield sales well into the future, and everyone I talked to agrees that reps in these cases should receive some sort of compensation. Such a " transition commission" would also motivate the regional reps to help ensure a smooth transition from one sales group to the other. The exact nature of this compensation would need to be worked out with the various sales managers.

SUMMARY

The regional sales organization is effective at the regional and local levels but not at the national level. We should establish a national accounts group to handle sales that cross regional boundaries. Then well have one set of reps who are focused on the local and regional levels and another set who are pursuing national accounts.

To compensate regional reps who lose accounts to the national team, we will need to devise some sort of payment to reward them for the years of work invested in such accounts. This can be discussed with the sales managers once the new structure is in place.

This is an ISSUES paper in which the student should explain the issue and develop a view on the issue and how it impacts nursing practice. This written paper should identify key elements of an issue and demonstrate why the topic merits nursing concern. A substantive link between the issue and the role of nursing should be made. It is expected that supporting documentation from the nursing profession and other organizations/professions will be evident. A rubric that details specific evaluation criteria can be found in the course materials area in the course Blackboard site.

Instructions for writing paper:
1. Criteria for the advanced writing course and APA format are to be used.
2. Times New Roman or Arial, 12 pt. font is required.
3. A cover/title sheet is required for all papers.
4.Paper length should be 4-5 complete pages (excluding the
references and cover page)
5.A minimum of five (5) references is required.

References
* Should be published within five years.
* Secondary sources are to be avoided with rare exceptions.
* Should be primarily from nursing journals and nursing texts.
* WEB references should be avoided.


I have emailed 3 nursing journal article which may be appropriate to use for the paper.





There are faxes for this order.

Project Title
-------------
Risk Management and Analysis - Process and Policy before Technology

Propsed Abstract
----------------
According to studies released by the FBI and the Computer Security Institute (CSI), over 70% of all attacks on sensitive data and resources reported by organizations occurred from within the organization itself. Implementing an internal security policy appears to be just as important as an external strategy. The objective of this report is to highlight the necessity of internal processes and policy alongside technology when managing and mitigating risk. The author narrates the problems of security from the unseen forces in an individual that influence thought, behavior and personality. Computers do not yet have the intelligence to question human reasoning, understand the human psyche and then take action based upon logical deduction. The subject matter for this dissertation is based the authors own personal working experiences, modules taught in the Master of Software Engineering and course materials used.

Background (maybe part of opening Chapter 1)
----------
Many of the firms in question that I worked for invest significant sums of money per annum into technology, with the newfound belief that software creates the competitive advantage and brings business value to the market place. These assets some of which are tangible require many forms of security to protect them from vandals, hackers, thieves and yes, even competitors. It is the traditional techniques of using hardware and software to manage this risk that the author believes to be the underlying problem of safe keeping their information commodities.

There is not yet a computer with the artificial intelligence, to understand, that one person accessing a system with another persons credentials maybe alarm for suspicion. It cannot discuss this with another peer computer or explain the extra sensory feelings it has to its human superior. It does not have the ability to correlate the companys compliance rule regarding computer access against the activity a person is performing on a machine it knows does not belong to that person.

Just as computers need rules and boundaries in order to operate in, so do people, as a society we remain sure of this. We cannot however assume that the person knows the consequences of their actions, and understands that what they are doing may be wrong based upon the rules which have been put in place by the company. We have to educate and teach first, discipline and enforce last.

The report should demonstrate the use of software engineering subject matter taught in

1. Practical Software Engineering
2. People and Security
3. Security Risk Analysis and Management
4. Security Principles
5. Software Development Management

Requirements (IMPORTANT)
------------
- An Oxford layout

- At the start of each (proper) chapter I'd expect to see a paragraph along the lines of "In this chapter we're going to do X. We're going to start by thinking about Y and then we'll move on to tackle Z.

- The theory of nature versus nurture in software engineering should be the central point to this project. I am trying to theorise that a persons genetic make up and social up bringing (both parental and cultural), has a definative role to play in software engineering. Is it not logical that our traits and imperfections are carried over to become part of the things we create? If so how do we analise this and what do we do to mitigate and manage the risk involved?

Questions to think about
-----------------------

- Why does a person hack computer systems? What makes them do this? Is their a median hacker age? What stats can prove this? If there is an age pattern would that be part of a process company's would implement to help prevent internal hacking based on age, gender, chemical make up? What are the moral implications of such a thing?

Examples would be to analyse some of the major software engineering failures, such as the following, and ask if better process could have been implemented to prevent this from happening -

The AT&T network collapse (1990)
In 1990, 75 million phone calls across the US went unanswered after a single switch at one of AT&T's 114 switching centers suffered a minor mechanical problem, which shut down the centre. When the centre came back up soon afterwards, it sent a message to other centres, which in turn caused them to trip and shut down and reset.

The culprit turned out to be an error in a single line of code -- not hackers, as some claimed at the time -- that had been added during a highly complex software upgrade. American Airlines alone estimated this small error cost it 200,000 reservations.

Mars Climate Observer metric problem (1998)
Two spacecraft, the Mars Climate Orbiter and the Mars Polar Lander, were part of a space program that, in 1998, was supposed to study the Martian weather, climate, and water and carbon dioxide content of the atmosphere. But a problem occurred when a navigation error caused the lander to fly too low in the atmosphere and it was destroyed.
What caused the error? A sub-contractor on the Nasa programme had used imperial units (as used in the US), rather than the Nasa-specified metric units (as used in Europe).

http://www.wired.com/software/coolapps/news/2005/11/69355

Mariner I space probe
A bug in the flight software for the Mariner 1 causes the rocket to divert from its intended path on launch. Mission control destroys the rocket over the Atlantic Ocean. The investigation into the accident discovers that a formula written on paper in pencil was improperly transcribed into computer code, causing the computer to miscalculate the rocket's trajectory.

Article that reflects my thoughts for this dissertation
-------------------------------------------------------

http://jacobian.org/writing/syntactic-sugar/

However, Ive seen this particular assertion all programming languages are the same because theyre all Turing complete used repeatedly as long as Ive been a programmer. It drives me nuts.

Sure, its true on a technical level. Any computer language we write gets interpreted and compiled down to machine code, so at a practical level a C program with a for(;;) loop and a Python list comprehension might end up with the same values flowing over my registers and the same instructions dropping into the CPU. But this reductionist view of programming completely ignores the incredibly important role that language plays in thought.

The traditional view of languages human or computer is that theyre a tool we use to express thought. But modern literary and linguistic theory holds that its a two way street: our thought drives our language, but the language we use leaves an indelible imprint on our thought processes. Im not a linguist, but from what I can tell the Sapir-Whorf hypothesis is the main designator for this idea of language influencing thought.

http://en.wikipedia.org/wiki/Sapir-Whorf_hypothesis

The hypothesis postulates that a particular language's nature influences the habitual thought of its speakers: That is, different language patterns yield different patterns of thought. This idea challenges the possibility of perfectly representing the world with language, because it implies that the mechanisms of any language condition the thoughts of its speaker community.

Theres no question in my mind that this applies full-force to software development: different languages make it easier or harder to conceive of certain types and classes of algorithms. So-called syntactic sugar can make a big difference in efficiency: one language might naturally lend itself to writing a something close to the theoretically optimal case, while another might lead you towards a different, less efficient, solution.

Most importantly, though, is the way that computer languages intersect with our own thoughts. Youll often a developer talk about how his favorite language fits my brain or matches the way I think. As a group of analytical types, we often dismissthese types of assertions in favor of more quantitative measurements of performance or memory consumption. But thats a huge mistake: well always be more productive in a language that promotes a type of thought with which were already familiar.

http://en.wikipedia.org/wiki/Neuroplasticity

According to the theory of neuroplasticity, thinking, learning, and acting actually change both the brain's physical structure, or anatomy, and functional organization, or physiology from top to bottom.

In other words, what you think changes what you *will* think.

http://en.wikipedia.org/wiki/Syntactic_sugar

Bibliographys
-------------
At least 50 or more, here are some that I have been researching already

Journal Articles

[ja1] John Soat, 2008, Tomorrows CIO: Process Before Technology, http://www.informationweek.com/blog/main/archives/2008/06/tomorrows_cio_p.html
[ja2] Matt Blaze, 2004, Safecracking for the computer scientist, http://www.crypto.com/papers/safelocks.pdf

Books

[b1] Bruce Schneier, 2000, Secrets and Lies: Digital Security in a Networked World, ISBN 0471253111, John Wiley
[b2] Drew Miller, Michael Bednarczyk, 2005, Black Hat Physical Device Security: Exploiting Hardware and Software, ISBN 193226681X, Syngress
[b3] Harold F. Tipton, Micki Krause, 2007, Information Security Management Handbook, ISBN 0849374952, CRC Press
[b4] Pierpaolo Degano, 2007, Programming Languages and Systems: 12th European Symposium on Programming, ESOP 2003, Held as Part of the Joint European Conferences on Theory and Practice of Software, ETAPS 2003, Warsaw, Poland, April 7-11, 2003 : Proceedings, ISBN 3540008861, Springer
[b5] James S. Tiller, Tiller S. Tiller, 2005, The Ethical Hack: A Framework for Business Value Penetration Testing, ISBN 084931609X, CRC Press
[b6] Albert-Lszl Barabsi, 2003, Linked: The New Science of Networks, ISBN 0738206679, Basic Books
[b7] Watts S. Humphrey, 1997, Introduction to the Personal Software Process, ISBN 0201548097, Addison-Wesley
[b8] Thomas A. Birkland, 2005, An Introduction to the Policy Process: Theories, Concepts, and Models of Public Policy Making, ISBN 0765614898, M.E. Sharpe
[b9] G. David Garson, 1995, Computer Technology and Social Issues, ISBN 1878289284, Idea Group Inc (IGI)
[b10] Louis A. Poulin, 2005, Reducing Risk with Software Process Improvement, ISBN 084933828X, CRC Press
[b11] Bruce Schneier, 2003, Beyond Fear: Thinking Sensibly about Security in an Uncertain World, ISBN 084933828X, Springer
[b12] Kevin David Mitnick, 2002, The Art of Deception: Controlling the Human Element of Security, ISBN 0471237124, John Wiley and Sons
[b13] Eric Gander, 2003, On Our Minds: How Evolutionary Psychology is Reshaping the Nature-versus-nurture Debate, ISBN 0801873878, JHU Press
[b14] Lorrie Faith Cranor, Simson Garfinkel, 2005, Security and Usability: Designing Secure Systems that People Can Use, ISBN 0596008279, O'Reilly
[b15] Ross Anderson, 2001, Security Engineering: A Guide to Building Dependable Distributed Systems, ISBN 0470068523, John Wiley and Sons

World Wide Web

[www1] Wikipedia, (2008), Wile E. Coyote and Road Runner, http://en.wikipedia.org/wiki/Wile_E._Coyote_and_Road_Runner
[www2] Wikipedia, (2008), Cash is King, http://en.wikipedia.org/wiki/Cash_is_king
[www3] Wikipedia, (2008), Disk Cloning, http://en.wikipedia.org/wiki/Disk_cloning
[www4] Wikipedia, (2008), Firewall, http://en.wikipedia.org/wiki/Firewall
[www5] Wikipedia, (2008), Intrusion detection system, http://en.wikipedia.org/wiki/Intrusion-detection_system
[www6] Wikipedia, (2008), Virtual private network, http://en.wikipedia.org/wiki/Vpn
[www7] Wikipedia, (2008), Smart Card, http://en.wikipedia.org/wiki/Smart_card
[www8] Wikipedia, (2008), Anti-virus, http://en.wikipedia.org/wiki/Antivirus
[www9] Wikipedia, (2008), Encryption, http://en.wikipedia.org/wiki/Encryption
[www10] Wikipedia, (2008), Nature versus nurture, http://en.wikipedia.org/wiki/Nature_versus_nurture
[www11] Kimberly Powell, (2008), Nature vs. Nurture - Are We Really Born That Way?, http://genealogy.about.com/cs/geneticgenealogy/a/nature_nurture.htm

Society, Mental Health, and Welfare
According to Wronka, human rights is the cornerstone . . . of social justice (Wronka, 2008, p. xix). Throughout history, human beings have felt the need to develop guiding principles. Examples include the Ten Commandments of Judaism, the Eight Beatitudes of Christianity, the Five Pillars of Islam, the Eightfold Path of Buddhism, the Humanistic Manifesto, the Inupiaq Values, and the Golden Rule. Clearly, community leaders deemed it necessary to determine core principles, rules, and/or values to ensure the existence of a productive and healthy community. These principles, rules, or values then served as the foundation for laws and for punishing or constraining those who chose to violate them. The principles have formed the justification for combating atrocities and inequities, whether through social justice, legal action, criminal prosecution, international collaboration, or other forms of change.

Wronka speaks to the journey of social justice, specifically, and while this course is not a social justice course, social action, leadership, and advocacy certainly can and are used in the name of social justice and in righting societys wrongs. In this course you explore how the theories and processes related to social change, leadership, and advocacy may be applied to such ends as societal change to address social injustice. Thus his words above apply to this course.

As Wronka implies, then, values are central to social change. It is your values that give rise to passion around problems and issues that you believe need changing and that motivate you to take action. Therefore this course begins with you reflecting on your values and the passion that they elicit around issues about which you care, as a human being and as a counselor educator.

To prepare for this assignment:

Review the Preface and Chapters 1, 2, and Appendix B in the course text, Human Rights and Social Justice: Social Action and Service for the Helping and Health Professions. Pay particular attention to problems or issues that reflect your values and resonate for you??"problems or issues that could benefit from social change, leadership, and advocacy and contribute to a society that is committed to the mental health and welfare of its members. (faxed)
Review Chapter 1 and Chapter 3 in the online text, Social Action: A Mandate for Counselors. Consider problems or issues related to the profession that could benefit from social change, leadership, and advocacy and contribute to a profession that supports a society committed to the mental health and welfare of its members. (attached)
Review Appendix A, "The Universal Declaration of Human Rights, in the course text, Human Rights and Social Justice: Social Action and Service for the Helping and Health Professions. Reflect on the principles that guide the rights and freedoms set forth in this Declaration. Then, think about how upholding these rights might contribute to a society that supports the mental health and welfare of its members. (faxed)
Identify two problems or issues that arouse your passion, one related to the counseling or human services profession and one related to society. Think about the values that give rise to your passion for these issues and how addressing these issues could contribute to a society that is committed to the mental health and welfare of its members and a profession that supports that commitment.

With these thoughts in mind:

Write a 300 word description of one problem/issue related to the counseling or human services profession, and one societal problem/issue, each of which arouses your passion. Then, describe the values that give rise to your passion for these problems/issues. Finally, explain how the upholding of these values might contribute to creating a society that supports the mental health and welfare of its members, remembering the broad conceptualization of mental health and human rights.

Be sure to support your postings and responses with specific references

There are faxes for this order.

Sources for this essay do not need to be cited because we are to only use our textbook for material. I will be providing the chapter material from the book to you for this assignment once I receive my username and password.
For this assignment, please only use Chapter 6 from the material I send. Thank you.

Instructions/criteria for this essay are as follows:

Was the American Revolution inevitable?
How did the British treat the colonies?
Were the different tax acts necessary?
How did Colonists respond?
Could the British have taken a different path that didnt lead to revolution?

APA, double-spaced, 12 pt Times New Roman font
Reference page is not needed


There are faxes for this order.

Rahela Choudhury= I want this writer to write my paper. Thanks. This course is African American and African studies. "Introduction to the impact of broad historical forces such as colonization and capitalist slavery on race relations; the interdependence of ideology and social structure." The professor came from Ghana which means that if the paper mentions about Ghana, it will be very good.

The paper is about, "The Autobiography of Martin Luther King". What he has done for African Americans, what I felt, who he was, how he is dead, something like that, how he influenced me. whats the movement. Thanks. I want to you find sources only internet. Also, I need those addresses on the reference sheet. I hope you use this information as well,
"and came across the following interesting statements that this great man made about Ghana when he attended the Independence Day events of Ghana in 1957 ... Dr. Martin L King Jr. said among other things..........

"Ghana has something to say to us. It says to us first that the oppressor never voluntarily gives freedom to the oppressed. You have to work for it. Freedom is never given to anybody. Privileged classes never give up their privileges without strong resistance."

"The minute I knew I was going to Ghana I had a very deep emotional feeling. A new nation was being born. It symbolised the fact that a new order was coming into being and an old order was passing away."

"About midnight on a dark night in 1957, a new nation came into being. ... we noticed all over the polo grounds almost a half million people .... I could hear people shouting all over that vast audience, "Freedom, Freedom!" before I knew it, I started weeping. I was crying for joy. ... And I could hear that old Negro spiritual once more crying out: 'Free at last, free at last, Great God Almighty, I'm free at last.'"

"The thing that impressed me more than anything else that night was when Nkrumah and his other ministers who had been in prison with him walked in. They didn't come in with the crowns and all of the garments of kings. They walked in with prison caps .... Often the path to freedom will carry you thruogh prison."

Details:
After reading "International Entrepreneurship at Infusion," discuss the following items in a paper of 1,000-1,250 words:
1) Describe the international entrepreneurship that has taken place at Infusion.
2) How can Infusion remain nimble and innovative enough to compete along with constantly emerging technology, despite its maturing organizational structure?
3) How can Infusion ensure opportunities for staff to engage entrepreneurship and pursue rapid personal growth?
4) What path forward would you recommend for Infusion?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Effective Approaches in Leadership and Management

In this assignment, you will be writing a 1,000-1,250-word essay describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

1) Select an issue from among those listed below: Selected as below per the instructor:

a) Nursing shortage and nurse turn-over

2) Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.

3) Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.

4) Use at least two references other than your text and those provided in the course.

5) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

6) This assignment uses a grading rubric that can be viewed at the assignment's drop box. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
The grading rubric is provided as below:

Criteria Achievement Level
Unsatisfactory
(0-71%) Less than Satisfactory
(72-75%) Satisfactory
(76-83%) Good
(84-94%) Excellent
(95-100%)
Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings. 4.26 points
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is not provided. 4.5 points
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided; however, relevant information is missing, such as not providing support for your rationale by using the theories, principles, skills and roles of the leader versus manager described in your readings, or not providing at least two references beyond your text. 4.98 points
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided and meets the basic criteria for the assignment as indicated by the assignment instructions. 5.64 points
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, and is provided in detail. 6 points
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.
Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style. 4.26 points
The identification of the approach that best fits your personal and professional philosophy of nursing is not provided. 4.5 points
The identification of the approach that best fits your personal and professional philosophy of nursing is provided; however, relevant information is missing, such as an explanation to why the approach is suited to your personal leadership style. 4.98 points
The identification of the approach that best fits your personal and professional philosophy of nursing is provided and meets the basic criteria for the assignment. 5.64 points
The identification of the approach that best fits your personal and professional philosophy of nursing, along with an explanation to why the approach is suited to your personal leadership style, is provided in detail. 6 points
The identification of the approach that best fits your personal and professional philosophy of nursing meets all criteria for the assignment, and is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.
Thesis Development and Purpose


0.53 points
Paper lacks any discernible overall purpose or organizing claim.

0.56 points
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. 0.62 points
Thesis and/or main claim are apparent and appropriate to purpose. 0.71 points
Thesis and/or main claim are clear and forecast the development of the pap. It is descriptive and reflective of the arguments and appropriate to the purpose. 0.75 points
Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paragraph Development and Transitions

0.53 points
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. . 0.56 points
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. 0.62 points
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. 0.71 points
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. 0.75 points
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

Mechanics of Writing
(includes spelling, punctuation, grammar, language use)

0.53 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. 0.56 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present. 0.62 points
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. 0.71 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. 0.75 points
Writer is clearly in command of standard, written, academic English.


Paper Format
(1- inch margins;
12-point-font;
double-spaced;
Times New Roman, Arial, or Courier)
0.21 points
Template is not used appropriately or documentation format is rarely followed correctly. 0.23 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

0.25 points
Template is used, and formatting is correct, although some minor errors may be present. 0.28 points
Template is fully used; There are virtually no errors in formatting style. 0.3 points
All format elements are correct.


Research Citations
(In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
0.32 points
No reference page is included. No citations are used. 0.34 points
Reference page is present. Citations are inconsistently used. 0.37 points
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. 0.42 points
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. 0.45 points
In-text citations and a reference page are complete. The documentation of cited sources is free of error.


The readings for #2 as stated in the instructions above, is provided as below:

READINGS:
Read chapters 8, 9, 11, and 17 in the text book.

Read "Communication Strategies for Getting the Results You Want" by Haeuser and Preston, from the Healthcare Executive (2005), located in the GCU eLibrary at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=15458261&site=ehost-live&scope=site

Read "Improve Your Environment Through Communication and Change" by Lefton, from Nursing Management (2007), located in the GCU eLibrary at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2009384739&site=ehost-live&scope=site

Read "Persuasive Business Proposals: Writing to Win More Customers, Clients, and Contracts" by Obuchowski, from the Harvard Management Communication Letter (2005), located in the GCU eLibrary at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=17515580&site=ehost-live&scope=site

Wertheim, E. (n.d.). Guide for Written Communication. Northeastern University, College of Business Administration. Retrieved August 25, 2007, from http://web.archive.org/web/20080211140854/http://web.cba.neu.edu/~ewertheim/skills/writovv.htm

Read "Verbal Communication Model: An Idea", located on the Vtaide Web site at http://www.vtaide.com/lifeskills/verbalC.htm

Read the Module 2 Lecture.:

INTRODUCTION


Every organization needs both managers and leaders. Although these roles may be in conflict with each other in certain circumstances, the health care environment demands the contribution of both managers and leaders. The focus for this week will be on the roles and responsibilities of managers and leaders in health care organizations, their differences, their similarities, and how they may be integrated.




Roles and Responsibilities of the Manager

The role and responsibilities of the manager are to ensure that organizational resources are used effectively and efficiently. A manager's responsibility is to make sure staff has the tools required to accomplish the work. A manager is often perceived as being task-oriented.

According to Donnelly (2003), the skills of a manager can be divided into these categories: leadership skills, people skills, budgeting and finance, quality of care skills, and information technology skills. Leadership skills, although often differentiated from management skills, are absolutely essential for nursing managers. People skills include interviewing new employees, conducting staff meetings, and communicating effectively with the members of the team. Financial skills may be most often associated with managers and are important in every organization. For the nurse manager, finances are particularly important, as we need to be able to support the work of patient care with the resources necessary to provide that care. Quality of care skills include understanding how to gather, analyze, and interpret quality data and how to use that data to drive performance improvement. Information technology skills are increasingly important as healthcare becomes more automated and nurses become more dependent on computers as tools at the bedside.

According to Kotter, the result of an effective manager is "predictability and order which consistently produces key results for various stakeholders" (1990, p. 2). Managers make life easier for employees through concrete actions. Managers set the expectations and the rules to be followed, motivate the individual members of the team, and assist each staff member to develop their full potential.

Roles and Responsibilities of the Leader

"?let whoever is in charge keep this simple question in her head (not, how can I always do this right thing myself, but) how can I provide for this right thing to always be done?" (Florence Nightingale, Notes on Nursing)

Leaders are often seen as individuals who encourage the growth and progress of the organization. The word itself implies movement, and an effective leader will not let a person remain where they are in terms of rank or skill level. An effective leader promotes forward movement.

Leadership remains a vague concept, but ideas about what makes a great leader abound. According to The Teal Trust (n.d.), Warren Bennis defines leadership as a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential. Leaders inspire, enable, encourage, and act as role models. A true leader will not let personal goals or conflicts affect the goals of the organization.

Leaders have four main responsibilities. The first is to establish direction, vision, and the strategy to reach that vision for the future. The second is to align people around the vision through communication. This step is critical for leadership because it is where buy-in of the vision occurs. The leader must establish support for the vision in order to make it a reality in the present. The third responsibility of leadership is to motivate and inspire. These two topics are most popular when discussing leadership. And finally, leaders must overcome political, bureaucratic, and resource barriers to make change happen.

Kowalski (2003) describes the Five C's of Leadership as character, commitment, connectedness, compassion, and confidence. Individuals should evaluate their personal leadership skills by evaluating their behavior in private situations. Is keeping one's word and valuing other people a common behavior?

Integrating the Roles of Manager and Leader

Not all leaders are managers, and not all managers are leaders. All managers have formal authority through title and position in the organization, but some leaders have no formal authority or title; these are informal leaders. Although the term manager and leader are often used interchangeably, distinct differences between the roles do exist, as well as overlap in the function of the two roles. For example, a leader may be able to articulate a compelling vision of a highly functioning unit in which patient care is exemplary and the staff is performing to their highest level. However, if the leader who articulates this vision is unable to ensure that day-to-day operations are carried out effectively, staff will not be inspired to work toward the goal(s) that have been set. Managers who find that they are weak on leadership must strive to develop their leadership skills. (Donnelly, 2003)

Nursing managers and leaders must understand their role in the importance of communication both within and outside of the organization. Each word, action, or statement may be taken out of context. Therefore, words must be weighed carefully. As discussed in Lecture 7, communication is imperative to conflict resolution. The focus for this week will be on the styles of communication and role of the leader in communicating a shared vision.

Non-verbal communication

According to Select, Assess and Train (2007), studies show that during interpersonal communication, 7% of the message is verbally communicated and 93% is nonverbally transmitted. Of the 93% that is nonverbal, 38% is through vocal tone and 55% is through facial expressions.

Body language might be the oldest language, and it can be the determining factor of whether leaders are successful. Good posture indicates that a leader is confident, and making eye contact tells the receiver that the speaker is interested in them, although it can be tricky due to varying cultural norms. Hand movements can reveal what the mind is thinking. Hands with little movement signify calmness. Hands that are active may indicate nervousness or tense situations. A person who is defensive and is rejecting a message will most likely fold their arms, cross their legs, or turn their body away from the speaker.

Listening is a key element in nonverbal communication. Gabor (1994) gives these tips for T-A-C-T-F-U-L conversations:

T = Think before you speak

A = Apologize quickly when you blunder

C = Converse, don't compete

T = Time your comments

F = Focus on behavior?not on personality

U = Uncover hidden feelings

L = Listen for feedback

In other words, what is said is not nearly as important as how it is said.

Verbal Communication

Verbal communication is the most common type of communication and perhaps the most dangerous. Leaders and managers must possess skills and knowledge to discern whether the information presented are the facts or whether the information is out of context. Adeptness in acquiring information and questioning will save the leader from communicating decisions with grave consequences.

Mistrust results when information is withheld, resources are allocated inconsistently, and employees have no support from management. It doesn't matter if these things have actually happened or not. As long as the perception exists that these situations are real, the climate of mistrust will escalate and employee alienation will grow (Fitzpatrick, 2003, p. 129).

Making presentations to groups or key individuals is a regular part of the leader's role. Delivering a comprehensible message that is required to gain support requires practice, review, and a willingness to overcome the greatest fear in communication?public speaking. In public speaking or when giving any presentation, it is imperative to know the subject. A speaker should be prepared for a situation in which the audience questions the content and its validity.

Technology can be a great aide to communication, except when it does not work. Having a backup plan is essential. In the early part of the presentation, the speaker should gain trust with the audience and intrigue them so that they want more information. The core of the presentation should be kept concise, and feedback should be asked for in the end so that the speaker will know how to improve for the next time. In a small group, feedback and questions can be asked for periodically.

Speaking one-on-one with an individual is quite different from a presentation, but it still has the potential to be intimidating, depending on the subject matter and situation. Techniques to overcome this uneasy feeling include the use of open-ended questions that encourage expression and open dialogue. A speaker may ask, "Would you mind telling me more about that?" He or she can also use eye contact and lean forward. Being natural and relaxed also helps. Paraphrasing the message in fewer words can confirm whether the message was received accurately. Throughout the conversation, the speaker should be conscious of his or her tone. Tone sets the stage for open or closed conversation. To conclude the conversation, the main points can be summarized to check that the receiver is in agreement with what has been said.

Written Communication

Many people are intimidated by writing because when something is in written form, it cannot be taken back and is open to scrutiny indefinitely. Thankfully, today's technology takes grammar, spelling, and punctuation to a new level of error prevention. Some basic tips when writing include the following:

1) Avoid the use of slang words or conjunctions.

2) Do not fall prey to repetitive words or phrases?when in doubt, consult a thesaurus.

3) Spell out all acronyms when first referring to an entity? once identified, you may then use the abbreviation.

4) Steer clear of the use of symbols.

5) Keep sentences short, but not choppy.

6) Check the spelling of names of people or companies.

Letter writing should start with an overall summary in the first paragraph. This tells the reader why this information is important to read. The body of the letter should explain the reason for the letter and the background information. The closing is the final impression a writer leaves and should emphasize the importance of an action item such as a follow-up. The writer should proofread the letter thoroughly for punctuation, content, conciseness, and flow. It is important to ensure that the message is clear. Finally, contact information should always be included.

In these modern times, most written communication in business is conducted via e-mail. Although one may feel tempted to treat e-mail more casually than a business letter, remember that this is still business communication. Perceptions of people are determined, in large part, by the tone set in e-mail and other forms of communication. When in doubt, err on the side of formality, rather than informality in e-mail. No one should write anything in an e-mail that they would not want others besides the sender to see. There is no way of knowing to whom the e-mail may be forwarded. Never use ALL CAPS in e-mail as this can be perceived as shouting at the reader. Finally, keep e-mails short. If the reader has to scroll down to read the end of the message, there is a good chance it will not be read.

Career Planning and Resume Development

Frank Lloyd Wright once said, "I know the price of success; dedication, hard work, and an unremitting devotion to the things you want to see happen." This requires, of course, that one knows what one wants in life and in a career. The first step then, in career planning, is self-reflection in order to discover what one's true desires are. Without spending time examining the wishes of the heart and mind, it is impossible to create a plan for success in one's career. Once a career plan has been defined, career goals can be set that will enable the end point to be reached.

After this work has been done, one must create a resume that will enable the individual to gain employment in the organizations that will best facilitate one's career goals. In nursing, many positions at the front line do not require a resume but only an application. However, it is important to note that while the application may give the employer the information that they desire, the resume gives the applicant an opportunity to call attention to those values, skills, and interests which the nurse believes are of importance to the role in question. The resume should point out to the prospective employer the applicants strengths and passions, both professionally and personally.

Rather than beginning a resume with an objective, an innovative approach is to include a profile, written in an active voice. Whereas an objective tells the employer what the applicant is seeking, a profile highlights for the employer what the applicant brings to the role.

Guidelines for successful resume preparation from Marquis and Huston (2006) include:

1) Type the resume in a format/font that is easy to read.

2) Emphasize your strong points and minimize your weaknesses.

3) The resume should be free of grammatical or syntactical errors.

4) The resume should be written in a direct manner using active voice whenever possible.

Communicating a Shared Vision

"Vision without action is a daydream. Action without vision is a nightmare." ? Japanese proverb.

This statement illustrates well the importance of vision, and a vision is only as good as the extent to which it is communicated effectively to those who must make it come alive. Vision gives purpose to an organization and its employees and meaning to daily tasks. Leaders establish integrity when communicating vision, walking the walk, and talking the talk. Some of the core behaviors that leaders use to communicate vision include showing empathy, demonstrating ethical decision-making, and focusing on planning and the intricacies of impact when action is taken. It is critical to involve others and communicate vision through many different methods and with a variety of strategies. This tactic gives people the opportunity to adjust, adapt, and embrace the change that is inherent in moving towards the future. An open communication model is imperative to the success of the leader and the organization.

CONCLUSION


Although managers and leaders have distinct roles within an organization, the most effective people will blend the functions and roles in their work. Management keeps the wheels turning, making sure the lights are on, that people get paid, and that everyone is meeting their targets. Leadership involves taking risks, changing things that require change for the growth of the organization, sharing one's ideas and opinions, and exposing oneself to criticism. It takes both managers and leaders to keep an organization running and to move the organization into the future. If one person is both a manager and a leader, the organization benefits through efficiency and effectiveness.

A successful leader must be:

1) Known to those he or she hopes to lead?must be visible and approachable.

2) Expert in the development, execution, and evaluation of public relations plans.

3) Articulate with one-on-one conversation, small groups, or large audiences.

4) Capable of convincing all stakeholders of the possibilities inherent in the future.

5) A great listener, both inside and outside of the organization.





Leaders need to be keenly aware of their verbal and nonverbal communication styles. Having emotional intelligence in these areas can prevent chaos and support a flourishing organization.



REFERENCES


Donnelly, G. F. (2003). How leadership works: Myths and theories. Five keys to successful nursing management. Philadelphia: Lippincott, Williams, & Wilkins.

Fitzpatrick, M.A. (2003). Getting your team together. Five keys to successful nursing management. Philadelphia: Lippincott, Williams, & Wilkins.

Gabor, D. (1994). Speaking your mind in 101 difficult situations. New York: Simon & Schuster.

Kotter, J. (1990). A force for change: How leadership differs from management. New York: Free Press.

Kowalski, K., & Yoder-Wise, P. S. (2003). Five C's of leadership. Nurse Leader, 1(5), 26-31.

Marquis, B. L., & Huston, C. J. (2009). Leadership roles and management functions in nursing: Theory and application (6th ed.). Philadelphia: Lippincott, Williams, & Wilkins.

Select, Assess & Train. (2007). Non-verbal communication.

The Teal Trust. (n.d.). Our definition of leadership.

Ross, A., Wenzel, F. J., & Mitlyng, J. W. (2002). Leadership for the future: Core competencies in healthcare. Chicago: Health Administration Press.
Please let me know early if you need additional instructions for this order.
Thank you ,
Lucy Amenyo.

Its an MBA Goal statement essay. It should be a 2 page discussion of the reasons I am pursuing an MBA and how this degree fits into my career aspirations, as well as why I chose this particular University. I graduated from the same university with a bachelor in finance. So I wanted to talk little bit about that. I have so many fond memories at this university; I had the honor of meeting there amazing faculty and students from all over the world who have been great inspiration and guiding factors throughout my career. I was a part of couple of the college business organizations; I was an officer for the finance association for one semester. Being a part of this organization helped me prepare for my professional life; also I was with a group of friends who were always there for me. I wanted to talk little bit about my career too. After graduating, I went to Africa to work for almost 3 years. I worked as Assistant Manager for a Real Estate company. Part of my job was developing a real estate marketing strategies, management plans, I assisted in the development, communication and monitoring of properties prices, and I assisted in the preparation of accounting reports. It was a great experience that I learned from a lot. Now that I am back to the states, I am trying to get a job in the same field marketing, management, or real estate. Meanwhile, I am trying to earn a degree that will definitely help me have a broader outlook because of the excellent preparation the university will provide me. In my goal statement I wanted to focus on how an MBA from this university will help me achieve my career goals and help advance. MBA program offered in fulfills my needs. Also nowadays companies prefer MBA holders. Above all, MBA program in this university will help me both gain more business knowledge and skills, advance in my career which in turn, with my interest, strong motivation, multi language skills, persistence and solid technical background will realize my dream to establish my own company. Please include any additional information you think the Admissions Committee might find useful.

Hi,
This paper will identify a prominent individual nurse and document the major contributions the nurse has made toward huminizing health care. This paper should talk about Frances Payne Bolton; her life as an individual, nurse and the importants towards health care that she established especially during World War II when Bolton sponsored the Bolton Act to address the critical shortage of nurses and protect the health of the nation as well as other improvements that she made towards nursing and health care. The effect that she had back then on establishing reforms that are seen in todays health care and nursing profesions. How did Frances Payne Bolton help nursing profession to improve and be where it is today.

In this paper a lot of citations are needed in a APA format- that''s a must!!!
As many as 10 variety of resources, i.e., Archives of Nursing Leadership at the Dodd Center for example.
I need a six page essay plus a complete page with a comprehensive reference list and bibliography.

Thank you

***** Here is what I have submitted to my prof; and also I have included a copy of the course syllabus (p.4-9) and list of some resources/ a working bib.(p. 2-3) (Ignore the page numbers though; they arent special.) *******
Plagiarism is not tolerated in my course or institution and the paper will be run through plagiarism software; so please ensure none of the paper is plagiarized.

Please email to:
[email protected]
[email protected]
[email protected]

I can provide more/alternate email addresses if needed; please let me know if you require them; I would like to receive my paper on time and I understand there can be complications.



My research paper addresses the power of language. The theory and methods of performing discourse analysis will be considered, as well as larger questions concerning how language functions in society and why it is important. My paper will examine discourse used in politics in a variety of ways. The primary sources I have consulted are books and articles; and my research process entails broad research on the topic followed by a narrowing of the scope to address specific questions as I progress through and construct my argument schema.

I suppose my working thesis at this time would simply be that language is powerful, and can be used to influence and manipulate the thought processes and actions of others when constructed and expressed strategically, especially in politics.

Working Outline:

I. Discussion of language and how it functions socially. This section is meant to stimulate the readers interest and will raise the critical questions which my paper addresses.

II. Introduction of the theory and methods of discourse analysis; with brief examples and discussion.

III. Discussion of how manipulation of language can mean power in our society; followed by close examination of several longer examples (political speeches, propaganda, campaign advertisements).



** My instructor comments were to find my central argument and the sub arguments that support it. **

Possible Argument: that a politicians speech conveys a message to the listener that is deceptive and misleads the listener into interpreting the speech in a way which is incorrect/untrue.(???)

********Thank you so much!!!!********
Mel



~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Page 2-3

Sources:

Brammer, Charlotte. "Analyzing political discourse: Theory and practice." Language 82.3 (Sep. 2006): 674-675. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Brown, Gillian. Speakers, Listeners and Communication. New York, NY: Press Syndicate of the University of Cambridge, 1995. Print.

Bull, Peter, Anita Fetzer, and Marjut Johansson. "Prologue: Analyzing the Fine Details of Political Commitment." Journal of Language & Social Psychology 27.4 (Dec. 2008): 324-332. Academic Search Premier. EBSCO. 12 Sep. 2009 <>.

Condor, Susan, and Antaki, Charles. "Social Cognition and Discourse." Discourse as Structure and Process. 1. (1997): 320-348. Print.

Erkazanci Durmu?, Hilal. "Political Discourse in the Media: Cross-Cultural Perspectives." Discourse & Society 20.1 (Jan. 2009): 179-182. Academic Search Premier. EBSCO. 10 Sep. 2009 .

Gee, James Paul. An Introduction to Discourse Analysis: Theory and Method. 2nd ed. New York, NY: Routledge, 2005. Print.

Harris, Zellig. Mathematical Structures of Language. New York, NY: John Wiley & Sons, Inc., 1968. Print.

Levinson, Martin H. "Examining Five Over/Under- Defined Terms used in American Political Discourse." ETC: A Review of General Semantics 65.2 (Apr. 2008): 134-140. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Llewellyn, Nick. "Arguing against absent arguables: organizing audience participation in political discourse." Discourse Studies 8.5 (Oct. 2006): 603-625. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Phouliaraki, Lilie. "Political discourse in the news: democratizing responsibility or aestheticizing politics?." Discourse & Society 11.3 (July 2000): 293. Academic Search Premier. EBSCO. 12 Sep. 2009 .

Shenhav, Shaul R. "Thin and thick narrative analysis: On the question of defining and analyzing political narratives." Narrative Inquiry 15.1 (Jan. 2005): 75-99. Academic Search Premier. EBSCO. 13 Sep. 2009 .

Simon, Adam F., and Jennifer Jerit.. "Toward a Theory Relating Political Discourse, Media, and Public Opinion." Journal of Communication 57.2 (June 2007): 254-271. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Uszkoreit, Hans. "Discourse and Dialogue." Survey of the State of the Art in Human Language Technology. 1996. Oregon Graduate Institute of Science and Technology: Center for spoken Language Understanding, Web. 08 Sep 2009 < http://cslu.cse.ogi.edu/HLTsurvey/ch6node1.html>.

Westerhuis, Diane. "Analyzing Political Discourse: Theory and Practice." Discourse & Society 17.3 (May 2006): 421-423. Academic Search Premier. EBSCO. 14 Sep. 2009.

Zinken, Jrg. "Ideological imagination: intertextual and correlational metaphors in political discourse." Discourse & Society 14.4 (July 2003): 507-523. Academic Search Premier. EBSCO. 13 Sep. 2009 .

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Page 4-9

COURSE SYLLABUS

Department of English
ENGL498
Senior Seminar in English
Three Credit Hours

Prerequisites:
This course should be scheduled after completion of all required and core courses in the BA in English degree path.

Course Description:
The culminating point of an undergraduates career, this senior course offers students the rhetorical knowledge and research practices needed to write and to research successfully in any discourse community within which they might find themselves?as students, professionals, and citizens. While university students are projected to make several career changes within their working lifetimes, these transitions and the challenges of their complex personal and public lives will require critical thinking skills and informed flexibility. This course is designed to polish students writing, analytical, and English skills so that they may confidently confront the challenges and demands of specialized research and written communication. According to their affinity, seniors are invited to pursue literary interests in the compositions of this course, and conduct research in other academic or professional areas. This course will provide students with the opportunity to complete an approved academic research exercise that demonstrates knowledge of a selected field of study.


Course Scope:
Building upon the research and writing skills, acquired during your undergraduate career, you will conduct an advanced research project and compose a senior thesis. Through the completion of this thesis, you will refining skills first practiced in other courses: information literacy, research, analysis, critical thinking, rhetorical structure, composition (to include introductions and conclusions, practicing smooth and organized paragraph development, creating insightful thesis statements, using Standard English grammar, and learning to avoid basic sentence-structure erors).

Course Objectives:
Throughout this course, you will be conducting research on a subject of great interest to you and work very closely with your professor, one-on-one, in order to realize this research project. The course objectives are as follows:
? demonstrate critical and creative thinking in the conduct and design of this study
? understand the context of the thesis in the university and structure your arguments accordingly
? conduct scholarly research in the university in order to contribute new knowledge to your field
? cite, analyze, refute, and synthesize findings from diverse, academic sources
? use MLA documentation style and create MLA Works Cited pages
? develop, compose, and support your assertions in the context of an extended research project
? construct a structured paper with a proper introduction, conclusion, body paragraphs, transitions.
? perfect English grammar and mechanics
Course Delivery:
In this course, the student will work closely with a mentor to realize a mini-dissertation, or a senior-thesis of approximately 20-30 pages. The subject should be one of great interest to the student such that the student will experience enthusiasm in the conduct of their studies. To this end, the subject can be of academic, professional or personal relevance to the student. In any case, the writing should be of a high academic caliber and the research drawn from credible, objective, scholarly sources.
The student will embark with his or her professor through the stages of coming to terms with the research already published on this topic, defining the study, conducting the research, forming an argument, and supporting the argument with proper MLA documentation, analysis, arguments, rhetoric, illustration and appeals (ethos, logos, pathos).
The instructor will support students throughout the duration of this course in order to grasp the key concepts and present their ideas in proper academic style. ?

Course Materials:

Required Core Textbooks:
We have recently requested this book in hard copy.
Lipson, Charles, How to Write a BA Thesis: A Practical Guide from Your First Ideas to Your Finished Paper. Chicago: University of Chicago Press, 15 May 2005.
In any case, you will have access to our textbook via e-book, and the following addresses
http://www.netlibrary.com.ezproxy.apus.edu/urlapi.asp?action=summary&v=1&bookid=220145
http://site.ebrary.com.ezproxy.apus.edu/lib/apus/Doc?id=10216904
This textbook will not be read cover to cover but rather read and referred to as the needs of the student dictate throughout the course.
Other Recommended Reading for this Course:

Review the overview on
http://www.dianahacker.com/resdoc/home.html,
Then click and read the section on Humanities, MLA citation in full.
University of Purdues Owl Writing Webpage http://owl.english.purdue.edu/handouts/research (on Research and Documentation)
University of Wisconsins Writing Webpage: http://www.wisc.edu/writing/Handbook (on thesis statements), University of North Carolinas Writing Webpage:
http://www.unc.edu/depts/wcweb/handouts/ (on introductions and conclusions, reorganizing drafts, transitions, and on thesis statements)

Sample Outline from Hacker: http://www.dianahacker.com/pdfs/Hacker-Levi-MLA-Out.pdf

Sample MLA Cited Paper:
http://www.dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Grading Policies:
Please upload all assignments as Microsoft Word (preferred) or RTF documents into your Folder and the appropriate assignment section. The semester grade will be computed as follows:


Grade Instruments
Points Possible
% of Final Grade
Class Participation (Frequent Interaction with Your Mentor, the Professor Guiding Your Research Project)
25
25%
Initial Abstract and Outline
10
10%
Annotated Bibliography: Fifteen Sources Minimum
10
10%
Two to three page Literature Review
15
15%
First Submission of Research Paper (to be corrected and returned to student)
20
20%
Final Submission of Research Paper
20
20%
TOTAL
100 Points
100%


General Guidance on Grading:
There are several important areas I review when grading academic writing.

First, I examine the idea: Was the assignment addressed thoughtfully and creatively? Did the student try to challenge him/herself? Did the paper demonstrate critical reading and clear analysis?
**Second, I look for documentation: Are the ideas expressed in this paper supported by MLA style citations that come from both primary and secondary sources? Does the author not only cite but also analyze the citations in order to demonstrate his or her interpretations/assertions? It is very difficult for me to evaluate your work without your demonstrating to me throughout the course where your conclusions are coming from through careful documentation and analysis of the required readings.
Third, I look for organization: Is the paper organized in a logical manner? Are there effective connections between ideas? Are the sources relevant and integrated effectively?
Fourth, I look at the mechanics of the paper: Does the paper demonstrate sentence variety and control of grammar and punctuation? Does it follow MLA, APA, Chicago, or some other style format?



Objectives and Schedule

Defining Your Study and Establishing Researcher-Mentor Relationship
Define Your Study
Establish Good Working Relationship with Mentor
TBD by mentor-researcher conference in week one. (The course core textbook is to be used as a reference throughout the course as the needs of the student dictate.)
Establish contact with your mentor and define your study and your work schedule

Week 1
Research Proposal
Propose Research via Working Abstract
TBD
Submit a Working Abstract

Week 2
Conducting Research
Create a Working Bibliography
TBD
Submit a Working Bibliography in MLA format of 15 sources minimum

Week 2
Introduction to Documentation of Sources
Document and Summarize Sources in an Annotated Bibliography
TBD
Submit a Working Bibliography in MLA format of 15 sources minimum

Week 3
Understanding the Narrative of Research in Your Field
Understand and Narrate the Story of Research in Your Field
TBD
Submit a two to three page Literature Review, which narrates the story of research currently published in the chosen field (complete with in text references)

Week 3
Composing Your Contribution
Articulate Your Contribution of New Knowledge in Your Field in the Context of the Current Research
TBD
None: Research and Composing

Week 4
Your Thesis and Sub-points
Compose a working outline that clearly shows your essays argumentative structure
TBD
Submit a working outline complete with thesis and sub-points

Week 4
Your Analysis of Cited Evidence
Compose Paragraphs that contain sub-points, citations and analysis
TBD
Submit one body paragraph for your work in progress in order to come to a clear understanding of topic sentence, citation, analysis structure

Week 5
The First Draft: Its Relevant Pieces
Compose a Skeleton Outline of your paper to include title page, table of contents, abstract, paper, works cited page, appendixes, index.
TBD
None: Research and Composing

Week 5
Opening, Closing
Communicate effectively through the use of an appropriate introduction, conclusion
TBD
Submit a draft of your introduction and your conclusion to your instructor

Week 6
The First Draft: Its Relevant Pieces, Part II
Compose a Skeleton Outline of your paper to include title page, table of contents, abstract, paper, works cited page, appendixes, index.
TBD
Submit a Polished Draft of Your Paper (all pieces: title page, table of contents, abstract, paper, works cited page, appendixes, index)

Week 6
Using Your Mentors Feedback
Use constructive criticism to improve your first draft.
TBD
Revise your essay based on your instructors feedback

Week 7
Using Your Mentors Feedback
Use constructive criticism to improve your first draft.
TBD
Revise

Week 8
Strengthening Your Transitions, Arguments, Academic Rigor, Grammar, Mechanics, Proofreading
Use constructive criticism to improve yur first draft.
TBD
Revise: Work on Improving Specific Areas with your Instructor

Week 9
Revision and Editing
Use constructive criticism to improve your first draft.
TBD
Revise, Edit, Proofread

Week 10
Final Submission of Project
Complete a Research Project and Respond to Your Mentors Final Assessment of your Research Findings
TBD
Submit Your Final Paper to include all pieces

2. A curriculum development project. The project would be curriculum you have developed to teach one particular topic or content area. Some examples of areas to focus on include study skills, social skills, affective training, self-advocacy training, functional skills, career exploration, fractions, phonological awareness, and so on. Note that the curriculum components do not have to all be original documents created by you, but can be a compilation of resources you have put together in a systematic lesson format. The project would include a list of references for sources that you include that are not your own creation.

3. An in-service or workshop on a particular topic. This project would include both developing the in-service or workshop and presenting it at least once. The written part would include a description of the in-service/workshop and a summary of the presentation of the in-service/workshop (e.g., your perceptions of how it went, what you learned).

Project requirements..I've agreed to do a literature review and include a powerpoint....it's listed here

Note that for any of the scholarly project options you must complete a literature review. A literature review is an examination of the journal articles, ERIC documents, books, and other sources related to your topic. The purpose of this is to set your project in a theoretical context, making the connection between theory and practice. The number of sources for a literature review for a scholarly project are typically between three and fifteen. The literature review should be either embedded in the project or attached to the project. See the attachment regarding sources for a literature review.

The scholarly project needs to include a Literature review and a powerpoint based on the research. Lesson plans for incorporating the self determination lessons into the curriculum or classroom ideas for teachers. An example or two from the primary years to secondary and exiting school.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet dont seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...
Using differentiated instruction, universal backward design, and meta cognition techniques tied to standards and benchmarks to write the goals and objectives in the IEP are essential for students to find self determination success. Not just academic success but satisfaction as they transition in the adult world.

Some ideas I have been generating include explaining what the IEP is.
What is the IEP?
What is the purpose of the IEP?
What are the responsibilities of the IEP team members?

As students attend schools, parents and guardians are legally responsible for their children. The IEP is in place to help the student learn to make progress successfully towards the goals identified by the team and to show adequate yearly progress.


Of course, at early primary ages children will be dependent upon their parents or guardians and teachers. At the young age of two toddlers begin to strike out on their journey of independence labeled the terrible twos. Adults attempt to direct and help them learn appropriate behaviors according to the norms, mores, and laws of the societies in which they live. According to Maslows Heirarchy of Need students individuals strive to meet certain biological and belonging needs. As they age those needs change. They need to gain more independence as they age. My stance is such that, students including special needs students need help identifying what they stand for at earlier ages. They need to understand who they are, where they come from, and where they want to go. Educators, parents, and those in close proximity to them help guide and foster their growth towards those needs.

Curriculum based measurements through progress monitoring and graphing will encourage students to self monitor through the use of graphing techniques.

I believe that without promoting self advocacy the student is dependent upon the parents, guardians, educators, etc. I believe there is a serious need for the student to begin to learn transition skills at an early age. It is the responsibility of the IEP team to shift more of the responsibility to the student. What is the worst that can happen when adults allow the student to identify their wants and needs. Working together collaboratively in an authoritative manner can allow students to take ownership of their education. When educators personalize the educational experience through differentiated instruction students may better understand how, math or reading, for example relate to their lives.

The title of this paper is Steps to Successful Transition through Self Advocacy towards Self determination.

Writing goals and objectives from the standpoint of self advocacy towards empowerment through self determination will foster successful outcomes based upon student interests and goals.

Yes this will involve a paradgm shift on the part of educators, administrators, parents, and students.

educators and parents Tying self-determination and self advocacy together to personalize the educational experience i

Some of the resources I have written are here. I have more I will send tomorrow.
Sources should be more current than 2002

The Journal of Special Education Volume 32/No. 1/1998 pp 55-61
Transition Services-Systems Change for youth with Disabilities
A Review of State Practices.
Antonis Katsiyannis University of Nebraska
Sharon de Fur Virginia Dept of Ed
Gregory Conderman-University of Wisconson-Eau Clair

Information Brief January 2007 volume 6 Issue 1
Addressing Trends and Developments in Secondary Education and Transition
Models of Collaboration and Cost Sharing in Transition Programming.
By Joe Timmons

Information Brief February 2006 volume 5 Issue 1
Addressing Trends and Developments in Secondary Education and Transition
Choices in Transition: A Model for Career Development
By Fabricio E. Balcazar, R. Noam Ostrander, and Teresa Garate www.ncset.org


Education and Training in Mental Retardation and Developmental Disabilities, 2000, 35 (4) 351-364
Promoting Transition Goals and Self-Determination Through Sudents Self Directed Learning: The Self-Determined Learning Model of Instruction.
Martin Agran University of Northern Iowa Utah State University
Michael L. Weheymeyer
Schiefelbusch Institute for Life Span Studies

Transition and Self Advocacy
By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones. Et al. (1999)

Article Transition Planning Its the Law! By Celeste Johnson
Summer 2001

A Conceptual Framework of Self Advocacy for Students with Disabilities
Journal article by David W. Test, Catherine H. Fowler, Wendy M. Wood, Denise M. Brewer, Steven Eddy, Remedial and Special Education, Vol. 26, 2005. Journal article excerpt

Self Determination Lesson Plan starters
http://sdsp.ucc.edu/sd_lesson_plans.asp

Some of the articles from your site looked like they could be compatible and are listed here...Paper # 52257

Self-Advocacy, 2004.
This paper discusses self-advocacy as a survival tool for ?normal? children and, especially, ?special needs? children.
7,690 words (approx. 30.8 pages), 20 sources, APA, $ 167.95
Click here to show/hide summary

Abstract
This paper explains that self-advocacy is the state of knowing what one wants, what one is entitled to, and how one can effectively craft a path that will lead one to accomplish one?s own goals within the limitations of those entitlements. The author points out that the key to determining how well a student is serving as an advocate for himself or herself is first to understand the key dimensions that make up a person?s ability to speak up for himself or herself and then to determine how to measure progress along each one of these vectors. The paper recommends that students who are learning to be an active part of the educational process and to serve as their own advocates should be able to demonstrate an increasing level of skill in areas such as communicating with others, identifying needed accommodations and supports, and expressing hopes and wants. Long quotes.

Table of Contents
Introduction
Literature Review
Importance and Limitations of IEPs
Parents as Advocates
Unity in the Face of a Common Enemy
Operationalizing Self-Advocacy
And a Child Shall Lead

From the Paper
"This is one of the key issues that must be addressed: How does one serve as the most effective advocate for oneself without infringing the rights of others? This is one of the most difficult tasks that those working with special needs children ? and especially teachers ? face. School districts are designed (both in terms of culture as well as in terms of their ability to serve children with a range of abilities on a limited budget) to force parents to become aggressive to secure rights for their children. And once they become so aggressive, they are unable to find their footing on the very narrow line between advocacy and belligerence."


Paper # 54757

Special Education, 2004.
A look at special education programs in the United States and how they have evolved.
3,956 words (approx. 15.8 pages), 15 sources, MLA, $ 107.95
Click here to show/hide summary

Abstract
This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.

Definitions
Legal Definition of Special Education
Impact of Changing Demographics on Educational Service Delivery in the
United States
Creating Classroom Environments that Address the Linguistic and
Cultural Backgrounds of Students with Disabilities
Minority Students in Special and Gifted Education
Comparison of the California State and Federal Methods of Student
Classification
Legal Basis for Educational Services for Special Education Students

From the Paper
"According to the Federal Laws of the United States of America, ?Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97 300.26(a)].? The revised statutes of Arizona defines a child with disability as ?a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "


Paper # 57986

Special Education, 2004.
A review of the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by L.M. Stough and D.J. Palmer.
720 words (approx. 2.9 pages), 2 sources, MLA, $ 25.95
Click here to show/hide summary

Abstract
This paper discusses the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by Stough and Palmer. The paper illustrates that the identified expert teachers were fundamentally concerned about their students' performance in school, and this concern permeated how teachers perceived and responded to their students. The paper contends that concerns with student performance motivated the teachers to closely monitor student behavior and attention and to develop a hypothesis about students' states of mind. The paper explains that strategic actions the teachers took in the classroom were the product of the teachers' hypotheses, combined with frequent reflection upon their extensive knowledge of student characteristics and educational practice.

From the Paper
"Special Education is a type of education that gives hope to people with disabilities, most especially the children. There are lots of children all over the world, most especially in developing countries who are in need of Special Education. Yet, Detterman and Thompson (1997) states that effective special educational methods have yet to be developed. Further, they stressed that effective special educational methods will not be developed until; individual differences in student characteristics beyond IQ scores are recognized and understood; and educators focus on specific and realistic goals for outcome. Regarding Detterman and Thompson's opinion on how educators should be, the journal article by Laura M. Stough and Douglas J. Palmer entitled "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," could provide an insightful discussion on the topic."

Paper # 59537 Remove from Cart

Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
Click here to show/hide summary

Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a reviw of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.

Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion

From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."


Metacognition, 2005.
A paper on metacognition and the role it plays in a person's beliefs and attitude about learning and behavior.
5,015 words (approx. 20.1 pages), 40 sources, APA, $ 126.95
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Abstract
This paper explains that metacognition is defined, essentially, as what we think about thinking and that this process impacts our beliefs and attitudes about learning, which in turn, affect our behavior. The paper explains the differences between metacognitive knowledge and metacognitive experiences and emphasizes that knowledge of the metacognitive process is a valuable tool for designing curricula and establishing effective learning environments.

Metacognition Defined and Illustrated
Metacognitive Knowledge
Metacognitive Experiences, Strategies, and Processes
Development of Metacognition and Its Traits
Metacognition and Learning
Beliefs and Its Impact on Learning
Learners' Beliefs and Language Learning
Identifying Learners' Beliefs about Language
Metacognition Training in Formal Education
Metacognitive Research and Teacher Practices
Conclusion

From the Paper
"The common and therefore more simplified definition of metacognition is thinking about thinking. Metacognition falls under the umbrella of cognition, which consists of all the mental activities connected with thinking, knowing, and remembering. The two concepts differ in that cognitive skills are those required to complete certain tasks while metacognitive skills are those that determine how the tasks were executed. Researchers assert that 'metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning' (Livingston, 1). In other words, it's an individual's awareness and manipulation of his or her thinking and learning processes."

Paper # 30152 Add to Cart (You can always remove it later)

Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
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Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.

Table of Contents:

Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion

From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
Paper # 106467 Add to Cart (You can always remove it later)

Metacognitive Techniques in Education, 2008.
A comprehensive study proposal that aims to explore strategies for the implementation of metacognition in standardized testing.
6,258 words (approx. 25.0 pages), 84 sources, APA, $ 146.95
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Abstract
The paper discusses how metacognitive techniques are being proven to show academic improvements. The paper presents a study that aims to show academic improvements quantitatively through the examination of standardized test scores to be taken after students were exposed to metacognitive techniques. The paper presents the methods of implementing this study.

Outline:
Chapter 1: Using Metacognitive Techniques to Improve Standardized Testing
Chapter 2: What is Metacognition?
Chapter 3: Methods of Implementation

From the Paper
"It was not until researcher John Flavell burst on the scene in the late 1960's that the term metacognition was actually coined and began to receive proper attention. Flavell believed that metacognition was the process of monitoring one's conscious thoughts and actively taking steps in order to maximize the learning experience (Flavell, 1979). This new emergent theory aimed to explain how childrn take conscious control of their own learning, and how that control can be manipulated in order to gain sufficient material needed to solve problems and master academic tasks (Flavell, 1976)."

The project needs to include a Literature review.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet dont seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...

Some Conclusions that I began to think/write about include and I will need to add to them

In conclusion, the research proves that students taught to advocate for themselves are more likely to feel fulfilled and be successful as an adult.

Recommendations

Self advocacy and self determination skills assist students identification of who they are, what they are interested in academically, socially, and which direction do they intend or hope their lives will go in regards to education, work and or career, volunteering, social activities and outlets,.

Teachers need to reassess their role as educators. Being able to shift the power in the teacher student relationship is a huge paradym shift.
Empowering students to take ownership of their education will empower them to accept accountability for their actions, goals and objectives.

Creating and incorporating personal self-advocacy and self determination lessons into the curriculum and IEP will guide students towards unique appropriate chosen goals and objectives.

Collaboration and commitment amongst agencies. In order to assist students in transition adult education and social agencies need to collaborate in order to prevent the support from falling away leaving the student vulnerable and exposed to the unexpected elements.

Teaching self-determination and self advocacy skills again will teach skills that will foster independence and solutions oriented options.

it is advisable recommended that educators consider the ramifications of not teaching self determination skills.


Reflective statement

As a Special Education instructor it is especially rewarding to observe positive empowering changes in our students. Watching a student with Developmental Cognitive Delays stop, think, and decide which choice is the best or how to fix a problem they may have created.

Meta-cognition strategies are essential as students learn to self monitor and assess










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You are to write a 2-page paper. Read the editorial below and then summarize the editorial. Do Not Use Outside Sources.

Editorial: Technology-Driven Change: Where Does it Leave the Faculty?

In the 1997-98 academic year, just over one third of the approximately 5,000 two- and four-year postsecondary institutions in the U.S. offered distance education courses, while another fifth planned to do so (U.S. Department of Education, National Center for Education Statistics [NCES], 1999). Nearly 80% of the public, four-year institutions and over 60% of the public, two-year institutions offered distance education courses. Overall, U.S. higher education institutions reported 1,661,100 students enrolled in distance education courses. The most popular delivery technologies used were asynchronous Internet instruction (58%), two-way interactive video (54%), and one-way prerecorded video (47%). Institutions also reported that, in the future, they would be concentrating on Internet technologies and two-way interactive video more than on the other technologies.
In its conclusion, the report stated that "the support and adoption of distance education has led to the emergence of a number of policy issues," namely,
equity of access;
the cost of program development and implementation;
accreditation and quality assurance;
copyright and intellectual property rights;
changes and challenges facing the role of faculty;
pressures on existing organizational structures and arrangements.
At the time I was reviewing the NCES report (my assessment: a useful statistical snapshot, though already out-of-date, that is not too diminished by the authors' limited knowledge of the literature), I received a paper from Prof. Jack Simmons of Savannah State University. It gave an insightful analysis of the "changes and challenges facing the role of faculty" that follow the growing popularity of Internet-based distance education-particularly among university administrations. Prof. Simmons's paper arrived at a time when I was also mulling over the "challenges and changes" facing my own faculty. Let me elaborate a little on this first, and then return to Prof. Simmons.
At our university, like many others represented in the NCES report, we are rapidly developing courses for delivery via the Internet. Since we hope to draw our students from a global market, we call our new delivery system the World Campus (see http://www.worldcampus.psu.edu). In order to design a course for the World Campus, I, like other professors, have been released from teaching my two residential courses. During each semester that my Internet-based course is offered, I will play the role of online instructor, and I will be relieved of one residential course. When the enrollment exceeds twenty-three students, I will be given an assistant instructor. Together with four other professors, I am required to design and deliver seven such courses.
At this point, the questions begin to suggest themselves. For example, what will be the impact of teaching these online courses on our other responsibilities, particularly on what we can offer in our residential program and on our research and service, when all the faculty are teaching online? Will the university hire a considerable number of new professors to undertake the residential teaching, or will this be done by adjunct professors? Will the distance learning courses replace the residential? What will be the effect on staffing if the online courses are modestly successful or if they are very successful? Will we appoint seven assistant instructors in the first case, or multiples of seven in the second? Where will we find these instructors in a small college town? Will we hire people "at a distance" with whom we do not interact face-to-face? What will be their terms of service? How will they participate in faculty governance?
Prof. Simmons has given these and other such questions a great deal of thought, and he is worried. He is especially worried about the effects on academic freedom caused by the division of labor between those who prepare content and those who teach it. To describe what he sees as the "real danger" posed by distance learning, Prof. Simmons cites faculty roles at the British Open University (BOU), the University of Phoenix, the University of North Florida, Florida Gulf Coast University, and the University System of Georgia. He refers to speeches by the BOU's Sir John Daniel to show that distance education, in Simmons's words, "is not merely a tool to reach non-traditional students. Distance learning is fundamentally a financial tool: a means by which universities may reduce their costs while increasing their enrollments." Costs are reduced because "having developed the course, the faculty developer need no longer be present," and income is increased because "online courses are not physically limited to the size of a lecture hall. Hence, thousands of students may simultaneously enroll in a single course." It is the "high tech approaches to education [that] improve efficiency in the simplest manner. By replacing labor with technology, they reduce the labor force."
Prof. Simmons cites Steffan Heuer to explain the economics further:
Teaching a course online gives you economies of scale which are usually only to be found at software vendors. Distribution over an existing network is almost free, no matter how many users are in the virtual classroom-behold the miracle of increasing returns in education, a profession that once prided itself on a low teacher-student ratio. Paying for famous professors to give their name and seal of approval to a course and its curriculum is now a one-time cost. The edu-enterprise can save overhead for real estate and tenured faculty; online teaching and tutoring can be done by assistants and qualified temps anywhere in the world from a simple laptop with a modem.
Andrew Feenberg reiterates this concern, explaining that what remains after faculty roles are restructured "are a few highly paid, content experts acting as stars. The rest of the faculty have little more than adjunct responsibilities and privileges."
While I believe that much of Prof. Simmons's analysis is correct, he and I differ in that I think the scenario he describes is much to be desired. I do not believe it is possible to sustain high-quality distance education unless there is a rationalization of the human and technical resources that are now inefficiently fragmented into a system based on industrial principles, particularly division of labor, high front-end investment, and economies of large-scale production. I do not think that "facilitating" is a menial occupation, inferior to content ownership. On the contrary, I think people should be trained to make a profession of "facilitating," as some others make a profession of content development, and yet others develop expertise in media design and production. This will, I believe, provide better quality distance education to more people at a lower cost. I am not saying such methods would result in better quality residential education; I do not think that is the case. I am talking about distance education. The views of Sir John Daniel that Prof. Simmons regards as representing the "real danger" of distance education are the ones that I personally consider enlightened and progressive, laying out a path that I hope we will follow.
The reason I am featuring Prof. Simmons's ideas in this editorial is that, like him, I am concerned and surprised that the majority of our colleagues seem to think so little of the significance of what is going on here. My own colleagues seem to think that the problems we have to deal with in staffing the World Campus courses are merely administrative. They believe that once we staff the courses with adjunct faculty, then their own academic lives will continue in the 2000s not so differently from how they did in the 1990s. I think this is very unlikely. Indeed, there seem to me to be only two possible scenarios for the future. One is that the university's interest in applying Internet technology to distance education will ane (particularly if the demand for courses is lower than hoped) and that, as a result, it will scale back or abandon its distance education initiatives. Just as experts tell us to expect many e-businesses to fail as electronic commerce matures, so can we expect some universities to leave the Internet scene once the cost/benefits of the distance education programs become apparent.
The second scenario is one in which the university does not give up Internet technology and, instead, responds to the challenges posed by other players in the market-which is, let us not forget, a global market. In that scenario, only those universities that adopt the industrial model that Prof. Simmons fears-with division of labor and economies of scale-are likely to succeed. What is not likely is that a university will be able to compete in this world market without changing its organizational structures, including the roles of its faculty. There is, in other words, little room for blending traditional staffing structures and industrial delivery methods. That is not to say there is not room for both traditions to coexist-with some institutions excelling in providing the conventional, face-to-face, labor-intensive, largely tutorial method wherein some faculty teach on the basis of their personal research, and other institutions specializing in industrial-type distance education. It is even conceivable that both approaches could coexist within the same institution, though it would take unusually expert leadership to manage them.
Now, I can hear the protests. Why may there not be a middle way, a continuation of the common arrangement we currently have, in which each faculty member retains control of both content design and facilitation of learning, both face-to-face and at a distance? The reason is that institutions delivering distance education courses as an "add-on" to traditional teaching will eventually be overwhelmed by the higher quality of design and by the facilitation provided by distance education specialists, not to mention the price advantages accruing to systems that benefit from the economies of large-scale production. Until now, this specter of competition from high-quality, dedicated distance education systems has been only a theoretical concern. Prof. Simmons, however, thinks that such a system is, at this moment, being developed on his doorstep. Plans at the University System of Georgia Board of Regents call for the entire first two years of the university curriculum to be available over the Internet by the fall of 2000 and for complete degree programs in all the traditional disciplines to be available by 2002. One curriculum will be offered to every student in the state. The board will select faculty members (approximately eight per course) from throughout the state university system to construct each core course. There will be a designated instructor/facilitator for each course, and students will submit assignments to that instructor for evaluation. According to Prof. Simmons, The University System of Georgia distance learning curriculum is being modeled largely on the Open University (Sir John Daniel spoke at the Board of Regents meeting on April 12, 1999, to convince them of the financial advantages of distance learning). He also pointed out to the board at that time that while the Open University has over 150,000 students, they employ only 800 full-time faculty and 7,600 adjunct faculty, who function as facilitators and graders. Facilitator faculty have no academic freedom regarding the courses they teach. The course material will be standardized across the University System of Georgia. Furthermore, their freedom, with regards to research, will be in jeopardy. I suppose university administrators could use distance learning to free up their faculty for research, but my fear is that a reduction in professional responsibility will lead to a reduction in professional autonomy, rather than an increase. Based upon the Open University model, there is no reason to believe that distance learning will improve the lot of the faculty.
I will neither report more of Prof. Simmons's views here, nor give further criticism of them. I hope I have said enough to stimulate some of you to read his article and to become engaged in a debate over the issues he raises. We are entering a critical period, and it would be unfortunate if faculty were not centrally involved in the decisions that will determine the future direction of higher education. For me, there is no great dilemma. I understand that there is likely to be a rationalization of labor and capital, i.e., there will be fewer subject specialists-an elite group of "stars" with the majority of the faculty functioning as supporting facilitators. Institutions will have to close areas in which they do not have a comparative advantage and invest heavily in delivering programs to a global market in subjects in which they do. Eight hundred full-time faculties and 7,600 adjunct faculties for 150,000 students is fine with me. But, I ask, how do YOU feel about this scenario?

I am having problems finding information regarding the reasons that professionals attend school. That is what my focus is on. Please direct the research to Professional motivating factors for which a person becomes a nontraditional student as they continue their career.

Please use American Sociological Association (ASA) style for citations. Please use only scholarly sources.


For this paper, you will be discussing prostitution and how this work needs to be regulated and unionized for the good of the nation. Although I believe that prostitution is morally unacceptable, if prostitution were legal, there will be economic and safety and criminal benefit. This paper will discuss all of the benefits legalization and government regulation will do for women in sex work, customers and the population in general. This paper is in favor of prostitution as a profession to be legalized.

I started out with an introduction which you can edit if necessary:::::

Prostitutes meet the needs of people who otherwise do not have sexual gratification available to them. Also it meets the needs of a person because it is non-emotional and a momentary relationship. Prostitution flourishes because the service is for people who are sexually frustrated. For someone who cannot get a significant other to meet his or her needs sexually, hiring someone seems to be the answer.
I am morally against prostitution because sex is supposed to be with a person that you share an undoubted bond of love and connection. In our society, even though sex practices have changed, hiring a prostitute is considered deviant for both parties involved. The person paying for it, is paying for pleasure, which he or she cannot get on their own and pretty much is having sex with someone who is probably dirty, possibly uneducated, poor, maybe under aged and has been with multiple partners in the same day. The person receiving payment is considered deviant because they are selling their body, which is supposed to be your temple; that person is letting anybody come in contact with their body, and allowing them to do anything to them for a price.
Even though many people find prostitution morally unacceptable in the United States, I believe it should be legalized for safety, economics and criminal purposes. Prostitution should be legal because our nation pays too high of a financial cost for the ineffective ways of combating it. Most people that are arrested go through the court system, pay a low fine and cost the taxpayers a tremendous amount of money.

Leadership Analysis. Research and analyze current/former business leader. Research Paper is on Herb Kelleher, co-founder of Southwest Airlines. This paper should stricly follow this order and guideline:

1) Executive Summary. 1 page.

2) Brief Biography on leader (early years, education, employment, aspects of his life that may have helped mold their leadership style, which is identified). 2 Pages.

3) Situation and/or Career Analysis (Review the events or series of events (within the organization) from which you are focusing your leadership analysis. Remember some leadership styles are advantageous for certain situations, while others are not). 3 Pages.

4) Leadership Analysis, the heart of the project. Support leadership style position and characteristics with in-depth research using creditable sources and citing them. You are expected to also support your position by using material learned in class. 5 Pages

5) Conclusion. 1 Page.

ATTENTION WRITER: Work Cited must use APA format, and the textbook MUST be used in addition to a minimum of eleven (11) sources (other than the textbook). With the textbook, the total number of sources is 12. I faxed you one chapter of our book that you could use in the paper. If you find this chapter irrelevant to paper, you could pick chapter yourself, the book we are using is "Leadership Research findigs, Practice and Skills" 5th edition by Andrew J. Dubrin (Houghton Mifflin Company).
Use only trusted sources (.edu, .gov, etc) and use ONLY online sources which CAN BE ACCESSED!!! Don't use physical books!!! Only materials that could be pulled up on the internet and checked!!! And do not use Wikipedia! Thank you.
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Challenges- DOMESTIC ABUSE/TEEN VIOLENCE

Counseling or other human services professionals who have developed international commitments often focus on rectifying human rights violations, social problems, or mental health or welfare needs. In this international sphere, there is a great need for social change agents, leaders, and advocates on behalf of human rights as well as other issues affecting international societies and the counseling and other human services professions themselves.

To prepare for this assignment:
Counselor education and supervision students should:
o Review the articles "Training International Social Change Agents: Transcending a U.S. Counseling Paradigm" and "CACREP Creates International Registry." Think about how the counseling profession is influenced globally.
o Choose an article to review in the journal Applied Psychology: An International Review, 56(1) that discusses the counseling profession as it exists and functions internationally. Consider the challenges and issues the article presents.
Human services students should:
o Review the articles, Innovative Human Service Lessons for??"and Learned From??"South Africa, Making Humanitarian Relief Networks More Effective: Operational Coordination, Trust, and Sense Making, and Dilemmas of International Social Work: Paradoxical Processes in Indigenization, Universalism and Imperialism. Think about the challenges of global human service work and the benefits of collaboration with cultural brokers in achieving service provision goals.
All students should:
o Review local newspapers and online news resources. Consider challenges and issues that international societies face, including but not limited to social justice challenges and issues.
o Review this weeks video program, "Profession-Related Change Application ??" National and International," and focus on the internationalization of the counseling profession.
o Select one international challenge/issue related to international societies (or to a specific international society) and one related to counseling or another human services profession as it exists and functions internationally to use for this Discussion.
o Think about what difference it would make if each of the challenges/issues you selected was resolved or improved.
With these thoughts in mind:

Write a brief description of each of the international challenges/issues you selected: one related to international societies and one related to the counseling or other human services profession as it exists and functions internationally. Briefly explain what difference it would make if each was resolved or improved. Be specific and provide examples to illustrate your points.

Be sure to support your postings and responses with specific references

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Customer is requesting that (jonsmom2) completes this order.

SLP assignment:

For Module 1, your assignment is to become familiar with the professional support website called ITtoolbox. In their own words,

"ITtoolbox [available at http://www.ittoolbox.com/] is the leading collaborative network for the IT market where millions of professionals seek and provide actionable IT content. Consisting of C-Level executives to expert IT professionals, this interactive community powers a network that supports decisions throughout the IT lifecycle; from vendor selection to post implementation support."

Almost enough to make one happy to be part of the it-crowd, isn't it...?

You'll have to sign up for it, but registration is free. Use your own name, or use a "name of convenience" if using your own name isn't a good idea. When you are registered:

Go to their Knowledge Management knowledge base [available at http://knowledgemanagement.ittoolbox.com/]. Look over the range of articles and other resources linked there.


Look over the blogs, the news stories, and the background information. Follow up links that interest you. In general, become familiar with its contents.


Look over the career links. Anything interest you? Any interesting themes there?


These resources are free to you, but they cost something to assemble and maintain. So look over the commercial links on this site. See what's being offered, and to whom. Think about why they're paying for the privilege of putting their names in front of you.
Then write your review using the general format described below.

The last point in the format is very important. Be honest and direct; your assessment is helpful to you and to others. If you don't find it helpful, say so and why, and try to explain what you would find more useful in its place. But also do try to remember also that your education isn't yet finished, that things you don't understand now and don't yet see the value of may turn out later on to be relevant and useful, and that the site's creators may know more about the topic and the profession than you do yet.

Use this general format for such reviews:

Summary description of its structure and purpose


Its overall "look and feel" and apparent target audience


What the site does and does not give you


Why you will or will not find it a useful addition to your professional resources list


Links there that you found useful enough to follow up


Any other things about the site that you find salient and worth noting to others


Bottom-line evaluation of its value to you


SLP Assignment Expectations
LENGTH: 2-3 pages typed and double-spaced

The following items will be assessed in particular:

The degree to which you have carried out the assignment completely, or clarified why you could not and investigated alternatives
Your ability to describe your experiences clearly and draw conclusions from them, not just narrate events
Your ability to focus on the overall purposes of the assignment, not just its specific steps
Your use of some in-text references to what you have read; please cite all sources properly

"Examine, in deatil, Robespierre''s goals for France in the French Revolution. Describe examples of his political, economic, and social programs referring to specific references in ''The Revolutionary Career of Maximilian Robespierre,'' by David J. Jordan. Which of the three examples of his program do you feel had the strongest influence on the French Revolution?

"Then, compare Vladmir Lenin to Robespierre in the following areas: a) education and rise to power; b) program (compare their economic or social or political program); c) treatment of opposition.

"On the basis of your research, do you feel that Robespierre and Lenin should be viewed by history as a villain or a hero? Support your position with specific examples from your research. At some point in your answer, include a reference to the below quote by Robespierre:
''Great revolutionary leaders provide the explanation and justification that helps people transcend their suffering... vindicate their dreams, justify their deeds.''"

I would like to use Writer?s

Instructor's instructions:
Describle your path to college that addresses the following 4 issues (1 page per issue). Be sure to answer all of the questions within each issue. Provide supporting details or examples. The first sentence of each section should begin with an answer to the issue.

1. Did your identification as a college-bound person begin in high school?

2. Did you experience a disparity between family responsibilities and demands and high school student role expectations?

3. Did you plan on going to a four-year college or university after high school?

4. Did you attend a community college before attending a four-year college or university?

I?m trying to apply into a business school and I would like you to help me prepare a good personal statement regarding: 1) reasons I want to do a graduate work in this field, 2) specific interests and experiences in this field, 3) any special skills or experiences that may relate to an assistantship, and 4) career plans.

I have three schools on my list- University of Massachusetts, Amherst, University of Connecticut, and University of Maryland. I?ll appreciate it if the writer can draft a questionnaire on what information he/she will need in order to write a good personal statement. Meanwhile, I?ll go ahead and provide some basic information.

I?m originally from Nigeria. I came to the United States in 1998 and I spent the next 1 year in the United States Navy. I joined the Navy because I wanted to get money for college, since my parents are immigrants, without any money to spare for my education. I was later discharged (honorably) from the Navy because I have Glaucoma, but I wasn?t able to get the college money- I ended up enrolling for classes at local community college in fall, 1999. After one semester at the school, I made the dean?s list and was able to get a scholarship. I graduated from the school in 2001, with a 3.35 GPA and an associate degree in business. I then transferred all my credits to a college I was attending in Nigeria- before leaving for America (OLABISI ONABANJO UNIVERSITY). I also made the dean?s list at the school and I taught economics at the school?s learning center. I participated in numerous activities- such as rag day- a program where students dress up in rag clothes and travel throughout the state to collect donations for the poor. I graduated from the school in June 2002, with a 3. 63 grade point average, and a bachelor degree in economics.

WORK EXPERIENCE: I currently work as a front desk manager on duty/overnight account auditor for a Marriott hotel in Boston. I?ve been with the company for 4 years. (I started working for the company when I was still in college- as a security officer).

CAREER PLAN: Although my job at the Marriott is more into the managerial field, I?m planning on going into banking/finance (investment) and that?s one of the reasons I decided to get an MBA. I have a great stock portfolio and I trade stocks almost everyday.

PROGRAM: MBA/Finance concentration

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Title:Juggling with time: How adults manage their time for lifelong
education.
Authors:Blaxter, Loraine
Tight, Malcolm
Source:Studies in the Education of Adults; Oct94, Vol. 26 Issue 2,
p162, 18p, 3 charts
Document Type:Article
Subject Terms:*CONTINUING education
*TIME management
Abstract:Focuses on time management strategies of adults engaged in
lifelong studies alongside other responsibilities and activities.
Alternation of periods of study with other activities; Combination
of study with work, marriage and family life; Withdrawal from
studies due to varied demands on time.
Full Text Word Count:7470
ISSN:0266-0830
Accession Number:9502226095
Database: Academic Search Premier




JUGGLING WITH TIME: HOW ADULTS MANAGE THEIR TIME FOR LIFELONG
EDUCATION



Since the Second World War, most western, developed societies have
steadily moved away from 'front-end' educational systems -- in which
education was seen as being essentially confined to the period of
childhood -- towards broader, more flexible structures which
encourage wider and continuing participation in forms of learning
throughout adulthood. This trend began in the United States, and has
spread from there to Canada, Australasia and much of Western Europe.
It has at least two aspects: the transition from elite to mass
participation in higher levels of education (Trow, 1969, 1989), and
the development of lifelong education practices (Fordham, 1992;
Lengrand, 1975).
While considerable thought has been given to the ideology behind
these developments, and to their implications for educational policy
(e.g. Cropley, 1980; Schuller and Megarry, 1979), less attention has
been accorded to the changes in practice implied. While employers
have often been reluctant to provide support or work release, many
educational providers seem to have assumed that new clienteles can
be fitted into their existing programmes with only marginal
adaptations. Studies of the impacts upon the students themselves
have been thin on the ground.
This paper is concerned with the place of education in adults'
lives. Its particular focus is on how adult students manage their
time so that they can continue their studies alongside their other
responsibilities and activities. Do they see themselves as lifelong
learners? How easy or difficult is it for them to pursue their
education? We will address these and related issues using evidence
gathered in our empirical studies of two large, local, contrasting
part-time degree programmes.
The remainder of the paper is in seven sections. We begin by
reviewing the idea and implications of lifelong education and
related concepts. The nature of our own research studies, and the
methodology used, is outlined. The results of these studies are then
examined in four linked sections: looking at the ownership of time,
the alternation of education with other activities, the combination
of education with other activities, and withdrawal from study.
Finally, some conclusions are drawn.
Lifelong Education: Ideal and Practice
The idea, or ideal, of lifelong education was developed at
international meetings during the 1960s in response to perceived
inadequacies in existing educational provision and practice, though
it does have earlier antecedents. In this schema, education is
viewed as continuing throughout life for everyone, rather than being
confined for the great majority to the pre-work period of childhood
and adolescence. Lifelong education was adopted as a 'master
concept' by the United Nations Educational, Scientific and Cultural
Organisation (UNESCO) in 1970 (Lengrand, 1975, 1989; Faure and
others, 1972).
The implications of lifelong education have been summarised by
Cropley:
Lifelong education, conceptualised as a means for facilitating
lifelong learning, would
last the whole life of each individual;
lead to the systematic acquisition, renewal, upgrading and
completion of knowledge, skills and attitudes, as became necessary
in response to the constantly changing conditions of modern life,
with the ultimate goal of promoting the self-fulfilment of each
individual;
be dependent for its successful implementation on people's
increasing ability and motivation to engage in self-directed
learning activities;
acknowledge the contribution of all available educational
influences including formal, nonformal and informal.
This approach, as can he seen, focuses on the duration of lifelong
education (the entire lifespan), the factors in life making it
necessary (change), the personal characteristics it seeks to foster
in individual people (self-directed learning, motivation, etc.), and
the comprehensiveness of the influences acknowledged as acting upon
learning (formal, nonformal and informal). (Cropley, 1980: 3-4)
Lifelong education is seen as affecting all existing educational
providers, including institutions of higher education (Knapper and
Cropley, 1985; Williams, 1977).
Permanent education, a closely related concept, was developed in the
1970s by the Council of Europe (Council of Europe, 1973, 1975). The
concept had its origins in the French notion of education
permanente. The direct translation into English carries some
unfortunate connotations, so it is not surprising that it is little
used outside francophone countries. Indeed, it is now regarded as
essentially synonymous with lifelong education.
Recurrent education was sponsored as a concept in the 1970s by a
third international organisation, the Organisation for Economic
Cooperation and Development (OECD, 1973). It has particular
associations with employment policy and ideas such as paid education
leave (Bengtsson, 1989). Although recurrent education has been seen
by some as a competing concept, it is now more commonly viewed as a
strategy for implementing lifelong or permanent education. Whereas
lifelong education expresses a general ideal, recurrent education
suggests an alternating pattern for practice:
The essence of the recurrent education proposition as it is
understood in this report is the distribution of education over the
lifespan of the individual in a recurring way. This means a break
with the present practice of a long, uninterrupted pre-work period
of fall-time schooling, which has been described as a 'front-end'
model. It also implies the alternation of education with other
activities, of which the principal would be work, but which might
also include leisure and retirement. One of its essential potential
outcomes is to make it possible for the individual to abandon the
unalterable education-work-leisure-retirement sequence and to enable
him to mix and alternate these activities within the limits of what
is socially possible and in accordance with his own desires and
aspirations. (Council of Europe, I 973: 7, original emphasis)
Clearly, while a good deal of progress has been made, no society has
yet achieved the kind of educational or learning system advocated by
UNESCO, the Council of Europe and the OECD: not the United States of
America, with its mass educational system built on a mix of public
support and private investment; not Sweden, with its high
participation rates and traditions of community and social
provision; certainly not the failed Soviet system. And while some of
the richer nations are much more advanced in this respect than
others, in all cases substantial proportions of the population
remain excluded, un-involved or under-involved (see, for example,
OECD, 1992; UNESCO, 1989).
There are, of course, both theoretical and practical objections to
these ideas. The former have been the subject of much discussion in
the literature, focusing on the lack of coherence, muddled meanings
and regressive nature of the concepts (e.g. Bagnall, 1990; Lawson,
1982; Wain, 1987, 1993). It is the latter with which we are more
concerned here.
In their expression, certainly in the earlier documents, the balance
to be changed by the introduction of lifelong education is seen as
being that between education, work and certain kinds of 'non-work',
principally leisure and retirement. The notion of alternation is
introduced in recurrent education to suggest varied patterns in
which periods of work, non-work and education might follow one
another throughout life. And the assumptions are made that adults
are, or can become, self-directed, and that this will be of benefit
to the economy and the wider society.
All of this may be challenged, particularly on the grounds that it
presents a 'male' view of life. Women are commonly involved in other
kinds of 'nonwork', such as caring for children and older people.
They also form the basis of the part-time, and low paid, labour
force. In practice, combination rather than alternation of roles may
be the only realistic option, and there will likely be limits on how
many roles can be effectively carried at any one time. And the
option to combine educational participation with work, retirement,
leisure or domestic responsibility may only be open to a limited
number of adults: those with the right background who have the
necessary support.
Research Methodology
Our research has involved extensive questionnaire and interview
surveys of students on two substantial local part-time degree
programmes (Blaxter and Tight, 1993). One of these programmes is
based at our own institution, Warwick University, the other at
Coventry University.
At the time of the survey in 1992, the Warwick University programme
offered part-time courses in three areas: Historical Studies,
Literary and Cultural Studies, and Social Studies (the programme has
since begun to expand into business, languages and technology). Of
the 274 students then enrolled, 192 (70%) completed the survey
questionnaire. This included questions on their studies, their
educational and work experience, and on their personal, social and
family situation. Eighteen respondents, selected to be
representative of age, sex and subject area, were then interviewed
in more detail about their study experience and its relation to
other aspects of their lives.
The Coventry University programme is in Business Administration, an
apparently more practical and vocationally oriented subject area
(Morris, Newman and Stringer, 1993). The programme differed from
that at Warwick in that it was also offered on a number of sites
outside Coventry, though the majority of the students were studying
at the university itself. The same questionnaire was used, but with
some additional questions specific to the institutional context. All
310 students enrolled in October 1992 were posted the questionnaire
in early 1993, and 116 (37%) responded. As in the case of the
Warwick survey, eighteen respondents were then selected for
interview on the basis of their age, sex and study location.
Though the response rate from the Coventry students is less
satisfactory than that achieved for the Warwick programme, it
probably underestimates the true response rate, as some of those
registered would have discontinued their studies or transferred to
other courses. For both surveys, the responses received appeared to
be representative of the total student body, with the student
profile suggested by registration data matching that produced from
the questionnaires.
There were significant differences in the make-up of the two student
groups in terms of gender and age. While over three-quarters, 76%,
of the Warwick students were women, the Coventry group was more
balanced, with 54% being wormer. The Warwick students were also
older as a group, averaging forty-four years at the time of the
study, compared to an average of thirty-two years for the Coventry
students. Nearly one-quarter, 23%, of the Warwick students had been
born before 1940, compared to only 1% of the Coventry students.
About half of all the respondents (48% of the Warwick students, 53%
of those at Coventry) had left school by the time they were aged
sixteen. A substantial minority (20%, 11%) possessed at least the
minimum higher education entrance requirement of two A levels when
they left school. Almost all (92%, 90%) subsequently participated in
organised learning activities, most commonly at work. Hence, by the
time they began their part-time degree studies, most of the
respondents' qualifications had been substantially broadened or
enhanced.
The interviews, each of which was scheduled to last for about one
hour, were loosely structured to enable the participants to talk
about their background, their participation on the degree programme,
how this fitted into their lives, and how their lives might develop
in the future. The demographic and employment characteristics of the
interviewees are summarised in Table 1. For the purposes of this
paper, the tapes and transcripts of the thirty-six interviews
carried out have been examined to assess how the interviewees
managed their time, and how they balanced their position as students
with their other roles.
A number of related themes emerged from this analysis. One was the
question of ownership: how much time was available for studying, and
whose time this was. A second theme concerned the pressures which
lead to withdrawal from study. The major issue, however, was how
educational participation related to other activities. Here two
basic strategies were identified:
--alternating or substituting educational participation for other
activities;
--combining or synchronising educational participation with other
activities.
The first of these may be linked to the idea of recurrent education,
while the second possibly represents a pragmatic, but less
satisfactory, realisation of lifelong education.
These themes will be discussed separately in turn, and then drawn
together in the conluding section.
How Much Time and Whose Time?
Time management is a critical skill for all students, particularly
those studying for part-time degrees (Blaxter and Tight, 1994). Not
surprisingly, the recent expansion of adult participation in British
higher education has been paralleled by a growth in the number of
study guides designed to assist them (e.g. Bourner and Race, 1990;
Rowntree, 1988). But these guides are only that: they do not, and
cannot release mature students from their other obligations. For all
of our interviewees, the time available for study was always
relative: both to their other responsibilities, and to their
perception of the situation of full-time students.
These other responsibilities covered a range of employment, domestic
and other roles. The interviewees included young adults in full-time
employment with no domestic commitments, middle-aged people with
both work and family roles, and the retired. They made many comments
relating to the ownership and use of time. The ideas of 'free time'
and 'one's own time' came up again and again. For example, a single
woman in her twenties in full-time employment noted that:
so far I haven't had any problems but I have free time, I haven't
got a family . . . I haven't got any outside commitments.
Some of the other younger women, and some of the men, interviewed
indicated that they were able to cope with their studies because
their employment was boring or not demanding. In these cases, study
appeared to be substituting for work as an interesting and demanding
activity.
However, most of the women we interviewed had family, personal or
work commitments which had primary importance. Their studies had to
be organised around these commitments, to the loss of most of the
wider social aspects of the student life. They often felt under
pressure to maintain their overall performance in all of their
roles. This was typically achieved by the adoption of a regular
routine, in which study was confined to 'their own time': i.e. the
period of the day when their children were at school and/or their
husband was at work. To depart from such visible efficiency was very
risky as well as impractical. Anyone who has ever tried it will know
the difficulty of studying in a household full of demanding
non-students.
The comparisons made by our interviewees between their own position
and that of real or imagined full-time students are particularly
revealing. Those in full-time employment were likely to feel
something akin to envy, like this women in her twenties:
if I was full-time I think I could cope. The full-timers have got a
lot of time to do a degree . . . if [only] I had an hour to sit in
the library without having to cram all the other things in as well.
A slightly older woman expressed much the same sentiments rather
differently:
We've often talked about this sitting downstairs [in the coffee
[bar], thinking wouldn't it be lovely [to be a full-time student] .
. . and have no responsibilities. They have such a good social life
. . . we've all got commitments.
The younger, single interviewees who were supported in their studies
by their employers sometimes displayed some resentment at having to
study in their own time. One man, who had been able to fit most of
his studies in during the working day when he was a trainee, now
found things more demanding. He would spend extra time at work to
keep apace of the job and use his holiday entitlement to write
assignments. Recently, he had had to:
give at least a night at the weekend and then a night or two in the
week where normally I'm out ... the fact is that I'm giving that
night up to stay in to keep up [with study].
Older students had a different range of views. One woman in her
forties commented:
I think [higher education] is much more difficult [than I expected/.
I have much more respect for the students. I thought they had a lot
of time to do very little, that's how I perceived it from the
outside world. I'm actually staggered at how much they have to do
and the pressure that they're under.
Where the interviewees had children of their own engaged in
full-time study, less respectful (or more realistic) views appeared.
Thus, another woman in her forties, with three teenagers and an
invalid mother at home, confirmed the invisibility of much domestic
labour in reporting one of her children, a full-time student,
making:
a most amazing remark. She laid [you can get good marks because]
you've got nothing else to do, but I've got to make friends and fort
my life out.
Her views were supported by another women of the same age, who said
of full-time students:
they don't have any other personal commitments. You know they can't
wait to [leave] mum for a start, and [we] still have mum,
step-children, children, husband . . .
Withdrawal from Study
Not surprisingly, given the heavy and varied demands which many of
our interviewees were having to cope with, a good number of them had
considered discontinuing their studies at some point. Others, of
course, not in our sampling frame, actually did so. Indeed, the
level of, and reasons, for such discontinuation, withdrawal, dropout
or attrition amongst part-time students forms one of the major
themes of the published literature (see, for example, Bourner and
others, 1991: chapter 8; Tight, 1991: chapter 6; Tinto, 1987;
Woodley and Parlett, 1983). From the perspective of this paper,
withdrawal, whether temporary or permanent, could be seen as an
example of the enforced alternation of study with another activity.
A number of the students we interviewed had withdrawn temporarily at
some point during their study career, or were seriously considering
doing so. One, a woman in her forties, had done so in order to care
for her parents:
Mother became ill. I dropped a year . . . it was just hopeless
trying . . . [there was] a lot of responsibility and it jest all
lands on me.
For this women, the continuation of her studies was contingent upon
her parents' health remaining stable. Another woman, in her
thirties, recounted that:
The first six weeks of last year I spent down in London looking
after both of my parents. My father was still alive, and l was on
the 'phone all the time [to the University] saying I can't come back
[to put in assignments] but I still want to . . . and I managed to
do the courses.
Health problems were not confined to the students' parents. One man
had taken a year off from studying when he had experienced problems,
and now found the support of his fellow students helpful to his
convalescence.
A final example illustrates the strategy of forward planning to make
space for unpredictable emergencies. This woman, in her forties, had
taken a year out from study when her voluntary work responsibilities
grew enormously in response to a national emergency. She now said:
I come across people here who are working and who have two children
. . . and l don't know how she does it. If any one thing goes wrong
in the equation . . . [if one of the children is sick] there isn't
enough room for manoeuvre, and that's one thing l think you have to
have . . . l would't like to be that committed.
Alternation or Substitution
The alternation of periods of study with periods when other
activities are stressed is at the core of the idea of recurrent
education. In practice, this usually means giving up some other
activities while studying, or effectively substituting effort as a
student for effort in other roles. We have already referred, for
example, to the incidence of bored employees focusing their efforts
on study.
Of course, anyone taking on a demanding new role, like studying for
a part-time degree, will have to cut back on some of their other
activities. This was confirmed by the responses to our questionnaire
surveys, which showed widespread reductions in the amount of time
spent participating in a range of social and leisure activities. The
most notable casualties of studying were watching television,
playing sport and visiting the pub (see Table 2). Indeed, only one
of the eight activities listed registered an overall increase
amongst the respondents. This was visiting the cinema or theatre,
for the Warwick students, and is probably associated both with the
subjects they were studying and with the presence, on-campus, of a
major arts centre.
More significantly, our interviewees included several who reported
giving up one or more of their major roles to enable them to pursue
their part-time degree studies. The roles foregone included
employment, voluntary work and leisure.
On the Warwick degree programme, which has an older age profile,
quite a few students were retired, in some cases having retired
early in order to care for their relatives. While they could not be
said to have given up employment in order to study, they were using
some of the 'free time' this gave them for that purpose. Looking
back, one of the male interviewees in this position doubted whether
he could have studied on a part-time basis while he was still
working:
I've often thought about this and world I have wanted to. Probably
not because I was pretty well committed to work.
Two women in their forties provide further contrasting examples.
One, who had retired in order to care for her parents, turned to
study when they died as an alternative to returning to employment.
The other, who had given up her business when the lease ran out, was
able to study 'purely for pleasure'. Both women saw themselves as
becoming involved in some form of public or voluntary activity once
they had completed their degree.
One other woman in her twenties had actually resigned from her job
in order to be able to do justice to her studies, though there were
clearly also other factors involved. For her, the appointment of a
new boss in the small company where she worked had been the crisis
point:
I was in a sort of conflict all the time . . . I suppose l like to
give a lot of my time to the things I'm doing.
On the Coventry programme, the only examples of those foregoing
employment in order to study were not so voluntary, as they were
younger and unemployed. Three of the four interviewees in this
position had their fees waived. In essence they were substituting
their studies for employment, by treating the former as a full-time
job around which they then structured their other activities.
One unemployed man in his twenties was synchronising his part-time
studies with his wife's study on a full-time degree course. He
scarely mentioned the problems of managing time, but felt sorry for
his wife who, by implication, had the main responsibility for
looking after their young children. He did not consider employment
to be compatible with studying. A single, unemployed woman in the
same age group saw herself, for the time being, as virtually a
full-time student, with plenty of time for studying. She was also
undertaking voluntary and temporary work in order to enhance her
employability.
Another unemployed man, in his thirties, was using the time to 'sort
out' his life:
Being unemployed, having so much time on my own, especially in the
daytime, has given me those hours when you can sit down and think
`What am I doing? Where am I going?'
The other unemployed interviewee, a man in his forties, was
following two other part-time courses in addition to the degree. He
also highlighted the difference between the daytime, when he could
devote himself unhindered to his studies, and the evening, when
family activities encroached.
It was mainly the women interviewees who reported giving up
voluntary work, usually temporarily, in order to make time for their
studies. Thus, one woman in her thirties reported that:
The things that have gone out of my life are I don't go to as many
meetings as I used to.
Instead, she tried to concentrate her community work into intensive
periods during the vacations. Another woman, in her forties, said:
If I wasn't doing this? I would be doing more voluntary work. I'm
getting better at saying no! which is very difficult in voluntary
work because you feel you should, but you start to get a bit more
selective.
Many interviewees reported giving up some or all of their
recreational or leisure activities in order to study. For younger or
unmarried students in employment, their studies often, in effect,
became their leisure activity. This was not so easy for those who
shared their homes with others, as it meant giving up time with
their families.
The single students often saw this substitution in a very positive
light. Thus, a woman in her thirties referred to 'giving up her own
time' in order to study, and, while noting that she had 'no
distractions' as she lived on her own, said she could `be distracted
if I want'. A single man with a boring job was able to do some
studying during the day, but viewed attending college and studying
in the evening as a refreshing alternative to television. Another
man in his thirties was less positive, however, indicating that
study had made him a 'virtual recluse' who ate very badly because he
lacked time for shopping and cooking.
A married man in his thirties succinctly summarised how such choices
were made, and in doing so used the metaphor we have adopted for our
title, and which was repeated by many of the interviewees:
I don't know whether I did give up [other activities], I think I
juggled things around so much that I made it happen. Going back to
my late twenties, I enjoyed myself [but], the time had changed. I no
longer felt the need to go out most nights of the week. I felt
secure in my own home, I felt that [study] was a better avenue . . .
[instead of] just going to work and coming home [and thinking] . . .
what to do, so I made the effort.
Combination or Synchronisation
The strategy of combining study with their other roles or activities
was more commonly used by our interviewees than the strategy of
alternation. They talked of combining study with work, marriage and
family life in varying ways.
For the younger students, the most common combination was of study
with work and marriage. One man in his twenties described three
coping strategies: `over-scheduling' his week, which was precarious
but possible because of the autonomy he had to organise his work;
synchronising his class attendance with his wife's activities
outside the home; and combining study-related activities with his
working day. The latter involved use of his car as a study space, a
strategy also employed by other students:
I occasionally arrive at a costumer's [premises] early and [do some
study while] sitting in the car park.
This student recognised that the situation was not ideal, but also
indicated his priorities in stating that:
my home life might have suffered but not my company work.
For a woman in the same age group, the coping strategy was somewhat
reversed. for both her and her husband home was, in part, a study
space, with `books and papers everywhere'. Her problems came in
combining study with work. Significantly, like the previous student,
she also made use of spare time in customers' car parks, but in her
case to unwind rather than to study:
I was very busy at work last year, and by the time I'd got the car
parked sometimes I just used to sit there and think 'I don't know
how I can go on'. I was jiggered in the middle of the day. I had to
force myself to say 'OK' and slow right down.
Now, in the second year of the degree, she felt she was coping
better. She had attended time management and assertiveness sessions,
was accepting fewer delegated duties at work, and was taking less
work home. But she felt that the combination of full-time work and
attending daytime classes was affecting her marks.
Another woman also knew study as a way of life, from when she lived
with her parents, but was having trouble adjusting to a newly
established household after marriage. She said that she 'wouldn't
know what to do' if she wasn't studying, but she now also had to
cope with the housekeeping and being 'mum number two'. The strain
had led to several accidents and illnesses. While formerly she had
felt very organised and efficient at work, she now thought of
herself as 'Miss Dizzy'.
Where the interviewees were also experiencing significant changes at
work, the position became much more complicated. As one man in his
forties said:
I used to manage very well until the beginning [of the year] when
the employer began shedding staff . . . My time has been eaten up at
work, but I'm still on track . . . I used to be able to plan the
work in spare time at lunch, and stop off at the library on the way
home. But now. . .
As a result, his studies, which had formerly been 'in his time'
(i.e. within the working day), were now putting pressure on his
marriage.
Similarly, an interviewee in her thirties had not only been given
new responsibilities at work, but had also recently separated from
her husband and moved house. These combined pressures were causing
her to temporarily downgrade her involvement in study:
In my section now I'm the boss you see . . . I've had to do one and
a half jobs [because of staff reallocation] . . you can't shut
yourself off and just do your own job. It won't go on for ever
obviously, but [it's] the last thing I wanted, especially now up to
exam time . . . I'm too tired when I get home at nighs so now the
time is limited.
For many of our older interviewees, study was combined with not just
work and marriage, but also with the demands of an established
family. This presented further challenges. Thus, one of our male
interviewees, in his forties, described delaying study until his
children had left home. This man also appreciated the possibilities
of alternation. He had experienced redundancy in the recent past,
and would, if it happened again, study full-time.
A number of the women we interviewed had taken a career break in
order to start a family, and were now studying and working as the
family grew up. One of these women, in her late thirties, regarded
herself as having 'two part-time jobs'. One was her employment,
which allowed flexi-time working, and the other was her children,
with whose activities she liked to be involved. She had refused
full-time employment because:
I like to be able to give 100% to all my commitments, and if I'm
pushed [to/ give more to one them the other one gaffers.
This was not always easy, however, and her account referred to being
in 'such a rush' and feeling 'guilty'.
For this woman, it was important to be in control of how she used
time, and not to have it controlled by the expectations of others.
She tried to organise her employment around the children and to
study while at work, or even to combine study with caring for the
children: 'I had one eye on the football match and one on the
revision'. Because she spent so much time chauffeuring the children
around she also, like some other students, used her car extensively
for studying.
Despite her flexible working hours, and the support she received
from her mother, this woman said:
I always seem to be juggling with half a dozen balls in the air.
When asked to name the balls, she answered:
Coursework, work, family I suppose . . . I don't say enjoyment as a
separate thing, though I skim enjoyment off the top of those things
. . . the house . . .
She then gave a detailed account of all the things that had to be
done, or at least half done, on particular days of the week.
Another woman, now in her mid-forties, had followed a 'non-female'
career, and was now studying primarily for career reasons. She
related how she could no longer 'afford the time' for certain
home-based activities which she once enjoyed. She also described in
detail how the different evenings in the week were used, and how she
fitted study time into the late evenings or very early mornings on
weekdays, and into the afternoons at weekends.
Similarly, an interviewee in her thirties responded to a question
about how she coped with the demands of study by describing how
little sleep she needed, a point which was also mentioned by a
number of others. This woman went on to say:
When the children were smaller it was easier because I was clear of
them by a certain point in the evening, and l could sit down and get
started; and now they've got older the time's got later and later
and it's got much harder.
A fourth woman, in her early forties had undertaken temporary
employment and study while 'bringing up a family', and switched to a
regular job, with flexible hours, when her children went to school.
She explained how her studies could be thrown by the unanticipated
crises of family life, and by the demands of housework:
I know it's bonny but with a woman, when they go back to work, it's
still a priority they are responsible for and I can't live in a
mess.
She was now paying a friend to clean one morning a week. The support
she received from her husband and children was important to her,
particularly as her parents and some of her friends could not see
any point in studying if you had already got a job.
Conclusions
It is important, of course, to enter some caveats at this point.
Ours was a limited study of thirty-six adults on two local part-time
degree programmes. But the interviewees were carefully selected to
be broadly representative of the student groups from which they were
drawn. There are many other more or less similar programmes
nationally, and we have no reason to suppose that similar studies of
them would not produce similar results (though this is not to say
that they would).
It could be said that the focus on degree students was atypical, and
that part-time study is geared to the combination rather than the
alternation of life roles. Degree study is undeniably atypical, in
requiring a high level of commitment and engagement over a period of
years. But such a commitment to learning is increasingly expected of
adults, and underlies the very idea of lifelong education that we
are exploring. And, at present, most adults necessarily study
part-time, if they study at all. In most cases, they either cannot
afford, or do not wish, to study full-time (Tight, 1991).
In overall terms, thirteen of our interviewees appeared to be
alternating their roles as students with their other roles as
workers, spouses, parents or community members. The clear majority,
twenty-three of the interviewees, were effectively combining, or at
least attempting to combine, their roles as students with all of
their other responsibilities. We would not, of course, wish to push
this distinction too far: alternators and combiners are points along
a spectrum, and even the alternators were combining their studies
with some other activities. While the Warwick interviewees were
evenly split nine alternators, nine combiners - the Coventry
students, with their younger age profile, were overwhelmingly
combiners (fourteen to four).
Table 3 relates this characterisation of the students interviewed to
their employment status. It starkly illustrates the divide in role
behaviours: all of the combiners were in full-time or part-time
employment, while all but one of the alternators were unemployed or
retired. There is very little overlap, and it occurs in the area of
part-time employment, which applied to only four of our sample.
In a sense this is much what you might expect, and gets to the heart
of the distinction between full-time and part-time education. After
all, to reiterate, adults study part-time because they are unable or
unwilling to study full-time. They are largely unable, for these
reasons, to engage in anything approaching an ideal version of
recurrent education, where periods of supported full-time study
would alternate with employment, family and other responsibilities.
They have, therefore, to settle for a more demanding and stressful
pattern of lifelong education, where study is engaged in on top of
everything else.
It should not be concluded, however, that this is simply because
adults are unable to get financial and other support for their
studies. Employers are increasingly recognising the benefits of
study, both specific and general, amongst their employees, and a
variety of schemes have been developed in recent years (e.g.
Chadwick, 1993). Eleven of our interviewees, just over half of those
in full-time employment, were being supported by their employers.
They had at least part of their course fees and other costs paid for
them, were given release to attend sessions during the daytime, and
in a few cases an allowance of time in which to study. These
supportive employers were not confined to a particular sector, but
included a range of public and private sector organisations.
confined to a particular sector, but included a range of public and
private sector organisations.
Yet there were clearly major tensions in most of our interviewees'
lives, and in most cases the support they received was not enough to
enable them to get as much out of their studies as (they imagined) a
typical full-time student could. They were 'juggling with time',
endeavouring to keep a range of responsibilities going in addition
to their studies. Our interview records are full of vignettes which
illustrate this juggling: reading while ironing, answering the front
door while correcting an essay draft, keeping a book behind the till
during the evening shift.
Where our interviewees' responsibilities included just one, or
perhaps two, major roles - e.g. employment, spouse, parent,
voluntary worker -in addition to their student role, they were
usually able to cope, at least for most of the time. But such coping
was likely to be undermined at any moment by an unforeseen event: a
sick child, an urgent order at work, their partner's demands. And it
imposed a continuing strain upon the individual, which severely
limited their capacity to engage with their studies.
Where their responsibilities extended to two or more major roles,
there were usually major doubts about their capacities to cope. They
were then struggling, rather than juggling, with time, and
withdrawal from study or one of their other roles seemed a probable
consequence. We can only respect their efforts, while wishing that
more could be done to support them.
Lifelong education is clearly becoming a reality in societies like
ours, but at an individual rather than a societal level. Adults are
increasingly expected, and often required, to engage in serious
study if they are to maintain or improve their employment positions
and make the best of their life chances. But this reality is coming
about without much planning, and it is being achieved by placing a
disproportionate element of the responsibility and burden upon the
individual adults themselves. They are being expected to take on the
role of student in institutions where the perception of the student
role is of someone with no other major commitments, and with little
or no reduction in their other responsibilities.
If we are to develop anything approaching a lifelong education
system, we need to give much more attention to the support of adult
students. This would include not just the funding of study, but
also, and much more importantly, the release of time from their
other responsibilities, so that they can focus effectively on their
learning without the immediate distractions of other demands.
Table 1. Interviewees' Demographic and
Employment Characteristics
A: Coventry Programme B: Warwick Programme

9 men 6 men
9 women 12 women

8 in their 20s 4 in their 20s
6 in their 30s 5 in their 30s
4 in their 40s 6 in their 40s
3 in their 60s

13 in full-time employment 7 in full-time employment
1 in part-time employment 3 in part-time employment
4 unemployed 3 unemployed
5 retired

9 supported by their employers 2 supported by their employers
3 with fees waived 2 supported by local authorities
6 receiving no outside support 14 receiving no outside
support
Table 2. Changes in Social and Leisure Participation
as a Result of Study
A: Coventry Programme

Not % Reporting
Participation Overall
Activity Applicable Up The Same Down Balance

Visiting Cinema, Theatre 13.1 8.7 55.7 22.6 -13.9
Watching Television 0.0 1.7 27.0 71.3 -69.6
Playing Sport 15.7 9.6 31.3 43.5 -33.9
Community Service 72.2 2.6 13.9 11.3 -8.7
Children's Groups 80.9 3.5 8.7 7.0 -3.5
Pressure Groups 87.9 0.0 8.7 3.5 -3.5
Religious Groups 78.3 1.7 14.8 5.2 -3.5
Visiting the Pub 13.1 10.4 42.6 33.9 -23.5

B: Warwick Programme

Not % Reporting
Participation Overall
Activity Applicable Up The Same Down Balance
Visiting Cinema, Theatre 10.0 22.1 52.1 15.8 +6.3
Watching Television 2.1 2.1 26.3 69.5 -67.4
Playing Sport 25.9 8.9 40.5 24.7 -15.8
Community Service 47.3 6.8 21.6 24.2 -17.4
Children's Groups 70.5 2.6 17.9 8.9 -6.3
Pressure Groups 74.7 3.7 16.3 5.3 -1.6
Religious Groups 63.2 5.3 23.2 8.4 -3.1
Visiting the Pub 36.8 5.3 35.3 22.6 -17.3
Table 3. Student Roles by Employment Status
'Alternators' 'Combiners'

Employed Full-time 0 20
Employed Part-time 1 3
Unemployed 7 0
Retired 5 0

Total 13 23
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~~~~~~~~
LORAINE BLAXTER and MALCOLM TIGHT, Department of Continuing
Education, University of Warwick


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Source: Studies in the Education of Adults, Oct94, Vol. 26
Issue 2, p162, 18p
Item: 9502226095


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