Research Articles Base: Argumentative Essay Samples

The NHS is more effective than the US healthcare system in meeting the needs of their citizens.

National Health System (NHS), U.S. Healthcare System and Sicko               This paper argues on the acceptability and fairness of the premise that “the NHS is more effective than the US healthcare system in meeting the needs of their citizen”. Using the documentary film, Sicko (or SiCKO) by American filmmaker Michael Moore, the following discussion presents evidences from various sources.             Released in 2007, the documentary film Sicko tells about America’s healthcare system particularly its health insurance and pharmaceutical industry in contrast to that of other Western countries. The documentary film specifically focuses on the comparison between the for-profit and non-universal healthcare system in the US and non-profit and universal healthcare systems in Canada, Cuba, France, and the UK. Gilbey (2007, p. 43) wrote in the New Statesman that Sicko “analyses the state of America’s health-care system, and asks why the nationalised care that has been so effective in other countries has never been implemented in the US.” In Sicko, the documentary shows how “U.S. health care system denies common humanity to some 50 million Americans” (Piljer 2007, p. 30). While this documentary film receives ranting reviews – both positive and negative in nature, the sad reality on the condition of health care system in the U.S. is said to be historically and politically presented. The film conveys the consequences of the U.S. health system based on real healthcare settings, cases, and personal accounts.             Meanwhile, National Health System (NHS) is considered to be the world’s largest publicly funded health service and among the most admired institutions in the UK. The system is dedicated to provide good healthcare to everyone regardless of wealth. The NHS is always free to all UK citizens (almost 60 million people) except for some charges to prescriptions and optical and dental services. It is also centrally funded from national taxes but managed separately in England, Northern Ireland, Scotland and Wales. The system started with a small budget and increased ten times up to these days, which amounted to more than £90 billion. It is understood that every known society is given the independence to come up with national policies and legislations that are based on legal considerations and beneficial to all parties concerned. For example, the need of people to avail the most effective health services is significant. Access to healthcare services and development programs is among the basic necessities that every member of a population must have. In most countries and modern societies, the policy background of health has changed significantly. National policies are based occurrences within national borders and given circumstances. The justifications of national policies are rooted on the understanding that such policies are made for a specific population. The mentioned assertion is perfectly understood by looking on a case-to-case basis. In response, I argue that NHS is far different to that of the U.S. healthcare system in terms of organizational factors like funding, structure, and performance. The common denominator is the intention to provide basic healthcare services to all members of the population. The effectiveness of the U.S. healthcare system is not tantamount to that of NHS provided that these two systems are practically different and work within specific principles and processes of implementation. Globally, health promotion seeks further reinforcement and gets more attention by the national leaders and other related authorities or institutions. In the U.S., there are a variety of policies implemented by the federal government in support to the promotion and interests of people’s health. The current modes of living make people become conscious of the relative importance of health as compared to olden times. Particularly, Larson (1991) describes Americans to be expectant that their health is not merely adequate, but good, if not excellent. This is same as true to other societies and its populations. Jamner and Stokols (2000) supported this fact by saying that Americans are in “critical juncture” of promoting health considering the present living conditions. The national government and its authorities presented developed methods in identifying the most effective strategies for improving the health-related quality of life. Questioning the existing healthcare system of the U.S. is like looking into ancient history, wherein various participants are involved and different versions of the story are to be documented. In the documentary film, I must agree to other critics that Moore ‘romanticizes’ the NHS. Singer (2008), in a new empirically-based study, describes Sicko as a film that dramatically illustrates a variety of problems in access to healthcare in the U.S. and stated that it became a crisis not only to poor but also the richest Americans. The term dramatically is operational. It has something to do on the media used by Moore. Among the problems identified in the film include the presence of a significant number of uninsured citizens, increased healthcare costs; and other structural difficulties based on national policies and other legislations (i.e. economic factors). While the U.S. is disputably considered as the most powerful and developed country in the world, its weakness in implementing a fairly effective healthcare system makes it far substandard that other developed countries because most of them have universal health care. But considering the universality of health care is not enough to say that the U.S. health systems are not effective. Going back to the case of the movie, it is not apt to create conclusions or basis of performance measurements based on the contents of Moore’s works. The assertion above is to some extent unfair because Moore is not able to see other factors such as “the cost of Cuban health care, Canadian hospital waiting lists and the privatisation of the NHS” (Cathcart 2007, p. 33). Moore admired the universal healthcare systems in Canada, Cuba, France, and the UK yet this admiration is limited on what he perceived to be aristocratically-based point of view. I also see the weakness of the medium used as it may mean different to every viewer. The documentary presented existing problems in the U.S. healthcare system and provided some solutions worthy of recognition yet this is not enough to use as term of evaluation. There are certain aspects that need to be considered including the measures of quality and the use of funds. It might include arguments for the issues of progression of technology, social responsibility to all patients, people’s rights, and other arguments or ethical issues.  In meeting the needs of the citizens, national government is not solely in charge. I believe in personal responsibility among every member of either the U.S. or the U.K. populations. Even if the national government has the most outstanding and universally admired healthcare system, people factors are always authoritative. It is argued that NHS might be effective in certain aspects yet it has weaknesses too. The U.S. healthcare system may be problematic yet it is not considered ineffective. Since health is the optimum condition of a person, it is vital to protect and preserve it. I believe that the role of people in the implementation of national government healthcare policies is linked to the immediate needs and basic rights of people. What Moore showed in the documentary film is existent and needed to be addressed. The U.S. should act and do something about the problems that were identified. The challenge is for the current administration to dig into the deepest roots. There are numerous examples to be used and looked upon. However, the point of comparison is impractical.   References Cathcart, B (2007 October) ‘Truth, lies and fools’, New Statesman, 136, 33-4   Gilbey, R (2007 October) ‘The medicine man’, New Statesman, 136, 43   Jamner, MS and Stokols, D Eds. (2000) Promoting Human Wellness: New  Frontiers for Research, Practice, and Policy, University of California, Berkeley, CA   Larson, JS (1991) The Measurement of Health: Concepts and Indicators, Greenwood Press, New York   Pilger, J (2007 October) ‘Who’s afraid of Michael Moore?’, New Statesman, 136, 30-2, 34   Singer, D (2008 February) ‘The Health Care Crisis in the United States’, Monthly Review, 59: 9, 18-29 Credit:ivythesis.typepad.com

The NHS is more effective than the US healthcare system in meeting the needs of their citizens.

National Health System (NHS), U.S. Healthcare System and Sicko This paper argues on the acceptability and fairness of the...

Motivation Theories and Practice: a critique

Motivation Theories and Practice: a critique               Motivation is the idea of about the difference between getting things done and not getting things done; energises people; and directs activities to goals. While it is true that most people believe on motivation as illustrated in various theories, it is argued that not all these theories are applicable in all conditions particularly on the aspect of employee motivation. In general perspective, this paper discusses the motivation theory and various theories including Maslow’s Hierarchy of Needs, Herzberg’s motivation and hygiene factors theory, McClelland’s Three-need theory, and Vroom’s Expectancy Theory. Several definitions of motivation are presented. But the focus of the paper is on the disagreement that not all motivation theories are sort of generic prescription in addressing managerial difficulties. Thus, this paper believes on the statement of Rollinson with Broadfield (2005) that motivation – “as if it is some sort of medicine that can be dispensed in variable quantities to those who need it most. This is an impossibility.” Further, some cases are integrated to provide explanations on the flaws of every theory. The conclusion summarises the whole paper with relevant comments of the author. Motivation theory and its practice are among the most extensive area of study in several fields of specialization from social and applied sciences. Most literatures aim to formulate an all-inclusive body of knowledge ranging from the general concept of motivation up to the industry-based perspectives. Silverman and Casazza (1999) stated that “motivation is a process not a result” (p. 92). By understanding the motivation theories, it also assists HRD to prepare a better structure of training planning and design in an organization. It is fundamental to understand the motivation factor in order to examine the relationship between rewards system and working attitude of the people. According to the expectancy theory, employees expect and need to be rewarded according to the work they do, and will help them to develop their capability, help them to work up to a higher level so that they can be better rewarded. Employees expect organizations to have compensation systems that they perceive as being fair and commensurate with their skills and expectations (Sims 2002). If the managers understand the employee’s underlying working motivator, it can improve the customer satisfaction in the long run. It is the role of HR Department to implement different kind of rewards system or recognition system in order to maintain the employee and organization morale. Various studies advocated this line of thinking about motivation. There are different perceptions and definitions of “motivation”. Some people might think that motivation is a view of personal trait as some have or some might not have it (Robbins and Coulter 1998). Motivation can be defined as the willingness to exert high levels of effort toward organizational goals, conditioned by the effort’s ability to satisfy some individual need (Robbins and Coulter 1998). Armstrong (1993) also defined motivation will cause people to act or behave in certain ways. Furthermore, Mullins (1999) defines motivation as ‘the degree to which an individual wants and chooses to engage in certain specified behaviors’ (p. 26). From this theory, Mullins identifies four common characteristics which underline the above definition of motivation: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Motivation is typified as an individual phenomenon. Every person is unique and all the major theories of motivation allow for this uniqueness to be demonstrated in one way or another. </li> </ul>   <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Motivation is described, usually, as intentional. Motivation is assumed to be under the worker’s control, and behaviours that are influenced by motivation, such as effort expended, are seen as choices of action. </li> </ul>   <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Motivation is multifaceted. The two factors of greatest importance are (1) what gets people activated (arousal); and (2) the force of an individual to engage in desired behaviour (direction or choice of behaviour). </li> </ul>   <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> The purpose of motivational theories is to predict behaviour. Motivation is not the behaviour itself, and it is not performance. Motivation concerns action, and the internal and external forces that influence a person’s choice of action. </li> </ul> From the definitions mentioned, it can be analysed that motivation is necessary for the growth of the employee in the organisation. The employee starts his/her career through learning, basically the culture of the organisation and his/her responsibilities. Motivation is a vital element to learning because if an organisation does not possess the ability to motivate its employees, the knowledge within the organisation is not practically used to the fullest (Osteraker 1999). Thus, in every successful learning organisation, finding the factors that will motivate its employees to partake in continuous learning and to take advantage of this knowledge, accordingly, becomes their aim (Osteraker 1999). Former General Manager of General Electric, Jack Welch uses this approach to empower employees. Through this, little and huge issues that affect employees everyday work behaviours were identified and solved (Slater, et al. 1998). This is fundamentally a great way to identify employees’ needs. On the other hand, leadership also plays a fundamental part in motivating employees. Today, leadership serves as a critical element of organisational success. In motivating employees to learn, leaders must set a way towards a given goal, inspire, or motivate them to follow (Prewitt 2003). The HR manager should know how to recognise success and how to praise those who deserve praises. Several studies found positive linkage between leadership styles and job satisfaction, except for the initiating structure leadership style, which similarly shows negative effect on job satisfaction (Pool 1997; Lok and Crawford 2004). Deserving employees can be effectively praised and recognised through awards and bonuses. Developing a program were a particular employee with good performance would be branded as employee of the week can also be a good idea. Of course, this should also come with small rewards to make employees feel that their efforts pay off. Further, motivation is the interaction between the individual and the situation. Under different situations, individual will respond differently. It all depends on the individual motivational drive or individual needs and varies from situation to situation (Robbins and Coulter 1998).  It also leads motivation treated as a need-satisfying process; an unsatisfied need creates tension that stimulates drives within the individuals. These drives generate search behaviour to find particular goals that, if attained, will satisfy the need and lead to the reduction of tension (Robbins and Coulter 1998). The figure below illustrates the process of motivation. Figure 1:       Motivation Theory                         Understanding the motivation theory and practice is done through useful review of different and popular kinds of motivational theories. There are several types of motivation theories including the best-known and most typical examples are Maslow’s hierarchy of needs, Herzberg’s motivation and hygiene factors, McClelland’s three needs theory, and Vroom’s expectancy theory. These motivation theories are used because of their proven relevance and applicability to the concept of this research. Also, they are the most common theories in relation to employee motivation and reward system.   Maslow’s Hierarchy of Needs Abraham Maslow (1908-1970), a psychologist, created one of the most well-known motivation theories called the Hierarchy of Needs (Fig. 2). Robbins and Coulter (1998) mentioned that Maslow generalized that every human beings exists a hierarchy of five needs, which are: <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Physiological – Food, water, shelter and other bodily needs </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Safety – Security and protection from physical and emotional harms </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Social / Belonging – Acceptance and friendship </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Esteem – Internal esteem factors like self-respect; achievement and external esteem factors like status, recognition and attention. </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Self-actualization – Growth, achieving one’s potential and self-fulfillment </li>   Figure 2:       Maslow’s Hierarchy of Needs Model             In order to apply an appropriate rewards system in an organization, it is essential to understand the idea of human needs and Maslow’s hierarchy of needs reflect the five general human needs. This theory is based on a progression hypothesis and it called content theory. Content theory seeks to examine the specific factors that motivate behaviours. In Maslow’s theory, people progress up the hierarchy as they successively gratify each level of need.   Herzberg’s motivation and hygiene factors theory Motivation-hygiene theory was proposed by another psychologist Frederick Herzberg. It emphasized that the needs satisfactions are categorized into intrinsic and extrinsic factors. According to Armstrong (1993), motivation can take place in either intrinsic motivation or extrinsic motivation: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Intrinsic motivation – the self-generated factors and influence people to behave in a particular way or direction.  Intrinsic factors motivate us from within personal interest, desire and fulfilment.  It has long-term and deeper effect.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Extrinsic motivation – To satisfy indirect or instrumental needs.  It arises from some kind of ‘Do this’ and you will get that motivation.  It has an immediate and powerful effect but will not last long.</li> </ul> To a certain extent, part of the Herzberg’s theory is parallel to Maslow’s theory. It can be seen that the hygiene factors in the lower levels of Maslow’s hierarchy and the motivators in the higher levels. However, unlike Maslow’s hierarchy of needs, Herzberg’s two-factor theory argued that individual needs satisfaction does not process in a hierarchy (Wong, et al. 1999 cited in Brown, et al. 2003, pp. 753). The motivation-hygiene theory needs to hold management not only to provide hygiene factors and avoid employee dissatisfaction, but also provide factors intrinsic to the work itself in order for employees to be satisfied with their jobs. It can be argued that it does not mean that the employee is motivated to learn or work.  From Herzberg’s theory, it encourages the organisation to enlarge and enrich work responsibilities and pay more attention to goal-setting, appraisal, reward and recognition system.   McClelland’s Three-need theory McClelland’s theory of needs that focuses on three needs: achievement, power and affiliation.  Need of achievement means people are striving personal achievement rather than the rewards.  People are highly motivated by challenge and competitive work situation (Stoner, et al. 1995).  Need of power is the desire to have impact or influence or control others.  Need of affiliation is the desire of friendship; prefer to keep good relationship instead of competitive environment (Robbins and Coulter 1998).  In McClelland theory, it contends that people with a high need for achievement make good managers. For instance, people with high need for achievement will eager to obtain feedback on their performance, willing to solve problem and exhibit moderate levels of risk taking (Wood 1992). In view of Herzberg and McClelland’s motivation theories, it shown that both theories are not defined ‘money’ as motivator. It means financial rewards are not the key motivation factor. On the other hand, Taylor (1991 cited in Brown, et al. 2003, pp. 753) disagreed that the need of affiliation is more important than monetary rewards. In earlier literatures, Graham and Kwok (1987 cited in Brown, et al. 2003, pp. 753) was conducted a research in Hong Kong, it found that the primary motivator in Hong Kong is the financial reward while Weaver (1988 cited in Brown, et al. 2003, pp. 753) stated that monetary compensation is the key motivator for Hong Kong’s hotel staffs. Findings argued the extent on how far can financial rewards like money can motivate hotel staff to learn. McClelland three-need theory (Wong, et al. 1999 cited in Brown, et al. 2003, pp. 753) is more focused on different kind of non-monetary human needs. Mayo (1945 cited in Brown, et al. 2003, pp. 753) commented that these three needs are more important than monetary compensation in motivating employees. It is worthwhile to look into the McClelland three needs theory in order to examine the importance of the non-monetary reward system.    Vroom’s Expectancy Theory The staff’s expectancy cannot be ignored. This is the idea behind Vroom’s expectancy theory. This theory is focused on the personal perceptions and it can reflect the individual concept instead of only concentrated on the monetary reward. Vroom’s expectancy theory of motivation focuses on personal perceptions of the performance process, “the more motivated the worker to perform effectively, the more effective his performance” (Vroom 1970, pp. 229).  Expectancy theory argues that the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual (Robbins and Coulter 1998). Expectancy is the belief that effort leads to performance, for example, ‘If I try harder, I can do better.’  It reflected this theory focuses on the following relationships: <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Effort – Performance relationship – Individual perceived that exert a certain amount of effort will lead to performance;</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Performance – Reward relationship – Individual believes that achieve the certain performance level will lead to attainment of a desired outcome; and</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Rewards – Personal goals relationship – Organizational rewards satisfy individual personal goals or needs.</li> Figure 3:       Vroom’s Expectancy Theory Model               According to the expectancy theory, employees expect and need to be rewarded according to the work they do, and will help them to develop their capability, help them to work up to a higher level so that they can be better rewarded (Sims 2002, pp. 7). Employees expect organisations to have compensation systems that they perceive as being fair and commensurate with their skills and expectations. The compensation may, in some cases, act as employee motivators. These compensations that employees receive may be value-added compensation including direct compensation, such as salary, incentives and commissions; and indirect compensation, such as insurance benefits, employee recognition programs, flexible work hours, and vacation benefits (Burke and Cooper 2004). Similar to Maslow’s theory of needs hierarchy, the expectancy theory may also be applied in the organisational context. More specifically, it could possess vital implications with regard to corporate reward system as according to Caruth and Handlogten (2001, pp. 43): ·         a clear connection between rewards and performance must be determined;   ·         the connection between rewards and performance must be relayed to the human resources;   ·         the rewards must be provided based on performance;   ·         the rewards must fulfil the specific needs of the employees so as to draw out a high level of motivation; and   ·         barriers in organizations that hinder excellent performance must be eradicated to ensure motivated behaviour.   If the staffs in an organisation believe that it needs to put effort and lead to performance in order to achieve certain rewards and personal goals, reward system could motivate them to learn and work.             In sum, the concept of motivation includes a lot of factors to consider. The continuous empirical explorations of management authors as well as psychology experts on the varying application of motivation and its theories expose the limitless ability of motivation and its practice to affect behaviour among people. Understanding motivation, may it be as generic or case-specified solution to organisational difficulties particularly on employees involves the knowledge of reward and reinforcement, extrinsic and intrinsic motivation, and self-control. It is argued that motivation is not always applicable to all cases in the organisational setting. The role of the manager including his/her skills to advocate the principles of motivations and use such in advantage is a factor to consider. While it is true that motivation acts as good organisational element when used properly and effectively, the limitations must be identified as people’s diversity is contributory to its effects. The resistance among people based on behaviours and attitudes is always obligatory.       References   Armstrong, M. (1993) Managing Reward Systems, Great Britain: St Edmundsbury Press Ltd   Brown, M. P., Sturman, M. C., and Simmering, M. J. (2003) Compensation policy and organizational performance: The efficiency, operational and financial implications of pay levels and pay structure, Academy of Management Journal, 46, pp. 752-762   Burke, R. J. and Cooper, C. L. (2004) Reinventing Human Resources Management: Challenges and New Directions, New York: Routledge.   Caruth, D., and Handlogten, G. (2001) Managing Compensation (And Understanding It Too): A Handbook for the Perplexed, Westport, CT: Quorum   Lok, P. and Crawford, J. 2004, The effect of organisational culture and leadership style on job satisfaction and organisational commitment: a cross-national comparison, The Journal of Management Development, 23, 4, pp. 321 – 338   Mullins, L. (1999) Management and Organizational Behavior, London: Financial Times Management   Osteraker, M. (1999) Measuring motivation in a learning organization, Journal of Workplace Learning, 11 (2), 73-77   Pool, S. W. (1997) The Relationship of Job Satisfaction with Substitutes of Leadership, Leadership Behavior and Work Motivation. Journal of Psychology, 131(3), pp. 271-283   Prewitt, V. (2003) Leadership development for learning organizations, Leadership & Organization Development Journal, March, 24(2), pp. 58 – 61   Robbins , S. P. & Coulter. M. K. (1998) Management, 7th Edition, Upper Saddle River, NJ: Prentice-Hall   Silverman, S. L. & Casazza, M. E. (1999) Learning and Development: Making Connections to Enhance Teaching, San Francisco: Jossey-Bass   Sims, R. R. (2002) Organizational Success through Effective Human Resources Management, Westport, CT: Quorum   Slater, J., Strange, R., & Wang, L. Eds. (1998) Trade and Investment in China: The European Experience, New York: Routledge   Stoner, J., Freeman, R., and Gilbert, Jr. D. (1995) Management (Sixth Edition), New Jersey: Prentice Hall   Wood, R (1994) Organizational Behaviour for Hospitality Management. Oxford: Butterworth-Heinemann Ltd   Vroom, V. H. (1970) Management and Motivation, New York: Penguin Books         Credit:ivythesis.typepad.com

Motivation Theories and Practice: a critique

Motivation Theories and Practice: a critique Motivation is the idea of about the difference between getting things done a...

Assessment Essay_Management

Introduction               As management is the proper term to call the dealings and system to make the whole work. Managers on the hand are the ones who make the management happen. It takes a good manager to carry effectively out the management.  This paper will serve as the presentation of the argument of the author from the question “What is management and what do managers do?” The author would like to argue that manager and management will not be efficient as far as the management conduct is concerned only if the basis is the management itself. The position of the author is that effective management will be realize if it will done together with the cooperation of the employees. The concern of the argument is that the management board must not only focus and enact matters within the circle to the managers. The necessity for the inclusion of the employees will be the determining factor whether or not the management will be a success in the implementation of the whole management itself. As Robbins et.al. (2006. p. 9) stated that management is the coordination of the work activities with and through other people. Hence, it is believed by the author that the process of management is indeed for the benefit of the business conduct but the reliability of such effectiveness will be base on the acceptance and adaptability of the employees within.     MANAGEMENT AND MANAGERS (EMPLOYEES)   According to Niccolo Machiavelli, “The main foundations of every state, new states as well as ancient or composite ones are good laws and good arms you cannot have good laws without good arms, and where there are good arms, good laws inevitably follow.” From the said quoted saying from a world-known philosopher, the argument of the author is given enough strength that management will be effective if it involves the participation of the employees. To demonstrate clearly the arguments it is necessary to break down the individual functions and responsibilities of the members of an organization. As studied, management is the continual activity which the vision and mission of the business is set and attained in order to answer the rapid changes happening in the world today. The rapid changes that have been happening right are attributed to the fact that the world has been submerged to the development of technology. The technology has been one of the factors that have been taken into consideration as part of the management of one’s organization. The role of management in an organization represents the whole business conduct of the organization. As the business conduct encompasses the whole process wherein the organization will be able to meet the set objectives, it is necessary for the management to be as effective as it is targeted to the accomplishment of the goals. The accomplishment of the goals will be considered as big success for the whole organization. On the other hand, managers are trained men in an institution, which are inclined to obtain the most comprehensive knowledge available concerning the factors, which largely determine the results of the business venture. According to Wright (1947, p. 5), the managers is used to check the judgments of experienced top management to insure the fact that no factor of importance in determining the level of business operation has been overlooked in company planning.   The role of managers is generally to give an effect to the management. Specific functions will not be cited because such duties and responsibilities differ from one company to another. The conduct of the manager in an organization will base the success on how the organization will be able to adapt to the management itself. As stated managers are those chosen people who are qualified to be put in the said position. Although it can be argued that not all things thought in school can make a person as a manager. Nevertheless, the difference of those people who are trained or not relies on the fact that the former has been exposed to different theories, which are applicable in being a manager. On the other hand, those people who are categorized as the latter lack the knowledge to those theories as well as the correct application. The role of managers in an organization will define the way the management will be able to answer any changes or destructive that could affect the success of the organization. The specific roles of the managers will be set in accordance to the goal and objectives of the company. Hence, it is right for the author to say that the efficiency of the management means that there is also an effective backbone that makes every success of management happens. While employees is considered as the asset of the company, as their functions mainly targets to the actual realization of the success of the organization. The author included employees as part of the paper in order to demonstrate comprehensively the argument. Employees are considered as an asset, because the company relies on their works and services, in exchange of a pecuniary benefit. The realization of the goals of the company is based on the conduct of the employees within. Although employees may be of different kinds, the term employees is considered in this paper as those employees which the company based is existence. The role of employees is to perform their duties as to what they are assigned in order to make the whole business work. The heart of the organization is with the performance of the employees. As Robbins et al (2006, p.6) stated, organizations have three fundamental characteristics in common: they have a distinct purpose, they include people, and they have a deliberate structure. Hence, the people or the employees must work within the concept of the organizations’ mission. Their role although has the least importance to the conduct of the business, employees must perform to what the objectives of the organization are. Any deviation by the conduct of the employees as to the goals of the organization is an act of deviation to the success of the organization. In addition, it is necessary to point that as employees are considered as the asset of the organization, they must feel that the company really considers them as the vital part of the organization especially if the company has reaped its success in the end.   CONCLUSION             The author would like to put the parts of the arguments in the conclusion. As stated good laws and good arms must be go hand on hand. The success of an organization in terms of its management will be determined on how the company will be able to enact and implement laws and regulations, which are consistent with the organization’s mission and vision. If the laws of the organization are indeed present in management, it can be concluded that good laws are present.             Good arms on the other hand are imputed on the managers and the employers. Good arms will be based on the efficiency of the mangers to carry put the rules of the management. If the managers are efficient enough to give focus to the proper implementation of the good laws, the whole of the management will also be successful. Taking into consideration the role of employees, they must be given the opportunity to actively participate with the management. The employees must feel that they are indeed vital to the company’s success hence if they feel good and at ease in working, they would gladly abide to the good laws imposed by the management.   REFERENCES: Robbins, SP, Bergman, R, Stagg, I & Coulter, M 2006, Management, 4th edn, Pearson Prentice Hall, Sydney.   Wright, W, 1997, Forecasting for Profit:  A Technique for Business Management, John Wiley and Sons, New York.   Credit:ivythesis.typepad.com

Assessment Essay_Management

Introduction As management is the proper term to call the dealings and system to make the whole work. Managers on the han...

Are criminals born or made?

The argument of this paper will be based on the long running debate as to whether the creation of a criminal mind is an instinct part of a man or was it brought to by the happening in the society. This paper will persuade readers in taking the side of the author. The arguments of the author will be based on her ideas, some information coming from known authorities of the said topics. A conclusion will end this paper taking into consideration the key points that have been all through out the paper. According to the book of Curtis (1961), Aristotle said that man is a rational, social, and political animal. He further stated that the end of men’s actions is the happiness, which can be obtained thru self-sufficiency. This author believes that being good is subjective. The goodness set in the word of God is based on morality. The goodness set by the law is based upon equity and public welfare. The goodness set by the norms is taken by the way the people were brought up by their culture and traditions. This author believes with what Sigmund Freud has stated that humans have the natural tendencies that are suppressed with the unconscious. This means that men will opt to do things not because of what they had but because the environment has let those things came out. The author is taking the side that criminal minds are brought about the nature of men. It is right for the author to first define what the meaning of criminal is. According to Saegert and Winket (2004), criminals are those persons who are willing to interrupt poor neighborhoods by introducing fear and suspicion into relationships among neighbors. Hence, criminals are those persons who do things violently or discreetly but to the prejudice of other person. The ability of the criminals do such acts depends upon on how the circumstance will make them. Going back to the side taken by this author, the author believes that the nature of men is the very nature of their characteristics. The act of being of a criminal depends upon the choice and the environment that they are part of. The readers might find it confusing that this author is taking the side of NATURE, but still use the word NURTURE. To further expound the argument, the author believes that men has the on his nature the becoming of a criminal, however, the means to make it a conscious act will depend on the way it make their lives happen. According to Nelkin and Lindee (1995), the genetics in men as regards to crime deflects attention from the need for social reform, education, and rehabilitation in tackling the violence in society. The ability of men to commit one act depends upon his instinct to do such things as a man. The rational in him will dictate how he will be able to perform an act. The ability of man will depend on how he will be able to feel for a situation. The capacity of man to do things whether bad or wrong will all be depend on the animal in him. From there, the characteristics of men are all innate in him. Being criminal is present in the characteristics of men. The meaning of goodness as stated is subjective hence the meaning of crime is also subjective. The goodness of one’s act is subjective, hence the devil on one’s own act will be considered to be as criminal, is also subjective. Hence, all of humankind has the capacity to do all things that each of everyone in this world has been doing, however the category of all the acts of men will depend on the circumstance. To provide an illustration, a child while playing can do all things just to control the game, the devious act of a child in controlling the game may be appear to be cute but it can be a manifestation that the child has been using his power to get what he want.  Hence, the ability to make all things happen for one’s own selfish desire means that men has really an innate capacity to do such things and the ability to make it happen will all depend with the circumstance. The circumstances that can be considered as part of NURTURE, dictates that innate nature of men to come out. The nurture depends on the way the environment surrounding man’s act to be considered as a criminal one or not. The dictate of the environment will put a category as to whether such acts are criminal or not. The criminal mind of one’s person is given such meaning if on the society he is living will be the considering factor as to whether his act as one. Hence, the act of man whether it is bad or not is dictated by his very nature to do it. To further, elaborate, as stated above men do things for self-sufficiency, hence if men will act on the way what Mother Nature has designed for them, self-sufficiency will depend on their environment. If the environment will dictate that they are not sufficient enough then they will try to do things in accordance to their own will and innate attitude to perform any act that will make them self sufficient. The author also stated that men do use their own choice to do things that they want. The ability to choose is also innate. According to Farrell and Bowling (1999), the ability of men to be knowledgeable to understand the great deal about the conditions and consequences of what they act or perform to their everyday life is part of being human. Hence, the ability of men to choose what they should act is part of the reason why there are men who are criminals and not. As being rational and the ability to do actions is part of the innate characteristics of men, all the consequences of their choice and actions are all product of their natural tendencies. The choice to do things will all depend with the environment. However, the dictate of the environment is not the whole factor why men do such things, if will all depend on his choice. Hence, the environment will just give the reason to act on any matter but the real capacity and the ability. According to the Raine and Veneble (1992), the convergence of results from familial, adoption, and twin studies provides very strong evidence for the role of genetic factors in the genesis of antisocial behavior. Hence, genetically in relation to the very nature of men has given a probative value to the argument of the author that being criminal is a product of the innate tendencies of men. For conclusion, men’s criminal act depends on their nature. The author considered such act innate characteristics because men were given the capability to do all things and the choice to act or not. The role of the environment is just part of the reason for men to do it, but still the choice to do such will all depend on their ability to act. The tendencies of men’s actions are all attributed to being emotional, rational, political animal. The dictate of the society to provide a category on men’s actions as criminal or not is also subjective. The wrongness of one’s act will not be bad at all, if men will do that in order to achieve self-sufficiency. .   REFERENCES: Curtis, M. 1961, The Great Political Theories Vol. 1, Avon Books, New York. Farrell, S., Bowling, B. 1999, “Structuration, human development and desistance from crime’. British Journal of Criminology, 39, 252-268. Nelkin, D., Lindee, S., 1995 The DNA mystique: The gene as a cultural icon. New Freeman, York. Raine, A. and Veneble, 1992, ‘Antisocial Behaviour: Evolution, Genetics, Nueropsychology’, Handbook of Individual Differences: Biological Perspectives, John Wiley & Sons, pp. 288-323. Saegert, S. and Winket, G., 2004, ‘Crime, Social Capital and Community Participation’, American Journal of Community Psychology, vol.34.         Credit:ivythesis.typepad.com

Are criminals born or made?

The argument of this paper will be based on the long running debate as to whether the creation of a criminal mind is an instinct part of ...

A four-year university curriculum is better than a three-year university curriculum: an argumentative essay

A four-year university curriculum is better than a three-year university curriculum: an argumentative essay                 It is a popular concept that the curriculum is the source of uniqueness of an educational institution particularly among higher educational systems. It has been identified with the diversified areas of study as general education, vocational education, and development education. A college or university curriculum responds to the changing patterns in student aspirations. According to Collins and Clarke (2008), a “curriculum is that which the teacher teaches” (p. 1004). It addresses the public aspiration for a general or core set of experiences, the needs and interests of the students, and identified strengths. For Mao (2008), curriculum is not simply a collection of courses taught in schools but also a site for the struggle of representation in the public sphere particularly among various groups. Curriculum development is largely reliant on the teacher’s talents and competencies. With the challenges and demands of the globalizing world, how does the education industry performs in creating competitive professionals? Universities and colleges consider the adoption of a four-year in contrast to a three-year university curriculum in order to address challenges and demands of today’s contemporary lifestyle. There has been broadening efforts on curriculum development so as to have more dynamic and generative possibilities that facilitate lived engagement with ideas contained in or outside the traditional classroom settings (Collins and Clarke 2008). Developmental efforts paved way to the consideration of having extended curriculum based on years and even scope of coverage. Now, the question on whether a four-year university curriculum is better than a three-year university curriculum is posed.   The Pros of Four-Year University Curriculum             A four-year university curriculum certainly benefits the students by providing an extended university life that will allow adequate time for academic growth and maximum learning. This is tantamount to the enhancement of skills and mastery of fundamental theories and principles of a particular discipline. In addition to the enhancement of skills, a four-year university curriculum attempts to concentrate on the breadth dimension of a certain specialization by introducing students to its major disciplines of knowledge. It allows undergraduates to have the opportunity to acquire both quantitative and qualitative skill, which leads to the focused experiences in their major or specialization. Provided that a four-year university curriculum provides longer stay in the academe, it is supposed that students have the ample opportunity to develop their potentials. There is also an opportunity for them to explore other disciplines in which they can acquire relevant learning. The longer they stay within the bounds of the academe leads to maximum learning. In simpler terms, the opportunity to gain more knowledge is always at hand.             The previous argument is similar to the beliefs of City University of Hong Kong Professor Leung Kwok and Associate Dean Mok Ka-ho published online. Kwok (2003) argues that it is better to have a four-year university education system because “extended university life will allow students the time to grow and learn better.” While the present system is considerably impractical, he notes that it is a waste of time for students to spend significant efforts in studying limited subjects in two years just to prepare for a university entrance examination. He maintains that the a four-year university education system is time effective because students will enter the university a year earlier and have enough time to enjoy much richer and broader learning environment leading to an absolutely healthier students’ development. On the essay of Ka-ho (2003), a four-year university education system permits students to take up double major and double minor, which is a common practice in leading U.S. universities. Staying at school for four years is better because students will have the comfort of time to get better in a variety of areas. Students with enough time have the best opportunity to get hold of interdisciplinary knowledge, to boost their communication and leadership skills, and to take part in potential exchange and internship programmes prior to their graduation. Aside from the opportunity for advancement of students’ knowledge and learning, a four-year university curriculum leads to all-encompassing academic programmes. Practically, four years is longer than three years. With this basic consideration, a university or college can have a variety of relevant subjects associated with a definite degree. This will support the previous argument that a four-year university curriculum will result to competent and more knowledgeable products. If there are more course subjects, there is specific orientation for specialization of students. For instance, management students are able to take up specific rather than general subjects, which in turn lead to advanced knowledge and managerial skills development. There are course subjects that will support the basic ones. Similarly, there are other related electives that students can take just in case they will need such information in their future job placements.   The Cons of Four-Year University Curriculum The challenge of a four-year curriculum, however, is the availability of financial resources. Budget constraint is the common problem among students especially those who are self-supporting. If a student takes up a four-year university curriculum, it practically means higher cost of education and school-related expenses. The best solution for this challenge is to seek increased budgetary allocation from the national government especially to the case of public or state universities and colleges. Scholarship programmes are also potent solutions. Also, non-government institutions and academically related organizations may offer financial assistance to deserving students under specific criteria or eligibility.  Another problem is the potential resistance of some people to the idea of prolonged stay within the academe. Some would argue that they are studying for them to finish earlier, seek for an employment, and support themselves independently. A longer stay in school will delay this perspective. This is also associated with increased financial expenses to sustain educational needs and requirements. While it is true that most students like to finish early, a four-year university curriculum may result to delay or stoppage in their academic schooling. Aside from a longer time to stay at school, the amount of money to be spent may negatively affect their educational motives. These scenarios overshadow the potential benefits of a four-year university curriculum particularly on skills and knowledge development. The remedy lies on the ability of universities and colleges to offer alternative options or terms in which students can conform.   Conclusion A four-year university curriculum is better than a three-year university curriculum. The two general arguments presented above support this fact because of the following compelling reasons: it allows adequate time for academic growth and maximum learning and the presence of all-encompassing academic programmes. On the other hand, there are some challenges on this proposition including budgetary constraints and resistance of people. Considering both points, I still personally believe that a four-year university curriculum is better. Although I am not questioning the validity of a three-year university curriculum, the personal decision of every unique person is the major consideration. The application of all knowledge obtained in a certain degree or several fields of education regardless of curriculum is highly relative to the standards of living and the demands of the society where the person stays. Lastly, education in any form is still education. It is the materialization and application of theories, concepts, and knowledge learned in the academe that gives its total importance and difference.   References Collins, S and Clarke, A (2008) ‘Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum’, Teaching and Teacher Education, 24: 4 (May), 1003-1014   Ka-ho, M (2003) ‘Move slowly on the four-year curriculum’, CityUNewsCenter, June 24, City University of Hong Kong, [online] (cited 20 November 2008) Available from http://www.cityu.edu.hk/cityutoday/4yearsystem/voices/MokKaHo_20030624.htm   Kwok, L (2003) ‘From three- to four-year degrees; from subsidies to self-financing’, CityUNewsCenter, June 26, City University of Hong Kong, [online] (cited 20 November 2008) Available from http://www.cityu.edu.hk/cityutoday/4yearsystem/voices/LeungKwok_20030626.htm   Mao, C (2008) ‘Fashioning curriculum reform as identity politics—Taiwan’s dilemma of curriculum reform in new millennium’, International Journal of Educational Development, 28: 5 (September), 585-595   Credit:ivythesis.typepad.com

A four-year university curriculum is better than a three-year university curriculum: an argumentative essay

A four-year university curriculum is better than a three-year university curriculum: an argumentative essay It is a popul...

Critically evaluate whether a four-year university curriculum is better than a three-year university curriculum

Introduction               The advantages of a good education are many, but they all boil down to one main point: having a good education gives a person the opportunity to make the most of his or her talents. This paper compares two curriculum programs that are currently being offered in many parts of the world. One is four-year university curriculum and the other in three-year university curriculum. The advantages and disadvantages of both curriculums will be analyzed and discussed.   Four-Year and Three Year Bachelor’s Degree Compared                The four-year bachelor’s degree makes it easier to get into a Master’s level program. It is an international norm and most universities only accept students with four year bachelor’s level education into their Master level’s programs. Admission to graduate programs requires a 4-year degree and while a number of professional second-entry programs do accept students with a 3-year degree, many improve their chances of acceptance by completing a 4-year degree.             The three-year degree is most viable for more mature students as it entitles them to many job opportunities and second-entry programs with only three years of university education. Also, the academic abilities of the student often dictates degree choices. On the one hand, it is the favored option for weaker students who want a university education but are unable to meet the higher academic requirements of the 4-year degree. On the other hand, many of the brightest students who are going on to second-entry degree programs (such as medicine, education) are able to achieve those goals with a 3-year degree. For so many years, Hong Kong has followed the British educational system where in university degrees are earned in three years. The integration of Hong Kong to mainland China and the changes in the international education arena has made the education body in Hong Kong to move from a 3-year university curriculum to a 4-year university curriculum which is the one used in The United States, Canada and was adopted by China.     Higher Education in Hong Kong             Higher education in Hong Kong consists of three levels. At the first university stage level are the Associate Degree and Higher Diploma, the Bachelor’s Degree and the Honors Degree; at the second stage is the Master’s Degree; at the third stage is the Doctorate Degree. Associate Degree and Higher Diploma programs commonly require two years and offer a different route to higher university degrees. Bachelor’s Degrees require a three-year course study (some programs take four to six years). In addition, in technical/vocational institutions students may continue studying part-time for Higher-Certificate or Higher-Diploma qualification. Master’s Degrees require one to two years of full-time study (three years part-time). Doctoral degrees are conferred after two to seven years of research work and approval of a dissertation.               Hong Kong still has a seven-year university system (7 years secondary school + 3 years bachelor degree), something that was established during the colonial era to bring it in line with the system in the United Kingdom. This will eventually be transformed into a six-year secondary school pattern to permit a four-year university education to be established (Li 2005). The proposed change of the university curriculum in Hong Kong has been a subject of debate between the supporters and the critics of the proposal. Thus, the comparison between the two systems arise. In the succeeding discussions, the writer will seek to compare both systems (Murad 2003).               Proponents of “4 years university education” tacitly imply that general education cannot be covered in three years. According to them, the move from three-year to four-year university education in Hong Kong will raise the overall quality of the students. The 4-year degree will also allow the universities to offer different learning approaches, including more independent studies, and to produce outstanding graduates (Fan 2003). Although the 3 years degree programs are argued to be unsuitable for general education, many Hong Kong universities (such as Hong Kong Polytechnic) are offering supplementary courses to its students. These universities are able to offer quality general education in three years. Many argue that 3-year university education is not needed because many countries do not offer them, but 4-year university education.  In name, they do not. In practice, many do. In America and Japan, there are many 2-year community colleges; their graduates can go on to study at year 3 in other universities. If and ever Hong Kong abolishes 3-year university curriculum, Hong Kong may probably have to introduce another 2 year curriculum for students graduating from secondary schools, either out of the need of the students, or the need of the job market.      Conclusion             Higher education in Hong Kong is to face a great change in 2012, when the normative years of studies will be shifted from three tears to four years. A four-year curriculum provides ampler time for students to explore different topics and issues. It is thus considered a curriculum that better facilitate the development of general education.             Although the 4-year university curriculum in viewed by many as more effective, I have not found any single resource that can substantiate the claim. Perhaps, the question here is not about the which system is more effective but which system will paved the way for a better future for Hong Kong. Hong Kong universities have used the 3-year university curriculum for such a long time, and this do not hindered Hong Kong to produce quality, competent and world-class graduates. Hong Kong graduates are among the brightest in the world. I would also want to stress that adoption of the 4-year university curriculum will not ensure success as the experiences of countries that went ahead of Hong Kong in adopting the said curriculum are varied. While countries such as Japan have been successful, many countries particularly in Asia and Africa are continuously struggling.              I think it is safe to say that neither system is more effective than the other but because of the changes brought about by globalization in the educational sphere and because of the demands of the society for competent workforce, I think that the move from a 3-year curriculum to a 4-year curriculum is timely and an intelligent move. I think the aim of every university is to achieve balance education. I believe that both educational systems have potential to achieve that goal. The changes in Hong Kong’s educational system is an ongoing search for a more effective way to achieve the universities’ goals in the face of internal and external changes and constraints.     References Fan, L. Y. (2003). Economic Globalization and Education Reforms in Hong Kong: Corporate Managerialism and Quality Education at Work. Education in Hong Kong, Retrieved November 22, 2008, from http://www.ln.edu.hk/cultural/materials/MCSsymposium2006/Panel01/YuenFan.pdf   Li, C. (2005). Bridging Minds Across the Pacific: U.S.-China Educational Exchanges. Lexington Books.   Murad, L. C. (2003). Hong Kong’s Education System: Challenge for the Future. Retrieved November 22, 2008, from             http://www.lehigh.edu/~incntr/publications/perspectives/v20/Murad.pdf Credit:ivythesis.typepad.com

Critically evaluate whether a four-year university curriculum is better than a three-year university curriculum

Introduction The advantages of a good education are many, but they all boil down to one main point: having a good education ...