Child Labour Essay Example for Free

Child Labour Essay Child labor is work that harms children or keeps them from attending school. Around the world growing gaps between rich and poor in recent decades have forced millions of young children out of school and into work. The International Labor Organization estimates that 215 million children between the ages of 5 and 17 currently work under conditions that are considered illegal, hazardous, or extremely exploitative. Underage children work at all sorts of jobs around the world, usually because they and their families are extremely poor. Large numbers of children work in commercial agriculture, fishing, manufacturing, mining, and domestic service. Some children work in illicit activities like the drug trade and prostitution or other traumatic activities such as serving as soldiers. Some social scientists point out that some kinds of work may be completely unobjectionable — except for one thing about the work that makes it exploitative. For instance, a child who delivers newspapers before school might actually benefit from learning how to work, gaining responsibility, and a bit of money. But what if the child is not paid? Then he or she is being exploited. As UNICEF’s 1997 State of the World’s Children Report puts it, Children’s work needs to be seen as happening along a continuum, with destructive or exploitative work at one end and beneficial work promoting or enhancing children’s development without interfering with their schooling, recreation and rest at the other. And between these two poles are vast areas of work that need not negatively affect a child’s development. Other social scientists have slightly different ways of drawing the line between acceptable and unacceptable work. As UNICEF’s 1997 State of the World’s Children Report puts it, Children’s work needs to be seen as happening along a continuum, with destructive or exploitative work at one end and beneficial work promoting or enhancing children’s development without interfering with their schooling, recreation and rest at the other. And between these two poles are vast areas of work that need not negatively affect a child’s development. Other social scientists have slightly different ways of drawing the line between cceptable and unacceptable work. In 2000, the ILO estimates, 246 million child workers aged 5 and 17 were involved in child labour, of which 171 million were involved in work that by its nature is hazardous to their safety, physical or mental health, and moral development. Moreover, some 8. 4 million children were engaged in so-called unconditional worst forms of child labour, which include forced and bonded labour, the use of children in armed confl ict, trafficking in children and commercial sexual exploitation.

Administrator Challenge Paper Essay Example for Free

Administrator Challenge Paper Essay My experience in corrections is limited to only 4 years. I feel that in my time there, I learned a lot about what the custody part of corrections job consists of, not necessarily what the parole portion or the prison administration does. As a first line supervisor within the correctional system, the staff was held to somewhat of the same standards as I did young airmen in the military. They were expected to be at work on time, read their post orders daily, and maintain control of the dormitory or segregation unit in which they worked. They were given the opportunity to make decisions on their own and only to keep me informed of what they were doing. Most of the decision making came from the Warden and his staff. We had a Correctional Major and Captains as intermediate level supervisor who took the brunt of the complaints between custody and administration. There were policies and directives being disseminated constantly within the prison. At time it felt like the saying â€Å"going blind with paperwork†, having to read everything being passed down. Some of the policies had justification and some seemed to be just frivolous fodder to give administration something to do. See more: Recruitment and selection process essay Another issue which was the cause of much contention within the custody ranks was the adherence to the rules or policies. One of the main culprits of many custody staff being fired or quitting was the use of tobacco within the facilities. The facility is a â€Å"tobacco free† facility. That means no tobacco for any offenders or staff members. Tobacco is an addictive drug and there were many staff members who snuck cigarettes and smokeless tobacco into the facility because of their need to have it, instead of waiting until their shift was over. This in-turn was also the cause of offenders running illegal contraband within the confines of the facility. Staff members would smuggle tobacco by the pouches into the facility as staff was rarely shaken down. This made it ideal for dishonest staff to make some extra money bringing in contraband to offenders. Once the offender had the staff member on the hook for smuggling, it was just a matter of time before the staff was caught and fi red for it. Tobacco often times was more expensive than drugs like marijuana, prescription medication, or cocaine. I feel that another of the main issues, at least within the facility I worked at, was the discord between custody and non-custody staff. Custody was in charge of all the offenders within the facilities, while non-custody had interactions with offenders, their main job was to teach in most cases. Many were college or high school teachers, facility supervisors over the industrial areas, and nursing staff or administration. These non-staff positions often tried to tell custody staff how to do their jobs. This often caused contention between all parties and when brought to the custody supervisor, was corrected after having spoken with the non-custody supervisor. This course has opened my eyes to the administration side of Criminal Justice. Prior to this course, I had no idea about how budgeting or the financial aspect of Criminal Justice actually worked. This topic is one which I am glad to have studied. I may not get to the administrative level of whatever Criminal Justice profession I choose, but having some knowledge of how it works will definitely benefit me in the long run. I would encourage anyone taking Criminal Justice or pursuing a career in Criminal Justice to take this course as the material if very relevant to the job, especially those seeking positions as administration. Also, mid-level supervisors should take it as it gives them insight into what is expected of the administration when it comes to policy, budgets and financial planning for the Criminal Justice System. I wish I had taken this course just a bit later in my college studies as I had quite a few irons in the fire during this courses duration. Trying to juggle college, a fulltime job, family life, and other outside entities were definitely distractors during this course. I did not get to dedicate the time fully to the course that if deserved and my grade refle cts that.

Embedding Total Quality Management In Private Universities Management Essay

Embedding Total Quality Management In Private Universities Management Essay The previous chapter consisted of a literature review about TQM, the management approach that started in manufacturing and business and then extended over the service sector and particularly in higher education. Research shows that by adapting aspects of the TQM to fit their own needs, higher education organizations experienced a better ability to manage the process of quality, and maintain and enhance development. Vazzana.et al (2000), in their study about TQM in business colleges found that most PUs benefit from their attempt at using TQM to improve the quality of their universities. Similarly, Weller (2000) in his study of using the TQM tools to identify root causes of higher education attendance problems concluded that the application of TQMs tools and techniques to solve higher education problems as highly promising as it is in PUs areas. The purpose of chapter five was to give a general understanding of the subject. The present chapter is about how TQM has, and can be, adopted in the PUs, what benefits PUs can get from implementing TQM, concerns about, and case studies of some PUs which have implemented TQM and what problems and benefits have been encountered in this context. The chapter concludes with a proposed model for TQM in the PUs in Egypt. 5.2 TQM in Private Universities Context Ever more, the implementation of TQM has extended over industrial organizations and has turned deteriorating companies into world leaders. Although the origins of TQM are grounded in statistical analysis of performance, with statistical quality control being the principal tool for verifying the success of TQM measures, TQM lays importance on the human element of an organization (Deming, 1986; Juran, 1988). This makes TQM suitable for service sectors in general and particularly education. Although educational organizations have been slower to see the value of TQM, many of them are now using TQM to improve their administration and to face internal and external challenges. As Mangan (1992) notes: Faced with soaring operating costs and persistent public demands for accountability, a growing number of colleges and universities are turning to TQM and its principles of customer satisfaction, teamwork, and employee empowerment as a tool to improve how institutions are managed. There are three generic approaches to TQM in higher education (Harris 1994), Firstly there is a customer focus where the idea of service to students is fostered through staff training and development, which promotes students choice and autonomy. The second approach has a staff focus and is concerned to value and enhance the contribution of all members of staff to the effectiveness of an institutions operation, to the setting of policies and priorities. This entails a flatter management structure and the acceptance of responsibility for action by defined working groups. The third approach focuses on service agreements stance and seeks to ensure conformity to specification at certain key measurable points of the educational processes. Evaluation of assignments by faculty within a specified timeframe is an example. Lawrence and Mc.Collough (2001) propose a system of guarantees designed to accommodate multiple stakeholders and the various and changing roles of students in the educational process. Durlabhji and Fusilier (1999) states that customer empowerment in education requires greater input from students as well as from business community that will eventually employ them and this in term will streamline education and eliminate any rest of the esoteric academic that exist in business coursework. In his model of distributed leadership for managing change in higher educational institutions, Gregory (1996) suggests four dimensions of institutional leadership symbolic, political, managerial and academic. In managing educational change there has been general criticism (Iven, 1995) that government initiatives are being pushed by a narrow, employer-driven strategy. Policy makers do have an obligation to set policy, establish standards and monitor performance. They must articulate important educational goals (Fullan, 1993). Roffe (1998) considers that due to open competition, students are becoming more customers as well as consumers and expected to pay a growing share of the costs of education. TQM implementation in PUs, Osseo-Asare and Long bottom (2002) proposes enabler criteria, which affect performance and help organizations achieve organizational excellence. These criteria are leadership, policy and strategy, people management, resources and partnerships and processes. The literature contains infinite cases of Total Quality Management principles incorporation in education. The application ranges from school stage (Weller and Hartley, 1994 and Schmoker and Wilson, 1993) to higher education stage (Sahney et.al, n2004 and Wiklund et.al, 2003). Some studies focus on the feasibility of implementing TQM in educational. Anderson (1995) reported the results of a case study to evaluate the effectiveness of a TQM programme at the University of Houston, College of Business Administration. He found that the implementation of TQM had some positive results such as increasing the student perceptions of service quality. Moreover, some studies show that TQM is also used to solve some specific issues. Weller (2000) reported that TQM principles can be used to identify root problem causes for absenteeism. It also can help in identifying realistic solutions which yield positive results in academic and non-academic areas. The TQM pedagogical concept applied to higher education embraces all fields and levels of education and has an effect on the following: Physical facilities (buildings, sport complexes, open field etc.), Academic infrastructure (laboratories, library, documentation, communication, information infrastructure etc.), Curriculums, Examinations and evaluation systems, Supplying academic and administrative personal and their improvement systems, Research and publication, Institutional development plans (strategic planning), University industry society relations, Deming claimed his production system can be applied to service organizations as well as to manufacturing organizations (Evans and Lindsay, 1999). Figure 4.3 with reference to TQM applies Demings production model to higher education. This system depends on the answers to these main questions. Who are the stakeholders (customers and suppliers)? What are the inputs and outputs? What are the key processes? Stockholders Suppliers Stockholders Customers Families High Schools Business Sector Vocational Institutes Input Government Business Families Students Outputs Design Redesign Teaching Program Customer research Where are we now and where do we want to be? Process Figure 5.1 TQM in Higher Education System In figure 5.1 the stakeholders are the customers and suppliers. The stakeholder groups can easily be extended beyond the members shown in the groups as customers and suppliers. Suppliers include families, high school, Vocational institutes, and business. The customers include the business community, graduate school, society, student, and families. Universities have a large number of different customers as shown in the figure 5.1. University management should consider the relative importance of each customer group and balance and reconcile the interests of these diverse groups. Students as consumers of knowledge and services are considered to be the main customer. Accepting students as an important group of customers can be taken as a revolutionary change in the management of quality in higher education. That group of students, as the consumers of education, should include potential students, existing students and graduate students. The university has different priorities and services for each group of students who make up the main customer group and attempts to satisfy their different needs. For example, introductory courses for potential students, student counselling for existing students and alumni associations for graduate students. Processes include all facets of teaching, student counselling, and scientific research. The first process is to assess the educational needs of students in terms of their existing knowledge, future career opportunities, and the needs of the community and its future development. Other processes to be followed are planning curriculum for courses, including allocating resources, arranging facilities, administration and support, and finally teaching and learning. The quality of all these processes must be effectively and visibly assured. Like manufacturing systems, educational systems can include a means by which costumer research can be conducted to evaluate and improve supply. For example, by observing students, analyzing test results, and using other resources from student feedback, instructors can assess their own effectiveness and develop strategies for improvement. Some colleges and universities survey their graduates and their graduates employers to assess consumer satisfaction wi th their product. Feedback such as that mentioned, helps colleges, departments, and individual faculty members to redesign curriculum, improve course content, and improve services such as academic advising. While industry usually has a product or service, educational institutions do not have perceived products in the generally accepted sense. Education has many outputs and inputs but the results from the process stage are often difficult to quantify in the short term. The inputs to the educational system are students, faculty, support staff, buildings and equipment and other facilities. Outputs include people with new knowledge and abilities and research findings as seen from the figure 5.1. 5. 3 Quality Control of Higher Education Vevere (2009) referred quality control to verification procedures (both formal and informal) used by institutions in order to monitor commitment level to quality standards. Vevere schemed quality control of higher education as interconnected system as shown below in figure (5.2). Figure 5.2 system of external and internal control of higher education. Source :Vevere , Nina (2009) According to figure (5.2) above, external control institutions verify the commitment to standards that higher education institutions claim. It is a fundamental principle of TQM to integrate TQM internally within the institution of higher education and externally with international organizations of education (Tang Zairi, 1998). The International Accreditation Organization (IAO, 2010) is an independent and private education accrediting seeks to the finest global educational standards. IAO is a member of the International Education Accreditation Commission (IEAC), which is concerned with establishment, maintenance and improvement of standards of accreditation agencies across the globe. In each country, there is a local bodybodies coordinate and cooperate with international bodies concerned with higher education quality. In England, as an example, the Department of Employment is concerned whether graduates can satisfy the needs of employers (Harvey et al., 1992). In Egypt, few universit ies got educational ISO and highly satisfied standards of National Authority for Quality Assurance and Accreditation (NAQAA) for some specializations. 5.4 Benefits of TQM for Private Higher Education As the world is currently undergoing a dramatic change and education is considered the leading competitive change tool, so TQM as concluded in chapter four and explained in chapter five could be a reasonable approach for developing. The literature review of TQM is showing that many writers have encouraged the use of TQM in education. Sallis (1993) argues that an educational organization could benefit from applying the TQM approach both in human and financial terms. Sallis points out that some concepts of TQM like right first time cannot be directly implemented in educational organizations but educational organizations can still benefit from such a notion. He indicates that if an education organization applied TQM, mistakes will be minimized with clear systems and procedures, and good team work through careful and thoughtful planning. In this point, one can notice that although TQM originally started in manufacturing and it has somehow acquired business language, but it is still flexible enough to be adapted by PUs. Murgatroyd and Morgan (1993) highlight the benefit of holistic organization in applying TQM. They mention that TQM is not concerned just with the outcome of education, but with the whole nature of education as a process for all stakeholders. Howard (1996) states the following ways in which PUs can benefit from implementing TQM: 1. Stakeholder value through customer focus. 2. Employee commitment and development through involvement. 3. Goal achievement through strategic planning. 4. Services improvement through continuous process improvement. 5. Cost reduction through elimination of unnecessary tasks. Howard highlights the benefits of TQM for PUs from three different dimensions: human dimension, financial dimension and planning dimension. In the human dimension, the stakeholders are satisfied and employees are committed; in the financial dimension, money and other resources are saved; and in the planning dimension strategic planning leads to goal achievement. Therefore, the literature on TQM argues that implementing TQM in PUs would save time, money and efforts through doing things right first time. TQM will also help PUs to demonstrate values for all stakeholders, provide better quality provision and communication and continue seeking innovation and improvement. 5.5 Obstacles about TQM in Private Universities According to Srivanci (2004) and critical issues in implementing TQM in PUs includes leadership, customer identification, cultural and organizational transformation. Deans and head of departments cannot eliminate unethical employment practices of lecturers like what is applied in public universities where rigid rules is deployed. Hence they do not enjoy ultimate authority in hiring and firing of personnel and allocating resources. Owlia and Aspinwall (1997) conclude that customer orientation is a more problematic principle of TQM when applied to PUs because of special nature of many academics whose motivation to work is often independent of market issues. Education consider as a provider of services. Its services include advice, tuition, assessment and guidance to pupils and students, their parents and sponsors. The customers and the stakeholders of the service are a very diverse group and need identifying. If quality is about meeting and exceeding customer needs and wants, it is important to be clear whose needs and wants we should be satisfying. The diversity of customers makes it all the more important for educational institutions to focus on customer wants and to develop mechanisms for responding to them. In PUs where the education process depends totally on the customers fees to run, a funding cut may lead to a reduction in service that may not accord with what customers are feeding back. This is not much important in public universities where it is supported from government. This is a very difficult issue to resolve and TQM does not provide ready answers to it in private universities. Cultural and organizational transformation in PUs main issue is under the frustrates the introduction of conventional TQM procedures is the principle of academic freedom as it plays out in individual professorial classrooms and their professional lives. Another important issues is that faculty members tend to work alone more often the together in projects since they gain more managerial and financial advantage at the opposite in public universities. The obstacles that cause unsuccessful adopting and implementing TQM in PUs academia are (but not limited to): The nature of the academia world, which makes the change process slow. The resistance of academicians to change, so to learn about the new method of doing things. The nature of some institutions as non-profit organization, which reduce the motivation to adopt new management methodology. The concentration of the academicians (in their readings and researches) on their narrow specializations. The TQM methodology and tools are relatively new especially in the developing countries. High turnover rate of staff, which prevents accumulation of experience and sustain the momentum of change. The absence of employees (units) who are specialized in TQM. The common administration problem, is putting a high rank and qualified personnel in the leading position depending on their previous experience not on their specialization i.e. the leaders of the institution could be specialized in art, physics, anatomy or any other field but not in management and specifically in higher education management. 5.6 Case Studies of TQM Implementation in Private Universities To review the experiences of some educational organizations with TQM, in order to gain appreciation from their experiences in proposing the TQM model for PUs in Egypt and in developing the implementation framework. As with benchmarking, it is better to learn from the experiences of others than starting from scratch. The literature covers PUs which have adopted TQM. For this study the case studies will be examined from the perspective of US and UK experiences where the two countries are well reputable in higher education. 5.6.1 US experience The first attempt to implement TQM in US higher education began in 1985. The movement spread quickly and in 1990, 78 higher education institutions were reported to be exploring or attempting to implement TQM. The common factor in US higher education is that it is being driven toward commercial competition imposed by economic forces. Competition is the result of the development of the global education market on the one hand, and the reduction of governmental funding that forces public organizations to seek other financial sources, on the other hand. For example, at Oregon State University the government cut funds by 35 percent. Some universities, such as Virginia Commonwealth University responded by decreasing staff salaries and increasing tuition fees. North Dakota University responded to such cuts by increasing the number of students without increasing quality. Competitive factors between universities did not allow for lower quality, so many institutions are looking to industry for ideas. Considering the similarities between experiences met in the commercial world and those faced in higher education, the TQM approach can be a solution for the do more with less. Today more than 200 private institutions of higher education are involved in TQM throughout the USA. There are many success stories in the US. The experiences of some US higher educational institutions prove that the effect of using TQM in private higher education is positive. 5.6.1.1 Oregon State University One of the most publicized success stories is that of Oregon State University (OSU). For a number of reasons the first pilot study was conducted at OSU. First, quality was considered a high-priority issue. Second, it has high probability of success. Third, management agreed that it was important. Fourth, no one else was working on it. Fifth, it was also important to the customers of the organizations. OSU, as leader of TQM in higher education movement, has had a real success; time has been saved, costs have been reduced, people have been empowered at all levels, and morale has skyrocketed. Oregon State University followed the following steps as a planning stage to implement TQM: Exploring Total Quality Management through visiting companies with TQM programs, inviting Deming to visit and explain TQM, reading key resources and attending TQM classes. Forming a pilot study team which was seen as a learning experience for the OSUs staff and a model for future teams. It consisted of 10 managers and front-line workers, a team leader, and a training officer/ facilitator. After the first pilot team experience, they began implementing TQM by focusing top management on strategic planning, including the following steps: defining the mission, understanding customers, identifying the critical processes of the president, developing the vision and identifying breakthrough items. Developing a training program, a quality manual and a recognition system. Establishing daily management system. Establishing standing cross-functional teams. 5.6.1.2 Northwest Missouri State University Northwest Missouri State University is another leader in TQM in higher education. It defines its success as: enrolment is now at capacity: the budget is balanced; faculty salaries are higher than average; and about 10% of budget has been shifted from administration to instructions. The implementation of TQM followed the following steps (Waller, L. D., 2000): Senior management began to learn about quality management. Developing internal expertise that was required rather than obtain some ready improvement methodology and rely on outsiders to provide the expertise. The management of the transformation became a full-time enterprise for those school district employees who were involved. The introduction of leadership training and development for principals-to-be. This was to provide this critical group with continuous improvement skills needed in the schools. A decision making process at the school level was introduced. Classroom Learning System was introduced based on Demings problem solving Plan-Do-Study-Act cycle. 5.6.1.3 The University of Pennsylvania The University of Pennsylvania is committed to TQM in the Wharton School MBA; curriculum has been developed using TQM principles. Moreover this University has improved the method of recouping corporate research changes and reduced charges from $ 18 to $ 13 million. The university proposed an eleven-step model for implementing TQM The president adopts quality as the core of institutional value system and communicates this value, and works to develop commitment to it throughout the institution. The president promotes the value through frequent symbolic and substantive actions. Educate administrators and academic deans in TQM and customer orientation, in team/participative management. Identify customers needs and set performance objectives. Train and designate internal resource persons who provide technical assistance to the rest of the institution. Train faculty, staff, and employees in appropriate statistical techniques, process analysis, decision making, and customer orientation. Form quality teams to seek continual improvement in the process and identify individual quality champions. Define/delegate authority throughout the institution. Develop performance measurement systems to continuously monitor the progress of the institution; the measurement should focus on the stakeholders needs satisfaction. Institute incentives and reward systems and relate them to TQM objectives. Work continuously to reduce the resistance to change. 5.6.2 UK Experience The first TQM initiatives in UK higher education were later than in the USA; the first attempts were in the early 1990. 5.6.2.1 De Monfort University De Monfort University (DMU) has some successful results in implementing TQM. The Faculty of Design and Manufacture at DMU completely reviewed and revised traditional teaching menthols and courses, which were no longer appropriate for the end of twentieth century. Teaching staff became 30 percent more efficient with double the number of student, and effectiveness of the revised course content was widely reorganized by industry, student and other design faculties. In Leicester Business School at DMU, with the application of TQM, higher participation rates and increase in staff productivity achieved. The strategic plan for the implementation was rooted with the concepts of identifying the customers, understanding their needs and serving them well. The plan focused on the following steps: The establishment of a quality council comprising the universitys most senior academic and non-academic managers. The purpose of the council is to review the universitys processes and critical success factors in order to identify key issues for improvement. Raising quality awareness through a series of awareness courses. These courses provide early education and training for actual and potential council members. In addition to the awareness courses, there is specific training in quality management tools and techniques. Using quality function deployment to ensure the customer satisfaction. This method was applied in the Department of Vision Sciences. There were eight essential areas to consider: students wants and needs, skills necessary to meet the wants and needs, programme and course content to deliver the skills, organization and assessment of the programme, resources, implementation of the programme, monitoring discrepancies between goals and outcomes, and control of the system in changing circumstances. However, the experience of quality function deployment showed it to be a complex tool. De Monfort University did not use a particular TQM model but instead only used the TQM principles, tools and techniques whenever appropriate and possible, because was difficult to provide an objective assessment to its success or of its cost over the years. 5.6.2.2 South Bank University Total quality management initiative was launched in 1992 at South Bank University. This has involved a thorough and ongoing review both of the quality of service it provides for its students and the wider community and of its academic quality, particularly in the area of teaching and learning. South Bank University, decided at an early stage that it should reflect more accurately the principle that real quality issues involved the ongoing commitment of all staff, support and academic, at all levels. Students are rightly encouraged to be involved more actively in the learning process, to be critical and imaginative about their own learning. Within five years, linking TQM into the strategic planning process, South Bank started to establish a competitive advantage by achieving differentiation (of its courses) through the quality of the learning experience, if a way can be found of advertising this to potential customers. It is expected that up to ten significant quality improvement measures (for example in academic staff time saved by increased efficiency in validation procedures or in improved feedback from student course board representatives) will have been achieved at the cross-university level in response to common problems identified through the quality service agreements. Most importantly, there will have been a change in the culture of the institution where all staff accepts their personal responsibility for quality improvement as a natural part of their job. The quality management plan can be summarized as follows The vice-chancellor and senior executive take direct responsibility for leadership of the universitys quality plan. Quality commitment to all university elements. Continuous improvement is everyones responsibility. Deployment of resources to support quality management. Quality management responsibility is best handed by operational levels. Encouragement of the diversification of quality management forms. Development of staff. From the quality principles and mission statement, critical factors of strategic importance are identified: teaching and learning, research, community service, institutional management, priority resource allocation, enhancing technical and information support, and quality advancement procedures. These factors formed a framework for further actions in the quality plan. In implementing TQM, each faculty formed its own quality committee to provide leadership and to increase quality improvement at faculty level. Responsible officers (e.g. deans) are charged with ensuring that performance targets are achieved within the specified time. As a part of staff development, brainstorming is used to identify strengths and weaknesses. South Bank University learned that the commitment of the staff to the quality initiatives and staff development, in addition to the stakeholders involvement and empowerment are essential to the strengthening of a quality culture. The purpose of presenting case studies is to learn how they applied TQM and propose a model that suits the PUs in Egypt. All of the five educational organizations began to apply TQM as a means to respond to the great demand for change and improvement. Some used TQM to face the reduction of funding or the challenge of competitiveness. This is the case in the PUs; it faces challenges and needs to encourage improvement, as discussed in chapter four. In Implementing TQM, universities get used different TQM models according to their needs. TQM requires creativity, responsibility and participation from managers and staffing in an environment of collaboration and open communication. It requires commitment at the top level. It needs strong visionary leadership that will facilitate the cultural change toward continuous development. TQM also demands the establishment of an environment of teamwork. Another important issue about implementing TQM is that the top management play a major role in planning the organizations processes. The PUs as an educational organization should aim at satisfying stakeholders needs. Nevertheless, TQM demands time, effort and a willingness to change. It creates a learning organization where education, training and re-education are essential for TQM success. TQM requires staff at all levels to be motivated to do not only what is better but what is best by the involvement and empowerment of all staff. TQM is about believing that there is always a better way of doing the services of the organization. So, involvement and empowerment, training and education, and continuous improvement are characters of the TQM organization. The implementation of TQM seems to be more effective if it is steady and well-planned. It also needs appraisal using quality tools and techniques. This is a very difficult task but not impossible. It just needs time and patience and a view point. From the previously discussed case studies, it seems that TQM approach succeeded in educational settings and this success can be translated into the following results: Saving time. Saving effort in the long term. Saving money and resources. Establishing a quality culture. Identification of strong and weak points. Stakeholder empowerment and involvement. Communication empowerment. Better understanding of stakeholders and their needs. Building a positive teamwork environment. Raising authority delegation.

Job Satisfaction and Employee Motivation Essay -- Employment Managemen

Job Satisfaction and Employee Motivation Abstract The purpose of this paper is to illustrate how motivation is instilled in the workplace with co-workers and oneself. In addition, objects that make the job satisfying will be discussed. Body Motivation is something that can come and go in an instant. The workplace often can be a fun and enjoyable place, but other times it can be the pit of hell. Not only do most of us cope with stress, fatigue, mental and physical anguish, but we must also complete the mission that is set forth for us. Motivation is delivered in many different ways. Each person may be different, but sometimes we share the same types of motivation with others. A soldiers motivation usually starts when he or she enlists, as this is a voluntary action they have taken, were they motivated by pride, anger, or even a sense of wanting a larger family. We may never know all the answers, but we can see how they are motivated. Early on as a soldier each person must go through basic training. This basic training is used to teach new recruits some of the basic things to keep them alive. The new soldiers learn skills from the common skills manuals. The manual contains critical common tasks that support unit wartime missions. Some of the skills that are trained are first aid, how to employ land mines, patrolling, basic marksmanship, different weapons, communication, survival techniques, land navigation, crowd control, protect against a nuclear biological chemical attack, customs and laws of war, and handling remains. No matter what the task or skill it is essential that each person have a buddy. These buddies are your motivation; they are your friends, your confidant. Often times a group of so... ... Conclusion As can be seen people get motivated from many different things. Friends can be motivation, money, personal pride, religion and even life itself. No matter where one gets their motivation, it is a constant battle to find how we can motivate everyone. As leaders in today's society we often struggle finding that one thing that can motivate even one person. When we are motivated it can also motivate others to join in. Motivation is not only a key part of making business and the world successful, it also fuels the way to new ideas and innovations. Job satisfaction can be found in very subtle ways or even extreme. I find it in both; I am very happy with the pay and enjoy the change of scenery week by week.

The Hessian Essay -- essays research papers

Living in a divided society based upon the religions of the Puritans and the Quakers, Evan Feversham sought out his own religious faith through his daily interactions with both religious groups. Evan Feversham was a very cynical man who had been witness to far to many wars and sorrowfulness. In a world already so full of hate and distress, he could no longer bear to witness such horrible acts of cruelty upon the suffering, yet he dealt with them each day being a doctor. He was a man of reason, attempting to solve his problems with plain and simple reasoning, for he did not believe in much anymore due to the events he had witnessed with his own eyes. From the very early ages of his life, Feversham had very little faith in God, for he felt that God had let him down by allowing the death of his father. From that point on, he had witnessed countless other deaths through participation in numerous wars and being a doctor. He was a man with very little faith in mankind, for all he saw were the death and misery that others inflicted upon each other. He began to lose more and more of his faith in God and began to reason more about why things happened and were the way there were. Through his daily interactions with both the Puritans and the Quakers, Evan Feversham appreciated both religious groups a bit better and picked up some of their religious beliefs. Dr. Feversham and Squire Hunt did not like each other a bit, for they shared different views about God’s word. â€Å"†¦and I say le...

Recurrence and Resolution in Preston Sturges Film The Lady Eve :: essays papers

Recurrence and Resolution in Preston Sturges Film The Lady Eve The first scene begins with a medium shot of the lover’s usual meeting place on deck, where a cheerful and whistling Charles (Hopsie) paces up and down waiting for Jean to appear. The camera focuses on Charles pacing and whistling while diagetic sound is heard from kids playing on the deck and a bell ringing in the background. There is a change of focus when two men walk right in front of Charles while he is pacing back and forth. Muggsy has finally obtained proof that the Harringtons are card sharks and while the camera still focusing in on Charles, he approaches with the purser, who carries an 8 x 10 envelope in his hand. As the purser decisively tells Charles to look at the contents, there is a medium close-up of Charles and the purser. The camera zooms in, there is ominous music playing in the background and then a close-up of a candid photograph showing Jean, her father, and Gerald descending a boat's gangplank - it identifies the Harringtons as crooks with multiple aliases: "'Handsome Harry' Harrington, his daughter Jean and third character known as Gerald. Professional card sharks; also bunko, oil wells, gold mines, and occasionally green goods.† The scene fades into Charles’ concerned face with diagetic sound in the background. The cheerless music gets louder and louder as a medium close-up of Charles’ face ends with him looking at the picture one more time and feeling hurt, puts the picture inside the envelope. When Charles learns her true identity from his protective bodyguard, he reacts with miserable distress. The camera follows him as he strides stoically to the bar and orders a stiff drink in a general shot. The background music is now very ominous and slow. Jean arrives from the left of him in the ship's bar; the camera goes into a medium shot of Jean and Charles at the bar. She is wondering why he looks so worried and crestfallen, and guesses that it's because he is "falling in love with a girl in the middle of an ocean." Truthful for once in her life, she admits her authentic love for him and her mistakes and puts her left arm around his shoulders. Midstream, she realizes that he's found out about her. The scene of Charles rejecting Jean is shot with a medium shot of both of them at the bar.

Our Poor Reading Culture Essay

One of the cruel jokes that are often made at the expense of the black man is that, if you want to hide something from him, simply put it inside a book. The idea is that, he does not have the habit of reading for pleasure and knowledge and as such is not likely to go near any secret kept in a book. Another variant of this joke is that, if you want to hide something from a fool, simply hide it inside a book because a fool does not read. Whichever of the variants of these jokes, we are familiar with hardly matters. What is important is that, in Ghana today, particularly in our universities and other tertiary institutions, there is a low level of reading habits among students. Very few students read anything outside the prescribed texts for their studies. Many adults as such loathe reading just to broaden their horizon. Yet an informed citizenry with a broad outlook on life is necessary for good governance and for the successful practice of democracy. It is unfortunate that our race has been identified for the lack of wisdom in most of its people in not reading as much as we ought to. The joke at our particular expense should serve as a wakeup call on all students and blacks to embrace the culture of reading. We should begin to ask ourselves whether it is a mere coincidence that the black race is today the poorest, the least developed and the most backward technologically of all the races or there is somehow a connection between the poor reading culture among the blacks and their relative backwardness. People of all races particularly, we the blacks ought to read because; the wisdom of the ages is contained in books. Educators, psychologist neurologist have all confirmed that, reading is one of the most valuable tools for brain development. The decline in reading nowadays can be traced principally to some of the following causes: Harsh economic reality which affects the buying of books; Poor educational system; inadequate reading materials in the library; Laziness on part of students; Problem of awareness of the need to read lastly, the Poor method of teaching â€Å"reading’’. Since food for the body is more important, than the one specifically meant for the brain, many have chosen to sacrifice books in favour of other more urgent needs. The rise of the computer with all their addictive games, have also conspired against book reading. However, while TV and the computer are other tools of education and entertainment, they cannot completely replace books in equipping the citizenry in the task of personal and national development. Reading is a skill that should be acquired and not inculcated. Nature did not deem it fit to just bestow it on us, therefore, we students have a serious role in getting ourselves back to the book, parents, lecturers, the government and NGO’s alike also have a role to play in getting the society back to the book. The time has come for us to end that old- fashioned and cruel joke about us being fools, because we do not want to read.