Drug Testing for Welfare Recipients Essay - 2111 Words

The history of social welfare can be traced back to ancient times, but the time most influential to the start of social welfare programs in the United States occurred during the great depression. In 1935, then President Theodore Roosevelt introduced the Social Security Act. This act guaranteed pensions, unemployment insurance, and help for children and the disabled. The Works Progress Administration was also put in to place and helped unemployed people find jobs (HISTORY.COM-New Deal). A proposition to mandate drug testing for recipients has been brought up in more recent times, namely by Governor Rick Scott (R) of Florida. This move has raised the question as to whether or not it is ethical to deny American citizens their right to†¦show more content†¦Welfare recipients would be required to purchase their own drug test, and only if the results came back negative would they be reimbursed. In the case of a failed drug test, first time offenders would not be eligible for welfare benefits for a full year or until they received treatment. If a welfare recipient failed more than one test, they would not be eligible for benefits for three years under this new Florida law (Shahid 2011). This bill was immediately met with opposition. Howard Simon, the Executive director of the ACLU in Florida stated, The wasteful program created by this law subjects Floridians who are impacted by the economic downturn, as well as their families, to a humiliating search of their urine and body fluids without cause or even suspicion of drug abuse†¦Searching the bodily fluids of those in need of assistance is a scientifically, fiscally and constitutionally unsound policy. Today, that unsound policy is Florida law. The Florida Department of Children and Families, as well as Florida legislature defended such a measure by saying that money would be saved in the process, and that the testing would keep money from being used for the wrong purpose. DCF spokesman Joe Fol lick said, The taxpayers deserve to know that the money they are spending is being used for its intended purpose. In this case, with [temporary cash assistance], the purpose is to help familiesShow MoreRelatedDrug Testing Welfare Recipients1395 Words   |  6 PagesIn 2010, 17.5% of unemployed adults collecting some sort of welfare failed drug tests. In 2011, 23.8% of welfare recipients admitted to using illegal drugs, including marijuana. The problem the United States if facing is that welfare recipients are using the cash they are given to purchase illegal drugs. Many of these people purchasing illegal drugs had prior illegal drug abuse problems and some of these people believe that since they are given this â€Å"free† money, they can continue on with these addictionsRead MoreDrug Testing For Welfare Recipients1347 Words   |  6 PagesIntroduction Since the reformation of welfare in 1996, nearly all states have attempted to pass legislation to require the use of drug testing among welfare recipients. Thirteen states have passed legislation and there are currently seven states testing applicants for drugs. The results have been somewhat anticlimactic, as the number of positive drug test results is lower than the national average. There are many concerns surrounding the issue of drug testing welfare recipients, including the cost, constitutionalityRead MoreDrug Testing Welfare Recipients913 Words   |  4 PagesIf the drug testing is implemented, of course, there will always be those who feel violated, but what about the taxpayer’s rights? Do they have that right to know how their money is being spent? The problem with this development is there are so many ways to cheat and test clean. In theory that is true, but in reality not so sure because there are different types of testing. The main one is urinating in a cup and we all know that can be tampered with, but what about the hair strand, how is that possibleRead MoreThe Drug Of Drug Testing Welfare Recipients912 Words   |  4 PagesDrug Testing Welfare Recipients To test or not to test has been has been the question at hand for many states that are dealing with whether or not to pass the law that welfare recipients should or should not be drug tested in order to receive assistance from the government. Florida was the first state to mandate the law in 2011 and thereafter twenty four other states in the last year have also passed this law in our own state of Oklahoma being one of them. Although alcohol is legal it is abused farRead MoreDrug Testing Welfare Recipients Essay1114 Words   |  5 Pagesin order to obtain a job, some people go through drug testing while drug and alcohol abusers receive free, no strings attached, financial assistance (see appendix A)? Food stamps and Medicaid are provided to low and no income Americans who would otherw ise do without. According to heritage.org, a majority of the illegal drug use in American adults is tied to unemployed citizens. While there are many people who disagree with testing welfare recipients, the truth is that the pros greatly outweigh theRead MoreShould Drug Testing Welfare Recipients? Essay1707 Words   |  7 Pagesuse of drugs is an immense problem in today’s society. The big question is, is it a problem within the welfare system? Drug use isn’t just a problem of poverty; it’s found among all groups and classes. As said in Jamelle Bouies article, The Myth of Drug Use and Welfare, â€Å"The myth of welfare recipients spending their benefits on drugs is just that—a myth. And indeed, in Utah, only 12 people out of 466—or 2.5 percent—showed evidence of drug use after a mandatory screening.† Drug testing welfare recipientsRead MoreMandatory Drug Testing For Welfare Recipients1526 Words   |  7 PagesBreez Arann Ms. Holiday English 12 11/04/15 Mandatory Drug Testing for Welfare Recipients When the United States’ welfare program was created during the Great Depression, it was meant to temporarily relieve the burdens of the one-fourth of American families who were unemployed, and struggling financially. President Franklin D. Roosevelt created the Social Security Act in 1935, then amended it in 1939 to create programs to assist families with unemployment compensation, and to create government agenciesRead MoreMandatory Drug Testing For Welfare Recipients1613 Words   |  7 Pagestime-welfare reform. New screening processes, often considered a direct violation of constitutional rights, have already been enacted in many states. Strong evidence exists, asserting that the practice of administering drug testing to welfare recipients will cost the U.S. taxpayers more money in the long run, stigmatize applicants and participants, and serve only the purpose of making the pharmaceutical companies more powerful. In order to protect the constitutional rights of potential we lfare recipientsRead MoreShould Drug Testing Welfare Recipients?1679 Words   |  7 Pageswho test positive for drugs should be able to receive welfare. It was an argument that flooded social media, arguments filling comments with opinions. It is a subject that continues to be discussed within our peer groups, our communities, and our states. This paper will discuss the opinions of individual’s within the country, the beneficial factors of drug testing welfare recipients as well as the unbeneficial factors, as well as who decides if drug testing welfare recipients goes into effect or notRead MoreBenefits of Drug Testing for Welfare Recipients Essay1330 Words   |  6 PagesIntroduction Random drug screening involves the experimental analysis that utilizes specimens such as saliva, hair, blood or urine in order to determine the presence of certain drugs or their metabolites. These tests are usually done to ascertain the presence or absence of prohibited drugs or steroids. On the other hand, the state welfare assistance/ government assistance is a government funded program that was started in 1930 during which period US citizens and the rest of the world were facing

The Great Depression The Tragic Time Period - 1537 Words

The Great Depression is the tragic time period from 1929 to the 1930s in the United States of America. During this time, many hopeless Americans were experiencing problems such as homelessness, starvation, impoverishment, and more. All this suffering was caused by several things, like when the Stock Market crashed in 1929, also known as â€Å"Black Tuesday.† The stock market crash caused people who would buy on margin to be in debt. People who would even speculate the market caused higher stock prices, inflating the company’s actual worth. This eventually resulted in the stock market crashing, causing a lot of panic and quick sales as people would lose their profit. Another long-term cause is when the banks were starting to fail. Approximately 11,000 out of 25,000 banks failed in the U.S. during this time because businesses and farmers would ask for loans and withdraw more money than they could ever pay back. The failure of the Stock Market and banks meant that people and businesses lost money, couldn’t get more loans from the banks, and were facing serious economic problems. With the promise of ending the poverty, Herbert Hoover beat Al Smith in the presidential election of 1928. Hoover believed in three things as president- voluntary cooperation (the idea that the government can help reach a compromise for people and businesses, but can’t force anything), rugged individualism (the mindset that people should succeed through their own efforts and no government handouts), andShow MoreRelatedFinancial Events Of The Great Depression Essay914 Words   |  4 PagesPiecing together the events of the Great Depression is like putting together a jigsaw puzzle. As Ben S. Bernanke expressed, The Depression was an incredibly dramatic episode-an era of stock market crashes, bread lines, bank runs, and wild currency speculation, with the storm clouds of war gathering ominously in the background all the while. Fascinating, and often tragic, characters abound during this period, from hapless policymakers trying to make sense of events for which their experienceRead MoreCinderella Man Analysis1474 Words   |  6 Pagesaren’t born, they are made. Heroes are not the people who always win and get their way in life, but rather they fight back from their substantial failures and losses. James Braddock was an inspirational hero that citizens suffering through the Great Depression looked up to for motivation and hope in the film, Cinderella Man. He inspired Americans to strive forward and not give up as they witnessed him overcome many hardships that related to their own personal struggles. The United States began transitioningRead MoreThe Great Depression And Its Effects On The World Essay1595 Words   |  7 PagesThe Great Depression happened during the late 1920’s and continued until the early 1940’s. The origin of the depression was in the United States as the stock market crashed in 1929 wiping affecting millions of investors. The US economy was connected with the global economy, this economic crisis affected the whole world with high unemployment and low production. Industrial production declined dramatically, causing distribution systems to struggle as â€Å"transportation, wholesaling, manufacturing, andRead More Documenting The Depression Essay1041 Words   |  5 Pages Documenting the Depression: The FSA photographers and Rural Poverty nbsp;nbsp;nbsp;nbsp;nbsp; The Great Depression fell hard in the year of 1935 bringing what seemed to some people the end of the world. But in truth, the Great Depression was nothing near the end of the world, in fact the year of 1935 was not the first year nor was it the last year that many families had suffered and went hungry due to lack of work. Families forced to leave their home. Children going in hunger while their belliesRead MoreAnalysis Of Brother Can You Spare A Dime1062 Words   |  5 PagesNone of us could completely understand or experience the hardships and miseries experienced by the people during the Great Depression. However, E.Y. (Yip) Harburg – the â€Å"Legendary Lyricist† of the 1930s – gives us a large picture of it in his song â€Å"Brother Can You Spare a Dime† (Chochran 284). Harburg is a famous lyricist of several genres ranging from escapism to comedy and romanticism. In every lyric he writes, he â€Å"consistently [views it] as a means for expressing h is opinions against war andRead MoreThe Most Important Event That Caused The Great Depression Essay987 Words   |  4 PagesThe United States (U.S) experienced its worst depression for roughly 10 years after a tragic Tuesday in 1929. The roaring 20’s was abruptly halted as millions of people across the country lost everything they owned in just a single short day. Black Tuesday, as this day is referred to in history, was the day that triggered the Great Depression and caused one of the worst economic collapses ever seen (Lecture Notes, March 30, 2016). Tuesday October 29, 1929 will be a day etched in people’s mindsRead MoreCultural And Social Aspects Of The Great Depression1073 Words   |  5 Pagesmistakes made in the past. This iconic period in American history, known as the Great Depression, truly did change the cultural and social aspects of the United States. In the Great Depression, pop culture provided an outlet for the millions of deprived unemployed Americ ans. Men commonly fled their homes and families out of shame of their inability to find work, leaving it up to their wives to find jobs and take care of the children. The Great Depression was a hard time for many Americans, but influencedRead MoreThe Challenges Of The Great Depression1738 Words   |  7 PagesGrace Wortmann Ms. Meier English II 24 February 2017 The Challenges of the Great Depression In other periods of depression, it has always been possible to see some things which were solid and upon which you could base hope, but as I look about, I now see nothing to give ground to hope-nothing of man stated Former President Calvin Coolidge during the Great Depression. The Great Depression affected almost everyone in the United States. People had to learn to live on less, and still enjoy lifeRead MoreThe Economy and Life During the 1920s635 Words   |  3 PagesThe 1920s was known for its prosperous and flamboyant lifestyle. The GDP during that time had risen by 30 percent and unemployment was as at an all-time low of 3 percent. This was not meant to last forever. In fact, it was nearly impossible for this to last any longer than it did due to an imbalance that society was unaware of including that not every citizen was experiencing this uncommon wealth. There were still 3 percent unemployed and even some of the employed members of society did not makeRead MoreGregor Samsa E ssay1280 Words   |  6 PagesFranz Kafka writes Gregor Samsa in his novel The Metamorphosis to portray specific details of his childhood life. In the early 1900’s the Great Depression occurred which changed the romantic time period into the modernism that focused on grotesque imagery. The Great Depression caused people to appreciate their beautiful world, before it turned into the dark and gloomy atmosphere it was for ten years. Kafka and Gregor’s lives share the similarity that both of their fathers were aggressive, alienating

Staff Training and Motivation at Mcdonalds Free Essays

Training and Motivation at McDonalds McDonald trains almost 55,000 employees each year. Each year, it also   dedicates over A? 10 million to ongoing employee training, providing   people with valuable skills. Work experience at McDonald’s is a foundation for future employability, particularly as the UK labour market continues to   evolve. We will write a custom essay sample on Staff Training and Motivation at Mcdonalds or any similar topic only for you Order Now With the increased demand for skilled workers, a job which   offers ongoing training with a leading organisation – is a solid   career investment. People from all walks of life credit a first job at   McDonald’s with having equipped them with the ingredients for success. Staff Training McDonald’s Staff Training Programme is an on-the-job vocational   experience that teaches skills transferable to other industries. All new hires begin their McDonald’s experience with an induction into   the company. Staff trainers work shoulder-to-shoulder with trainees   while they learn the operations skills necessary for running each of   the 11 workstations in each restaurant, from the front counter to the   grill area. All employees-learn to operate state-of-the-art   foodservice equipment, gaining knowledge of McDonald’s operational   procedures. Step-by-Step manuals and video tapes cover every detail, from how to   make a Big Mac, to how to deliver exceptional service to customers. Employees also learn how to train and supervise others. For the first time employed, McDonald’s is an important â€Å"mentor’,   teaching the interpersonal and organisational skills necessary for   functioning effectively on any job. McDonald’s business demands   teamwork, discipline and responsibility; McDonald’s experience results   in enhanced communications skills as well as greater self-confidence;   and McDonald’s stresses â€Å"customer care†, and attitude which industry   experts ecognise as an essential ingredient for business success. Management Development Conducted at regional offices and corporate training centres across   the country, McDonald’s Management Development Program (MDP) continues   to develop the potential leaders which the Crew Training Programme has   nurtured. This is followed by a series of training courses designed to back up   what is learnt in the restaurant and develop management, communication   and leadership. The Management Training Centre (MTC) is McDonald’s premier UK training   facility, providing a variety of business management and restaurant   operations courses to franchise and management employees throughout   the United Kingdom. The UK Management Training Centre currently puts   through approximately 1500 managers annually. The Management Training Centre runs three courses that give the skills   required by different levels of management, from restaurant shift   management to mid – management. The Basic Operations Course (BOC) equips trainee management candidates   with the skills to manage their people and run successful restaurant   shifts. The Advanced Operations Course (AOC) is predominantly for new   restaurant managers and department heads, It aims to enhance the   candidates leadership and management skills, enabling them to achieve   results in all areas of the business by working through and developing   their people. The Mid-Management Course (MMC) goes into further leadership skills   and management systems, helping these managers to effectively lead and   develop their restaurant managers. These three core courses are supported by courses and seminars run by   the Regional Training Centres. In addition, managers will work through   theaâ‚ ¬? Management Development Programme (MOP) back at the restaurant. MDP gives managers at all levels the technical and functional   management skills needed to maintain McDonald’s leadership role in the   quick service restaurant industry. Manager Trainee As a Manager Trainee, you are responsible for learning and   understanding McDonald’s policies and procedures in order to prepare   for managing shifts in a McDonald’s restaurant. The responsibilities   include, but are not limited to: aâ‚ ¬? Learning the basics of restaurant operations through on-site   training, area management and floor management. â‚ ¬? Gaining experience with attaining and maintaining customer   satisfaction. aâ‚ ¬? Developing an understanding of basic supervision, human relations,   interpersonal communication and follow-up skills. aâ‚ ¬? Establishing an Individual Development Plan to help focus on   personal career development objectives. aâ‚ ¬? Ensuring that a respectful workplace exists in the restaurant. From Manager Trainee you will move to the Second Assistant Manager   position where you actually begin to apply the skills you have learned   as a Manager Trainee. Second Assistant Manager As a Second Assistant Manager, you are responsible for managing   people, products and equipment to execute outstanding Quality,   Service, Cleanliness and Value (QSC;V) on all assigned shifts. The   responsibilities include, but are not limited to: aâ‚ ¬? Developing and training crew employees. aâ‚ ¬? Maintaining critical standards for product quality, service speed ;   quality, cleanliness ; sanitation. aâ‚ ¬? Managing shifts and/or areas without supervision aâ‚ ¬? Ensuring all safety, sanitation and security procedures are   executed. aâ‚ ¬? Controlling food components, labour, waste and cash while managing   shifts and or areas. aâ‚ ¬? Completing all assigned shift paperwork. aâ‚ ¬? Ensuring that a respectful workplace exists in the restaurant. The next level of restaurant management is the First Assistant   Manager. Here you will explore the business skills involved with   managing a restaurant. First Assistant Manager As a First Assistant Manager, you are responsible for assisting the   Restaurant Manager in executing virtually all aspects of the   restaurant operations. The responsibilities include, but are not   limited to: aâ‚ ¬? Demonstrating and reinforcing the leadership behaviours and basic   people standards necessary to gain commitment from crew and other   shift managers. â‚ ¬? Recruiting, staffing, scheduling and retaining employees. aâ‚ ¬? Managing the development and training of crew and shift management   employees. aâ‚ ¬? Building sales and controlling costs to deliver optimum business   results for all areas of accountability. aâ‚ ¬? Maintaining critical standar ds for product quality, service speed   and quality, cleanliness and sanitation. aâ‚ ¬? Controlling assigned profit and loss line items. aâ‚ ¬? Ensuring that a respectful workplace exists in the restaurant. The next level of restaurant management is the Restaurant Manager. Your performance and available positions will determine the time frame   for progression from First Assistant Manager to Restaurant Manager. Restaurant Manager As a Restaurant Manager, you are responsible for the entire operation   of a single McDonald’s restaurant, including: aâ‚ ¬? Developing and training Assistant Managers. aâ‚ ¬? Measuring external customer satisfaction and executing plans to   increase brand loyalty. aâ‚ ¬? Implementing and conducting in-restaurant new products and   procedures. aâ‚ ¬? Ensuring execution of all security, food safety and maintenance of   the restaurant. aâ‚ ¬? Projecting and controlling accurate profit loss line items. aâ‚ ¬? Administering all in-restaurant records and procedures including   benefits, payroll, inventories, security and employee personnel flies. aâ‚ ¬? Ensuring that a respectful workplace exists in the restaurant. Opportunities beyond the Restaurant Manager position are also   available based on interest and performance. These opportunities are   as follows: Operations Consultant aâ‚ ¬? Provide leadership, coaching and direction to assigned restaurants. aâ‚ ¬? Maximize long-term sales and profit potential of each restaurant. aâ‚ ¬? Build a positive business relationship with Restaurant Managers and   Restaurant Leadership Team Training Consultant aâ‚ ¬? Conduct training that motivates and improves individual’s   performance and contribution to restaurant results. aâ‚ ¬? Serve as operations expert and consultant on McDonald’s operation   standards, management tools and training systems. Business Consultant aâ‚ ¬? Consult to an assigned group of franchisees to optimize sales, QSC,   profit, and people development. aâ‚ ¬? Assist with maximizing the business potential for the franchisee   organization. Human Resources Consultant aâ‚ ¬? Provide leadership and support to the operations team, regional   staff and franchisees on Recruiting and Staffing Management/Crew   Employees, Employee Relations, Management Development, Diversity   Development, Benefits/Compensation and Management/Crew Retention   systems. Management Programs are also available for personal development, which   will prepare you for each step along the way. These opportunities are   as follows: Shift Management Program When you experience the Shift Management Program, you will receive   instruction through a combination of self-study modules and on-the-job   coaching. You’ll also participate in the Basic Shift Management Course   and the Advanced Shift Management Course, which are offered by the   Regional Training Department. The Shift Management Program assists you in developing and sharpening   management skills in: aâ‚ ¬? Area Managements aâ‚ ¬? Food Safety aâ‚ ¬? Basic People Skills aâ‚ ¬? Respectful Workplace aâ‚ ¬? Delivering QSC;V aâ‚ ¬? Customer Satisfaction and Customer Recovery aâ‚ ¬? Shift Management* aâ‚ ¬? Coaching and Counselling aâ‚ ¬? Valuing Diversity aâ‚ ¬? Understanding the Business * Indicates self-study modules McDonald’s Internal Seminars Seminars are designed to establish a common foundation of leadership   and management knowledge and skills for McDonald’s officers. These   seminars will focus on key business issues identified by senior   management and create a platform for effective implementation of   strategic business initiatives. A team of McDonald’s senior management   and external providers lead the seminars sessions. The external   providers are recognized leaders in their area and have extensive   experience consulting with and teaching executives. Types of Conflict Within the Business ————————————- By evaluating a conflict according to the five categories below —   relationship, data, interest, structural and value — we can begin to   determine the causes of a conflict and design resolution strategies   that will have a higher probability of success. There are many types of reasons why conflicts may happen between Human   Resources Functions, such as; Relationship Conflicts ====================== Relationship conflicts occur because of the presence of strong   negative emotions, misperceptions or stereotypes, poor communication   or miscommunication, or repetitive negative behaviours. Relationship   problems ften fuel disputes and lead to an unnecessary escalating   spiral of destructive conflict. Supporting the safe and balanced   expression of perspectives and emotions for acknowledgment (not   agreement) is one effective approach to managing relational conflict. Data Conflicts ————– Data conflicts occur whe n people lack information necessary to make   wise decisions, are misinformed, disagree on which data is relevant,   interpret information differently, or have competing assessment   procedures. Some data conflicts may be unnecessary since they are   caused by poor communication between the people in conflict. Other   data conflicts may be genuine incompatibilities associated with data   collection, interpretation or communication. Most data conflicts will   have â€Å"data solutions. † Interest Conflicts —————— Interest conflicts are caused by competition over perceived   incompatible needs. Conflicts of interest result when one or more of   the parties believe that in order to satisfy his or her needs, the   needs and interests of an opponent must be sacrificed. Interest-based   conflict will commonly be expressed in positional terms. A variety of   interests and intentions underlie and motivate positions in   negotiation and must be addressed for maximized resolution. Interest-based conflicts may occur over substantive issues (such as   money, physical resources, time, etc. ); procedural issues (the way the   dispute is to be resolved); and psychological issues (perceptions of   trust, fairness, desire for participation, respect, etc. ). For an   interest-based dispute to be resolved, parties must be assisted to   define and express their individual interests so that all of these   interests may be jointly addressed. Interest-based conflict is best   resolved through the maximizing integration of the parties’ respective   interests, positive intentions and desired experiential outcomes. Structural Conflicts ==================== Forces external cause structural conflicts to the people in dispute. Limited physical resources or authority, geographic constraints   (distance or proximity), time (too  little  or too much), organizational   changes, and so forth can make structural conflict seem like a crisis. It can be helpful to assist parties in conflict to appreciate the   external forces and constraints bearing upon them. Structural   conflicts will often have structural solutions. Parties’ appreciation   that a conflict has an external source can have the effect of them   coming to jointly address the imposed difficulties. Value Conflicts =============== Value conflicts are caused by perceived or actual incompatible belief   systems. Values  are beliefs that people use to give meaning to their   lives. Values explain what is â€Å"good† or â€Å"bad,† â€Å"right† or â€Å"wrong,†Ã‚   â€Å"just† or â€Å"unjust. † Differing values need not cause conflict. People   can live together in harmony with different value systems. Value   disputes arise only when people attempt to force one set of values on   others or lay claim to exclusive value systems that do not allow for   divergent beliefs. It is of no use to try to change value and belief   systems during relatively short and strategic mediation interventions. It can, however, be helpful to support each participant’s expression   of their values and beliefs for acknowledgment by the other party. Working Hours One functions working hours may be flexible than another functions   working hours, the employees are prone to complain as they want more   flexible working hours as well. Technology There may conflicts between different functions technology wise in a   sense that one function may get better technology than another   function, e. g. one function within human resources may get the newest   state-of-the-art computers so they will be able to work more   efficiently, as opposed to another function who may have computers   which are 4 or 5 years old so they will not be able to work as   efficiently, so the will complain and the business as a whole will not   work as efficiently. Placement ; Selection Placement and selection are both important factors to be considered   when assessing conflicts between human resources. This can be caused   by a many number of things such as, if a new employee has been   recruited into the business and as soon as he starts work the business   puts him as a manager, but there has been someone there working with   the business for 20 years and has worked his way up the hierarchy to   become assistant manager to the manager before and was looking to fill   in the place of manager but this new recruit has just filled that   place, the business will expect them to work together, but they will   be conflicts between the two managers. Wages One-function employees might get paid more for the same job that   another functions employees are doing. This will cause friction   between the functions as pay is a high motivation factor in how   efficiently the staff work. Training/Costs Training and costs are a major conflict factor as they contribute a   lot to the efficiency of the function, for example if a function has   better training and training facilities they will be able to work more   efficiently. As apposed to a function who has little money to spend on training and bad training facilities, this will result in poor   training throughout the function and poor efficiently. Performance Management Performance management is the systematic process by which an agency   involves its employees, as individuals and members of a group, in   improving organizational effectiveness in the accomplishment of agency   mission and goals. The revisions made in 1995 to the Government wide performance   appraisal and awards regulations support sound management principles. Great care was taken to ensure that the requirements those regulations   establish would complement and not conflict with the kinds of   activities and actions practiced in effective organisations as a   matter of course. Planning In an effective organization, work is planned out in advance. Planning   means setting performance expectations and goals for groups and   individuals to channel their efforts toward achieving organizational   objectives. Getting employees involved in the planning process will   help them understand the goals of the organization, what needs to be   done, why it needs to be done, and how well it should be done. The regulatory requirements for planning employees’ performance   include establishing the elements and standards of their performance   appraisal plans. Performance elements and standards should be   measurable, understandable, verifiable, equitable, and achievable. Through critical elements, employees are held accountable as   individuals for work assignments or responsibilities. Employee   performance plans should be flexible so that they can be adjusted for   changing program objectives and work requirements. When used   effectively, these plans can be beneficial working documents that are   discussed often, and not merely paperwork that is filed in a drawer   and seen only when ratings of record are required. Monitoring ———- In an effective organization, assignments and projects are monitored   continually. Monitoring well means consistently measuring performance   and providing ongoing feedback to employees and work groups on their   progress toward reaching their goals. Regulatory requirements for monitoring performance include conducting   progress reviews with employees where their performance is compared   against their elements and standards. Ongoing monitoring provides the   opportunity to check how well employees are meeting predetermined   standards and to make changes to unrealistic or problematic standards. And by monitoring continually, unacceptable performance can be   identified at any time during the appraisal period and assistance   provided to address such performance rather than wait until the end of   the period when summary rating levels are assigned. DEVELOPING ———- In an effective organization, employee developmental needs are   evaluated and addressed. Developing in this instance means increasing   the capacity to perform through training, giving assignments that   introduce new skills or higher levels of responsibility, improving   work processes, or other methods. Providing employees with training   and developmental opportunities encourages good performance,   strengthens job-related skills and competencies, and helps employees   keep up with changes in the workplace, such as the introduction of new   technology. Carrying out the processes of performance management provides an   excellent opportunity to identify developmental needs. During planning   and monitoring of work, deficiencies in performance become evident and   can be addressed. Areas for improving good performance also stand out,   and action can be aken to help successful employees improve even   further. RATING —— From time to time, organizations find it useful to summarize employee   performance. This can be helpful for looking at and comparing   performance over time or among various employees. Organizations need   to know who their best performers are. Within the context of formal performance appraisal requirements,   rating means evalu ating employee or group performance against the   elements and standards in an employee’s performance plan and assigning   a summary rating of record. The rating of record is assigned according   to procedures included in the organization’s appraisal program. It is   based on work performed during an entire appraisal period. The rating   of record has a bearing on various other personnel actions, such as   granting within-grade pay increases and determining additional   retention service credit in a reduction in force, although group   performance may have an impact on an employee’s summary rating, a   rating of record is assigned only to an individual, not to a group. Rewarding ——— In an effective organization, rewards are used well. Rewarding means   recognizing employees, individually and as members of groups, for   their performance and acknowledging their contributions to the   agency’s mission. A basic principle of effective management is that   all behaviour is controlled by its consequences. Those consequences   can and should be both formal and informal and both positive and   negative. Good performance is recognized without waiting for nominations for   formal awards to be solicited. Recognition is an ongoing, natural part   of day-to-day experience. A lot of the actions that reward good   performance – ike saying â€Å"Thank you† – don’t require a specific   regulatory authority. Nonetheless, awards regulations provide a broad   range of forms that more formal rewards can take, such as cash, time   off, and many no monetary items. The regulations also cover a variety   of contributions that can be rewarded, from suggestions to group   accomp lishments. Managing Performance Effectively ——————————– In effective organizations, managers and employees have been   practicing good performance management naturally all their lives,   executing each key component process well. Goals are set and work is   planned routinely. Progress toward those goals is measured and   employees get feedback. High standards are set, but care is also taken   to develop the skills needed to reach them. Formal and informal   rewards are used to recognize the behaviour and results that   accomplish the mission. All five-component processes working together   and supporting each other achieve natural, effective performance   management. THEORIES OF MOTIVATION Writers such as FW Taylor (1856 – 1915) believed workers would be   motivated by obtaining the highest possible wages through working in   the most efficient / productive way. In short, the more money you   offer the worker, the more motivated they will be to work. Taylor,   identified as the Father of Scientific Management, was obsessed with   optimising efficiency and productivity in all areas of life. (Whilst   out walking he would attempt to ascertain the optimum length of stride   required to cover a distance! ). His most well known research focused   on scientifically analysing the tasks performed by workers, and it is   through these studies that we can understand Taylor’s approach to   motivation of the worker. Through the scientific study of work Taylor sought to enable the   worker to achieve the maximum level of output, and in return gain the   maximum financial reward for their labour. The best way to pay a   worker according to Taylor was on a performance related basis. In one   study he looked at the work of steel workers, and by identifying the   optimum load of coal per shovel, which would enable the worker to lift   the maximum tonnage each day, the steel works plant reduced its   workforce from 600 to 140. The reward for those workers lucky enough   to keep their jobs – 60% higher wages if they met their scientifically   calculated targets for the week, by following the instructions laid   down by Taylor, on how to do their jobs. Unfortunately, the way in which Taylor appeared to view the ‘worker’   as just a pair of hands, and the job losses, which seemed to follow   him round the companies he advised, labelled Taylor as ‘The Enemy of   the Worker’. In truth, F. W. Taylor only sought to enable the worker to   reach their full earning potential, and honestly believed his work was   in the best interests of the worker. Subsequent motivational theorists have pointed to Taylor’s limited   appreciation of the fact that ‘workers’ are you and me – people,   complex individuals, with heads and hearts – and not just simple pairs   of hands. This said, Taylor’s ideas are just as prevalent today as   they were in the early 1900s, consider the current wave of dot. com   start-ups, which offer large share options to their staff, and thus   the potential for huge financial rewards in the future, if they work   hard now. There is no escaping the fact that money is still a central   reason why people work, but is it the key to motivating people. How to cite Staff Training and Motivation at Mcdonalds, Papers

Characterization of Reverend Samuel Parris in The Essay Example For Students

Characterization of Reverend Samuel Parris in The Essay Characterization of Reverend Samuel Parris in The CrucibleEric RepasThroughout The Crucible we are introduced to and follow four or fiveimportant characters that Arthur Miller elaborated upon. One of those charactersis Reverend Samuel Parris, a bitter minister who came to Salem for unclearreasons. That reason may have been he was looking for a small town to control,maybe he was trying to escape something or someone, or he may have just wanted afresh, clean start; whatever that reason was it is for sure he had no idea whathe was going to start. If the blame of the Salem Witchcraft Trails were to betraced back to one individual it would certainly be Reverend Parris. When we are first introduced to Parris he is at the side of hisdaughters bed praying for his recovery. It is Parris who calls in Hale andother experts so that a cure may be found for his daughter. Once word got outthat there were witch hunters in Salem all hell broke loose. As three warrantsare sent out to arrest the supposed witches the long blood bath that is tofollow is set into motion. During the trials Parris is sure to attack thecharacter of every defendant leaving no one pure. When Frances Nurse brings apetition with 91 names on it, a petition to set Rebecca, Goody Proctor, andMartha Corey free Parris demands that all those on the list be called in forquestioning. pg93Danforth, glancing at the list: How many names are here?Frances: Ninety-one, Your Excellency. Parris, sweating: These people should be summoned. Danforthlooks up at him questioningly. For questioning. Parris: This is a clear attack upon the court!Parris also attacks Mary Warren harshly when she changes sides to helpJohn Proctor clear his wifes name. Once Mary claims she fainted at will hetries to make her prove this, and once he has weakened her whole defensive stand,the other girls move in for the kill forcing her to turn on the man she couldhave saved. Parris could not let it be proven that the girls were liars for ifit was both his daughter and niece would be caught in the middle of thiselaborate fabrication. Of course if they were proven to be the liars it wouldreflect upon his own character and involvement in the bloody game. In the end of the novel Parris does show remorse for the whole ordeal,once John Proctor is sentenced to hang Parris finally realizes that this has allbeen wrong. Parris pleads with Elizabeth to convince John to convince so thathis life will be spared for this is blood that will be on Parriss own hands. But do not be followed this is also a selfish act for if he could have gottenProctor to confess it would have justified the other hangings. pg145Parris (In deadly fear to Elizabeth) : Go to him Goody Proctor!There is time yet!From outside a drumroll strikes the air. Parris is startled. Elizabeth jerks about toward the window. Parris: Go to him! He rushes out the door as to hold back his fate. Proctor! Proctor!Samuel Parris was a man who used the Trails for vengeance, vengeance foreverything that has ever happened to him. For once in his life this man hadabsolute power, although once this power was used his role of importance wastaken away by Danforth and others. Maybe it was that once he was knocked of hispedestal he finally realized all this was wrong. Maybe by the end of the novelhe finally realized that he was wrong there were no witches, or it could havebeen he just wanted the satisfaction of Proctors confession; but whatever it wasit really doesnt matter now all are dead and gone. Without Parris the Trailswould not have escalated to what they became or just maybe they would have nevereven began. Category: English

Gender Equality in Local Governance in Kerala Essay Example

Gender Equality in Local Governance in Kerala Essay Gender Equality in Local Governance in Kerala: This article entirely focuses on the minimum transportation of resources to adult females and gender based equal distribution in Kerala. A privilege for adult females in Kerala in the signifier of reserve was introduced during 1996. Patriarchal construction and entrenched civilization have constrained limitations on women’s mobility and less disposable clip for their place based duties. They are non allowed to exert authorization which is understood as inordinate normative behavior of adult females by society. But the fixed mainstream political relations have encouraged adult females, within constrained limitations, to take part. They have developed their normative feminine codifications to work within. We will write a custom essay sample on Gender Equality in Local Governance in Kerala specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Gender Equality in Local Governance in Kerala specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Gender Equality in Local Governance in Kerala specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Reservation was introduced to further gender equality either by reforming attitudes of society or edifice capacities of adult females to plan and implement a programme efficaciously. Gradually, Gender Training has come into manner and has been institutionalised for freshly elected representatives. There is job in domestication of gender with the unknown issue of power: The â€Å"Gender† as a construct, is misunderstood by all. Gender is attributed to adult females which consequences into restricting contrivers in doing policies which is, in bend, non the instance. This has to see male childs and misss both with mention to the gender. Undertaking preparation by placing practical demands and strategic demands is done through the nature of demands but do non use position used to reassign identified demands. Gender is attributed to binary relation to the sex which consequences in to possible difference between work forces and adult females. This attack to the gender is confined within one construction. It is obvious that adult females will be in place to alter the state of affairs of adult females want. They are expected to be the representatives of their wards which they will guarantee the general demands of administration with the particular involvement of their ain. With the debut of 50 % reserve to the chairmen’s sit for the adult females has increased challenges and chances every bit good. Previously, the sit for presidents was ensured to be taken up by male members. The different image can be seen in Kerala with regard the support given by household members particularly by hubbies. In contrast to this position, the state of affairs in Maharashtra and Karnataka shows that their household members are utilizing adult females sarpancha’s to transport out their ain work. When adult females, attributed to party households, articulation parties, party and household becomes a joint support for them but it is less seen or experienced by the adult females themselves by restraining them to restrictive regulations or normative feminine. â€Å"We believe that this is because the majority of development and human rights work toward gender in-equality ignores the function of the establishments ( formal and informal ) that maintain adult females s unequal position.†( Bandyopadhyay, 2000 ) Institutions as the regulations for accomplishing societal or economic terminals determine who gets what, who does what, and who decides. The regulations that maintain adult females s place in societies may be stated or inexplicit. These regulations would include values that maintain the gendered division of labor ; prohibitions on adult females having land ; and limitations on adult females s mobility. Possibly the most cardinal is the devaluing of generative work.( Bandyopadhyay, 2000 ) â€Å"Gender mainstreaming is a look popularised by the United Nations bureau. It was originally conceived as a manner to convey about institutional trans-formation. It is seen as a agency to accomplish gender equality, in the just entree to society s resources, chances, instruction, and equal engagement in the defining of determinations, act uponing what is valued, and so on.†( Bandyopadhyay, 2000 ) â€Å"The path record of gender mainstreaming within development bureaus ( public and private ) has been hapless chiefly because it has been reluctantly adopted by mainstream development bureaus, whose top leader-ship has non adequately supported this agenda.†( Bandyopadhyay, 2000 ) The articles negotiations about the male representative’s answerability in party with mention to constrained construction. The Research Centre for Local Self Governance, Centre for Development Studies had organised the workshop in this respect during January 2011. The workshop gathered position of freshly elected male representatives on gender attitudes through structured format. They used, group treatments, questionnaire and gender appraisal as tool to arouse. During the two twenty-four hours workshop which happened for two yearss, dowery, force against adult females and deficiency of employment chances were the major issues that assorted representatives from all territories of Kerala, raised. Some of the representatives were of position that adult females have to be protected even if felt necessary to restrict their right as citizen particularly when there is fright of failure of work of dominant sexual morality. During assorted activities conducted with representatives, issues of adult females security were raised. Many of adult females emigrate abroad at the age of 30 even though they are choosing for. At last representatives took consentaneous determination of non directing adult females abroad until their security is ensured by the authorities. The treatment revolved around dowry whether it is accepted or non. Religion like Muslim, tend to non accept dowery but take into consideration early matrimony as a societal usage. The issues and chances every bit good, of male childs are misss are of import but misss should be overly disciplined with regard to celibacy and they should be thought to be good female parent and good married womans every bit good. Some of the challenges: Politicss as masculine infinite: it is appreciated that adult females face barriers to come in into political relations as work forces. The survey showed that most of households who had politicians in portion attempt to pull female member as campaigner in LSG. These adult females survives in household party than other adult females. Political sphere with deficiency of adult females critical mass: Womans are missing in corporate action. Thre are common jobs of some kind which can do them togather. But they are being unite as they are confined to one topographic point and they can non traverse which has flowed base called cognition. Womans with backing in political relations: The effectual adult females could easy be removed from the political relations through doing slander committedness of holding sexual relationship, against adult females. That is why, adult females demands to be disciplined without groking the fact. There has been leery attitude of hubbies whose married womans are in political relations. Those adult females have to fall back as they do non acquire backing from their ain households. To advance organizational alteration that will enable the administration to dispute gender inequality, alteration agents must understand and associate organizational alteration, institutional alteration and gender equality. Institutions vary within and across civilizations, and are invariably germinating and altering, they are embedded in relational hierarchies of gender, category, caste, and other critical mistake lines, which define individualities and distribute power both symbolically and materially Womans are prevented from disputing establishments by four inter-related factors: Lack of political entree: there is neither any system nor powerful politicians or civilians who will turn to the same issues and set away the tabular array. Lack of appropriate answerability systems: all resources of an administration steered towards peculiar subdivisions as mark which is indirectly made for institutional alteration for gender equality. Cultural systems: The division of house work is ever attributed to adult females and society has made of adult females in order to do them occupy in their work hence which will ensue into low engagement rate or no engagement at all. This article suggests two attacks for gender equality, one is Gender substructure and 2nd one is organizational alteration attack. Gender substructure attack: This attack involves alteration in the basic substructure of the society. It believes change through different policies. Policies that will chiefly concentrate on gender, technically skilled adult females for execution of programmes at bureau, gender preparation and gender analysis tools. Organizational alteration attack: This attack believes in the capacity edifice of administration which will dispute gender biased institutional regulations, doing adult females voices more power full to asseverate their rights, Democratizing their relationship among assorted people, doing establishments more accountable to the adult females Problems in Locating Women in Public Policy( Jain, 2007 ): This article talks about the gender public policy and identifies three basic issues in policy 1 ) We deem adult females as sole class which can be seen through experiences of feminine demands to the people is challenge. All adult females belong to some or the other class of the society. It could caste, category, civilization, tradition and so on but fact is non seen by existent spears. Thought these elements are spliting them on assorted footing they are meeting on the same avenues. Second job is with the flawed cognition of the society and adult females every bit good. The work of the adult females is all decided by patriarchal steps. What sort of work is evaluated, which work is good and has value these all decided by them. As a consequence of this adult females work is non counted, non valued and it is ever unseeable. â€Å"The non-monetised sector is either accorded a lower value or no value compared to the monetised† Therefore if a policy arises out of such familial â€Å"flawed† cognition, adult females advocators would non desire to take part in it.† ( Jain, 2007 ) Third job is that adult females are remaining in fluid which is confined in boundaries. These boundaries are required to invalid for them to enable. These are hindering engagement of adult females at the policy degree where they can recommend every construct and perceptual experience based on patriarchal society. â€Å"The â€Å"Women s tent† as perceptual experience perpetuates the adult females for adult females by adult females to adult females syndrome, a syndrome which is excepting adult females non merely from recasting and reordering development, but besides denying the class of development to reflect the lived experience of adult females. Policy issues are non merely about women’s issues. Women need a say in all issues as spouses in the development of society. Thus the topographic point of one’s ain can be a human dynamo or a ghetto, or both.† ( Jain, 2007 ) There are some utile waies which would further adult females engagement in societal alteration. The bonding of assorted individualities of adult females for strategising is indispensable to do free to take part in public domain. First of all we need knowledge which describes item border of adult females in respect to differences among family, households, sexes, function distribution and so on. These historical events will give us manner for their development of engagement and alteration in ongoing procedure. In order to derive the power for acquiring unit power as mass power of adult females they require to take part in leading, directing people on right way for adult females development We can construct up an equal cognition of the societal constructions of gender functions, and so step in in policy by analyzing the impact of gender insensitive preparations and placing countries where intercessions are possible. Work of adult females at place is unseeable and like the work is ever deemed to be in informal sector. Hence, favoritism at the topographic point or work, low rewards and unequal distribution of resources take topographic point. The survey on adult females initiated by the institute of societal survey trust to see the political orientation developed at international degree. The survey was done to enable every bit good as indentify new avenues of promoting adult females participant at local administration. Mentions: Bandyopadhyay, D. ( 2000 ) . Gender and Governance in India.Economic and Political Weekly, 2696-2699. Jain, D. ( 2007 ) . To Be or Not to Be.Economic and Political Weekly, 691-696. KODOTH, P. ( 2011 ) . Gender Equality in Local Governance in Kerala.Economic and Political Weekly, 36-43.

Individual Leadership Approach Paper Essays

Individual Leadership Approach Paper Essays Individual Leadership Approach Paper Essay Individual Leadership Approach Paper Essay The major research approaches to studying leadership are the trait approach, the behavior approach, the power-influence approach, the situational approach, and the integrative approach. The trait approach studies natural leaders who never get tired, have precise intuition, predicting foresight, and powers to help others believe the leader’s approaches. The personality, motives, values, and skills attributes, of this approach, are better examined when studying leadership behavior and effectiveness before researching the values of the leader, related to ethical leadership. The behavior approach has two general subcategories. One subcategory researches managers’ activities, responsibilities, functions and meeting demands and overcoming challenges and limitations of their duties. The management methods consist of data collection from observing, keeping daily journals, job description questionnaires, and anecdotes obtained from interviews. The other subcategory of the behavior approach consists of a behavior description survey design. The power-influence approach specifies the influential process of leaders in comparison to other individuals. This approach analyzes the leader perspective with the constant situation of leaders acting and followers reacting. Leadership effectiveness related to leader power is important. The power controls subordinates, peers, superiors, clients, and suppliers. The way followers behave is also controlled from the actions of leaders. Influence tactics are the liaison between the power-influence approach and the behavior approach. One of the tactics is the participative leadership that is closely related to sharing of power and empowering the followers. This is also entailed in the behavior research. Another tactic is ‘consultation and delegation to give people a sense of ownership for decisions† (Leadership in Organizations, Seventh Edition, Yukl, 2010). The situational approach focuses on followers’ characteristics, the type of work in the leader’s unit, the specific industry, and the company’s customers. This approach also has two major sub-categories. One sub-category discovers the similarities and differences organizations’ levels of management and cultures. The other subcategory of situational research is the relationship of leader attributes (i. e. raits, skills, behavior) to his/her effectiveness. This relationship is â€Å"a contingency theory† of leadership. An integrative approach integrates all approaches as variables, i. e. the variables are the traits, behavior, influence processes, situational variables, and outcomes of the situation. â€Å"An example of the integrative approach is the self-concept theory of charismat ic leadership, which attempts to explain why the followers of some leaders are willing to exert exceptional effort and make personal sacrifices to accomplish the group objective or mission. (Leadership in Organizations, Seventh Edition, Yukl, 2010) The major research approach to studying leadership is the integrative approach. The strength of the integrative leadership approach is its reliability because of its inclusiveness of many aspects of the leader’s style, which goes along with being a well-rounded leader. Reliability is specific to the approach’s correctness and accuracy from a logical, mathematical, and statistical perspective. Another strength of this approach is that the selected leaders would be exceptional in most tasks related to their personal and work life. They would be the most admired leaders and would be the perfect example of how a leader should be. The major weakness of this leadership approach is that it would take a considerable amount of time to evaluate someone’s leadership ability and there would be less people to select from for the leadership role. Hence, the diversity in the leadership role would be less present. The distinction between the strengths and weaknesses of the integrative leadership approach is very narrow because the weakness shows the difficulty of being selected as a leader and being even greater of a leader from past well known leaders of all periods of time. Organizations use the integrative leadership approach during selection of managers and during creation of mission statements for the companies to make the most profit possible. The government uses the integrative leadership approach to study the leadership style of a particular leader. The technical industry uses the integrative approach to studying leadership before they hire their employees. They are the most talented employees and all of them are exceptional leaders.

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

Baytown - Essay Example According to Feiser the moral challenge in multinational companies need to live up to moral expectations more intense for multinational companies who need to live up to moral expectations both in the US and in host foreign countries. In developed countries, the moral expectations of the host country are as stringent as our own. With third world host countries, though, the moral expectations often more lax and multinationals are tempted to lower their standards when situations permit. Morality in business plays an important role. Business would not success if employees have problems with their colleagues because something has done something wrong with someone. Business will not able to reach its goal if the staffs are having problems. It is important to understand which actions violate morality. There are actions and decisions that are mistakenly understood as violation of morality which is in fact not. To be able to avoid such problems proper definition of the term morality should be clearly defined. Maltreatment of employees is one violation of morality. The company should have a clear list of moral issues that is important for the company's success. Business ethics are the one that examines the moral problems that can arise in business environment.

Gibberellic Acid In Fruits Essay Example | Topics and Well Written Essays - 1500 words

Gibberellic Acid In Fruits - Essay Example These enzymes include cytochrome P450 monooxygenases, terpene synthases (TPSs) and 2-oxoglutarate-dependent dioxygenases (2ODDs). It is used in the enlargement of ovary without any effect on the underlying ovary structure. Commercially, Gibberellins is used in Grapes farming to promote the growth of a variety of fruit crops. The effects of plant hormones are complicated biologically and biochemically hence they are not fully understood because of their unique effects on different plants. Gibberellins also known as gibberellic acids were first discovered by Eiichi Kurosawa, a Japanese scientist while investigating bakanae, the â€Å"foolish seedling† infection in rice (Yeoshua, 2005). The United States developed the interest about gibberellins after the Second World War. The Japanese rice farmers had long known of ‘foolish seedling’ a fungal disease that causes rice plants to grow taller and eliminate seed production. Later, the plant pathologists established that these symptoms in rice plant were induced by a chemical secreted by a pathogenic fungus, Gibberella fujikuroi. Japanese scientists started culturing this fungus in the laboratory and analyzing the culture filtrate in 1930s that enabled them to obtain impure crystal of two fungal â€Å"compounds† possessing plant growth promoting activity (Thompson, 2008). Teijiro Yabuta and Sumuki named one of these compounds gibberellin A because they isolated it from the fungus  Gibberella. In 1950s scientists from Tokyo, University isolated and classified three different gibberellins from gibberellin A sample, which he named them gibberellin A1, gibberellin A2  and gibberellin A3 (Cline & Trought, 2007). This system for numbering gibberellins used in the past 50 years was based on this initial nomenclature of gibberellins A1  (GA1), GA2, and GA3. Gibberellins (GAs) are

Government Essay Example | Topics and Well Written Essays - 750 words - 5

Government - Essay Example ublicans show that they clearly believe in the sanctity of life that should be protected till natural death while the Democrats believe in right to privacy and freedom from government interference and a person can take personal decisions on the rights. On euthanasia, the 2012 Texas Republicans are opposed to it or what they refer to assisted suicide and genocide or the soft killing of the terminally ill or the handicapped while the Democrats do not make any commitment on such matters. From the foregoing agreement, it can be said that the Texas republicans are more concerned with the need to protect the sanctity of the human life and therefore may attract more votes in a debate about life. However, the Texas Democrats oppose any attempt to repeal the Patient Protection and Affordable Care Act which provides health insurance to most if not all Americans (Texas Democratic Party). The 2012 Texas Republican platform believes that America is a nation founded on Judeo-Christian principles and that all healthcare institutions should inform their staff to be involved in such acts that they believe are ungodly such as abortion and euthanasia. The Democrats on the other end believe that no Texan should be forced to live in religious doctrines in which they do not subscribe to. This clearly shows that the Republicans are very rigid on their religious views as they do not tolerate any other religion as compared to the Democrats who allow for freedom of religious association in line with the provisions of the First Amendment (Texas Democratic Party 12). However, the 2012 platform for the Texas Republicans is very conservative in nature as compared to the liberal Democratic platform that is progressive in its proposals. The Texas Republicans oppose all forms of taxation ad support the repeal of the Sixteenth Amendment that led to the imposition of the national income tax but instead favours a national sales tax that is likely to affect the low and middle-income Americans. It

Application of Nursing Interventions Classification (NIC)

Application of Nursing Interventions Classification (NIC) Leslie Bruchey Elements of the Professional Nursing Role Nursing care is provided in all hospitals, in different states, different countries with different practices. But with that being said, the nursing process using NANDA –I Taxonomy of Nursing diagnoses, the Nursing Outcomes Classification (NOC) and Nursing Intervention Classification (NIC) can provide some standards in care where it is received. Throughout this paper, we will discuss a clinical case that uses these tools in providing care and looking at the patient outcome and discuss the systems that were in place. Clinical Encounter This patient was admitted to a medical surgical unit with the diagnosis of pulmonary fibrosis, shortness of breath and pain with inspiration, atrial fibrillation and MRSA in the urine. Patient’s other history included chronic kidney disease, oxygen dependent at home and a low ejection fraction. With this being said, this patient had several things happening, but was being treated with antibiotics and Cardizem to control A-Fib. In the middle of the night, the patient was a rapid response for hypotension and moved to the intensive care. Because of a previous echo that revealed the patient’s EF was only 12%, large fluid boluses were not really an option to treat hypotension. The hypotension was caused by a few different reasons, the nurse in med surg had given this patient multiple blood pressure medications, and the critical care doctor felt that she was becoming septic due to her presentation. Also, the critical care doctor decided that the patient needed a stat VQ scan to rule out the possibility of a pulmonary embolism. The patient results concluded that there was a high probability of a pulmonary embolism which warranted the patient to be placed on IV heparin, have a venous ultrasound of her legs and an echo. These tests reviewed no clots in her legs or heart. With heparin, a PT/INR was drawn for baseline and then a hep xa was drawn every 6 hours until the heparin was therapeutic. A BNP and CBC were drawn to monitor blood cell counts and a central line was placed and the patient was placed on Levophed to prevent hypotension for a few hours. After a few hours, the patient was able to keep blood pressure controlled without medications. Antibiotics were continued as patients WBC’s were 14000 and the patient was continuously monitored in the ICU for a few days. CVP’s were measured at 5 and urine output was monitored closely. Nursing Diagnosis This patient had multiple nursing diagnoses’ that fit her condition. One of the diagnoses that fit this patient is decreased cardiac output. With the patient being in A-fib and with an EF of only 12% this patient does not have optimal cardiac output. The patient also prevents with hypotension which is believed to may have been caused by medications that effect preload and afterload which will also decrease the cardiac output of this patient. This diagnosis is a part of NANDA- I Taxonomy of Nursing Diagnoses and falls under domain 4 Activity and Rest and class 4 which discusses Cardiovascular/ Pulmonary Responses (NANDA, 2012). Nursing Interventions Classification Interventions The following are nursing interventions that were used on this patient using the NIC (Nursing Interventions Classification). Hemodynamic Regulation (4150) Definition: â€Å"Optimization of heart rate, preload, afterload and contractility† (Bulechek, Butcher, Dochterman, 2008) Ways to intervene: Patient was placed on a presser, i.e Levophed to cause vasoconstriction and promote an increase in blood pressure A small 250ml fluid bolus was given prior to coming to the intensive care unit The patient was placed on hemodynamic monitoring to check central venous pressures and allowed us to monitor fluid status Medication parameters were in place for medications that would effect HR, preload, afterload Oxygen Therapy (3320): Definition: â€Å"Administration of oxygen and monitoring of its effectiveness† (Bulechek, Butcher, Dochterman, 2008) Ways to intervene: Oxygen provided by nasal cannula was titrated by oxygen saturation, patient was on 3L. Continuous oxygen saturation monitoring by a pulse ox on the finger. Respirations and patient comfort were also monitored, i.e. no shortness of breath or trouble breathing. Urinary Catheterization (0580): Definition: â€Å"Insertion of a catheter into the bladder for temporary or permanent drainage of urine† (Bulechek, Butcher, Dochterman, 2008). Ways to intervene: Foley was placed to monitor urine output. Output was monitored to check fluid balance because of patient’s history of CKD, the MRSA infection and having a low ejection fraction. The catheter was temporary and was used for strict input and output. Family Presence Facilitation (7170): Definition: â€Å"Facilitation of the family’s presence in support of an individual undergoing resuscitation and or invasive procedures† (Bulechek, Butcher, Dochterman, 2008). Ways to intervene: Family contacted because patient was moved to intensive care and needed a emergent central line placement. Patient was extremely anxious and requested that we contact her family to come in for needed support. Family came in and educated on what happened and any other information that was needed at that time. Nursing Outcomes Classification Outcomes Now that we have defined a nursing diagnosis and provided some interventions that this patient needed, it is time to discuss the patient outcome. These interventions help the patient achieve multiple goals and as a nurse, all of our interventions help us improve patient outcomes. This patient has multiple nursing diagnoses, but because decreased cardiac output was addressed, the outcome will be as follows: Cardiac Pump Effectiveness (0400) Definition: â€Å"Adequacy of blood volume ejected from the left ventricle to support systemic perfusion pressure† (Moorhead, Johnson, Maas, Swanson, 2008). The patient will be able to maintain blood pressure without pressers. Patient will have a follow up echo that showed her ejection fraction was 45%. Patient will have adequate urine output. CVP measurements will be within normal limits. Patient will have activity tolerance when getting out of bed and ambulating around room. Patient will continue outpatient rehab to rebuild strength over time. Advantages and Disadvantages The nursing process allows for a standard of care to be provided anywhere that a nurse cares for a patient. With being able to identify what the patients problems are through a nursing diagnosis, we are able to next focus on the interventions that best fit and will provide the best patient outcome. When looking at a patient, we all have our own outcomes that we want to achiever to better the patient. In the patient above, there are many problems that could results in a long list of nursing diagnoses. With being able to focus on one at a time, a nurse is able to think about the needed steps to achieve the positive outcome that we all look at. With using the NIC, NOC and NANDA-I, nurses anywhere are able to identify a problem, the steps to improve the problems and the hopefully outcome for this issue. While these tools help standardize care that nurses provide and focus on and to make sure that the needed interventions to improve the outcome are being performed and are being documented . It is important that the nurse can focus on the needs of the patient and to take credit for all the important things we do during our time with a patient. I also think the nursing process is great for other disciplines to look out what nursing is focusing on and also may help guide the rest of the care that is provided. With this documenting process and just using in the clinical setting, newer nursing can use it to help focus the care their patients may need. These tools are a great resource for nurses but they do have some disadvantages. In day to day care in the nursing realm, these tools are a great resource, but in reality are hard to find time to access and continually document on them. I have seen these types of programs being used in the clinical setting and because nurses are busy, some just copy and paste the same thing over and over day to day. This does not show how we are intervening to meet the outcome. If used right, it is a great tool, but there are a lot of nurses that look at it as just another silly hoop to jump through during patient care and just another thing to document. Some nurses do not take the time to think about what interventions would help our patients. Also, I think that the various lists are good; however, sometimes it is hard to find the exact name of the intervention that we want to use. It takes time to look through the list to find the exact intervention or outcome that best fits out patient needs. Also, it would be hard to get all nurses on board to document with this type of syste m because some are resistant to change and others just are already overwhelmed with the amount of documentation that is required throughout the day. Conclusion The NIC, NOC and NANDA-I Taxonomy of Nursing Diagnoses are a great guide for standard nursing care. Anyone can use these documents to help focus the care their patients need. I believe documenting to nursing process throughout this system will allow for better patient outcomes to continuously reevaluate what the patients’ needs are and what is going on with a patient. Other disciplinary team members would be able to look at what the problems nursing are focusing on and see where they can help support that patients care. Overall, the standardized care would support patient outcomes and allow for nurses to focus on what they can do, improving the patients care by identifying problems, inventions and outcomes. References Bulechek, G.M., Butcher, H. K., Dochterman, J.C. (Eds.). (2008). Nursing Interventions Classification (NIC) (5th ed.). St. Louis, MO: Mosby Elsevier. Moorhead, S., Johnson, M., Maas, M., Swanson, E. (Eds.) (2008). Nursing Outcomes Classification (NOC) (4th ed.). St. Louis: Mosby/Elsevier. NANDA International. (2012). NANDA international nursing diagnoses: Definitions classification 2012-2014. T.H. Herdman, (ED.). Kaukauna, WI: Author.

Teacher Certification Requirements History :: Education Teachers Teaching Essays

Teacher Certification Requirements History The first training facility for teachers dates back to 1785. Many others came about between 1785 and the early 1800’s. It was not until the mid 1830’s that these teacher preparation schools became state subsidized. In the year 1839 the first state normal school was established, two others would follow the next year. Also, during the 1830’s and 1840’s, there was a movement to replace tuition schools with common schools. This created two different types of schools: rural, one room school houses, and city schools (Angus). Teacher certification became a requirement in the latter half of the nineteenth century. The process of certifying teachers began primitively. Prospective teachers were required to take oral examinations conducted by local officials, usually the principal. The purpose of these examinations was mainly to ensure that the prospective teacher was more highly educated than the oldest student attending the school was. Due to the shortage of teachers, the proctor of these exams made sure that almost everyone qualified. Urban boards of education had the liberty to dictate the difficulty of the entrance exams depending upon the current demand for teachers (Angus). An account from Martha Russel’s journal in 1868 regarding these examinations reads â€Å"I feel wretched this evening and a good deal relieved as the teachers examinations came off today and I came through alive, as you see. Did better than I expected†¦there were six in the class† (Macneal). This goes to show that all of the examinations were not as simple where teachers were in less of a demand. In 1897 teacher certification was granted to those who graduated from college without taking any further exams in twenty-eight of the states. Due to the fact that one did not have to have their degree in education to teach, only about a dozen out of the 400 colleges and universities offered teaching degrees. During this time 114 colleges and universities only offered specific courses for teachers. At the close of the nineteenth century the state supported teacher schools, or as they were more commonly called, normal schools became popular ways for teachers to be certified.

Literature Review Human Resources Essay

This literature review will seek to research, analyse and evaluate two areas in human resource management (HRM) relating to Ethics and HRM, and Employment relations. Review 1 – Ethics and HRM The study of ethics in Human Relations Management (HRM) seems fraught with a plethora of historical and contemporary theories which seek to find clarity in an ever changing and challenging business environment. This review will identify the challenges faced by human resource professionals in ‘the honouring of duties owed to employees, stakeholders, and society in the pursuit of long-term wealth creation’ (Caldwell, Hayes, Bernal and Karri, 2008: 153) and will conclude that ethical HRM requires an understanding of the theories and principles; the organisational will to integrate these into their organisations strategic human resource management (SHRM) and the need to become a strategic partner in the management of the organisation. Ethical stewardship Smith and Hindman (2007: 16) claim that ‘Most people want to do the â€Å"right thing†. This is true in business as well as in life.’ To consider that this statement has merit, suggests that the debate over the theories and principles of ethics in HRM, can be seen to provide an understanding of how to achieve the best ethical outcome of a given situation. Winstanley and Woodall (2006: 9) clearly state that ‘Ethical reasoning is the ability to draw on relevant theory and frameworks to make more explicit the alternative interpretations and responses that could be made to inform decision-making’. Caldwell, Truong, Linh and Tuan (2011: 178) suggest that the responsibility falls in no small part, to the human resource professionals (HRPs) who ‘must encompass the moral perspectives of ethical stewardship and the unique contributions of transformative leadership’. Caldwell, et al. (2011) asserts that a key to long-term wealth creation is the alignment of the organisations strategic human resource management (SHRM) to their goals, values and priorities coupled with congruent and effective leadership. Smith and Hindman (2007: 21) suggest that the challenge for the human resource professional is to determine ‘how to create a set of employment policies that provide increasing standards of living, fair treatment and adequate job security for employees, while at the same time providing adequate profits for the firm?’ Reason would suggest that this is not enough. Ethical relativism suggests that morality is relative to the norms of each individual’s culture. Schumann (2001: 93) produces an argument ‘that the theory of ethical relativism should be rejected and that it is meaningful to search for universal moral principles’. Schumann (2001) asserts that his moral principles framework incorporating five basic ethical rules or principles, would provide managers guidance, whilst pursuing profits. And yet, Winstanley and Woodall (2006) argue that there are still no universally agreed upon ethical frameworks. Much debate centres on the ethics of organisations human resources. Greenwood, (2002) goes further to suggest concerns regarding the naming of human resources suggesting that this can place staff in the same position as office equipment. Employees are much more that the wheel that turns any organisation. Friedman (2009: 229) identifies ‘†¦ human capital as the critical value driver of corporate reputation’. This reminds us that organisational ethics can impact upon the organisations internal and external stakeholders. Winstanley and Woodall (2006:5) provides a strong case for the ethical ‘rearmament’ of HR professionals, by suggesting practical ways in which the exercise of ethical sensitivity and awareness might become a legitimate reference point alongside the prevalent recourse to arguments justifying ‘the business case’, strategic fit’ and ‘best practice’. Mathenge (2011: 8) makes the observation that ‘A tension often exists between a company’s financial goals and strategies to improve profits, and ethical considerations with right-behavior concerns’. Finally, Smith and Hindman (2007: 29) reinforce the important point that ‘Every business decision must succeed along three dimensions – it must be operationally effective, legally compliant, and morally defensible’. Conclusion ‘Organizations that integrate principles of ethical leadership with a strategic approach to HRM optimize the maximization of values and outcomes and achieve results which pay off long-term (Collins and Clarke, 2003: Caldwell et al, 2011). Friedman (2009: 240) sums up this review by stating that by positively impacting a corporation’s reputation ‘†¦HR managers need to occupy an influential position in the organizational structure, participate in strategic planning and develop efficient organizational practices that are aligned with corporate reputation goals’. Review 2 – Employment Relations Introduction The implementation of the 2009 Fair Work Act had hoped to ‘†¦ usher in a new regime of good-faith workplace relations, support for collective bargaining and vulnerable workers’ access to enforceable labour rights’ (Barnes and Lafferty, 2010: 1). This literature review will identify the salient changes wrought by the 2009 Fair Work Act and suggest that there has been a reduction of managers’ prerogatives to make decisions although Australia has not been forced back to the ‘bad old days’ of conciliation, arbitration and rolling strikes. Neo-liberalism The advent of the Fair Work Act can be considered to have its foundations in neo-liberalism, which espouses the values of deregulated and competitive market place providing free market outcomes. Neo-liberalism was considered to have its modest reforms under the Hawke administration through its 1993 legislation (Michelson, Jamieson and Burgess, 2009: Bray and Underhill, 2009). With the passing of the Coalition government’s Workplace Relations Act of 1996 and Workplace Relations Amendment (WorkChoices) Act of 2005, decollectivisation was advanced ‘by banning compulsory unionism, eliminating legal mechanisms to protect the right of unions to bargain collectively, expanding the availability of non-union agreements and sanctions against unauthorised strikes’ (Lee and Peetz, 1998). Prior to the election of the Rudd Labour Government in 2007, Australian union membership had fallen by 27 percent from 46 per cent in 1986 to 19 per cent in 2007 (Australian Bureau of Statistics, 2008). Fair Work Act Far from the hope of a ‘new regime of good-faith workplace relations’, ‘The Fair Work Act has been called ‘Work Choices Lite’ because it has much in common with the legislation it replaced’ (Barnes and Lafferty, 2010: 1 & 5). ‘Rather than overlapping with anti-discrimination legislation, the Fair Work Act provides a new set of general protections against attribute-based conduct by employers’†¦Ã¢â‚¬Ëœto provide a new regime of protection against workplace discrimination’ (Barnes and Lafferty, 2010: 6). Nelson (2009) and Barnes and Lafferty (2010) identify the key features or principles of the Fair Work Act, as: †¢ A safety net of minimum employment conditions †¢ Good faith bargaining obligations and rules †¢ Unfair dismissal provisions †¢ Family life balance †¢ The right to have representation †¢ Fair legislation and protection for low paid employees The Fair Work Act did not return Australia to the unfettered industrial strike action of earlier years. Protected industrial action, strikes and work-to-rules by employees would only be supported under the Act, during enterprise bargaining, if approved by a majority of employees through a mandatory secret ballot and after first obtaining a secret ballot order (Nelson, 2009). To emphasise this point, Hubbard (2012: 18) suggests that there is a large hole in the Fair Work Act that can be found in large scale and intractable disputes where the ‘†¦the legislation places no pressure on Australian employers to do more than sit politely at the table (surface bargaining)’. Hubbard (2012: 18) states that ‘†¦the right to take protected industrial action is hollow for many groups of workers’ where ‘A company makes an application to take away workers rights to protected industrial action, by initiating its own industrial action, which it then claims is significantly harming the Australian economy!’. Hubbard (2012: 19) goes on to state ‘on matters of workplace flexibility and ‘managerial prerogative’, members of Fair Work Australia (FWA) have been historically reluctant to impose conditions or restraints’, especially in economically significant industries, which was highlighted through the Qantas case. Conclusion The Fair Work Act has been shown to have not returned Australia to conciliation, arbitration and rolling strikes and has been shown above to have major weaknesses that can be exploited by organisations. Arbitration through the Act is limited to ‘last resort’ arbitration as outlined by the Australian Government Solicitor (2009). I conclude that although managerial prerogative has been eroded under the Fair Work Act, specifically through removal of the â€Å"operational reasons† clause, seen to be abused under Work Choices, all managerial options have not been removed. With the implementation of good faith bargaining replacing arbitration, there is a clear indication that HRM imbedded in the guiding principles of the Act, can reinforce ethical HRM.

How to Improve Your SAT Reading Score 8 Strategies

How to Improve Your SAT Reading Score 8 Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with an SAT Evidence-Based Reading and Writing (EBRW) score between 300 and 500? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and get a 600 or higher. Here, we'll discuss how to improve your SAT Reading score specifically and why it's so important to do so. Unlike other fluffy articles out there, we'll be focusing on actionable strategies.Put these eight strategies to work and I'm confident you'll be able to improve your SAT Reading score. Brief note:this article is suited for students scoring below 600 on EBRW. If you're already above this range, my perfect SAT Reading score article is more appropriate for you. Also, the current SAT (as opposed to the old SAT)has a single 800 Reading and Writing score, which combines your individual Reading and Writing test scores. So technically, when I talk about a 600 Reading test score, I'm referring to a30/40 Reading test score,which combines with your Writing test score to get you 600. In this guide, I'll use 600 and 30 interchangeably to mean the same thing. We won't talk about Writing here, but if you want to improve your Writing score, too, check out my guide on how to raise your low SAT Writing score. In this article, I'm going to discuss why scoring high is a good idea, address what it takes to score a 600, and then go into specific SAT Reading tips andstrategies. Stick with me- this is like building a house. First, you need to lay a good foundation before putting up the walls and pretty windows. In the same vein, we need to understand why you're doing what you're doing before we dive into our top tips and strategies for SAT Reading. Note that I will talk mainly about getting to 600, but if your goal is 500 or lower, these concepts still equally apply. Before we begin, here is the table of contents for this article in case you want to come back to this later or jump around: Raising Your SAT Reading Score: Understand the Stakes Know That You Can Get a 600 SAT Reading Score What It Takes to Get a 600 (or 30) in SAT Reading Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality SAT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know Raising Your SAT Reading Score: Understand the Stakes At this SAT score range, improving your low SAT EBRW score to a score in at least the 600 range will dramatically boost your chances of getting into better colleges. Let's use Penn State University as an example. The average SAT score for admitted applicants to Penn State is 1270. Its 25th percentile score is 80, and its 75th percentile score is 1370. Furthermore, its acceptance rate is 51%. In other words, a little more than half of all applicants are admitted. But the lower your SAT scores are, the worse your chances of getting in will be. In our analysis, if you score around 1000, your chance of admission drops to just 27%. But if you raise your score to 1200, your chance of admission goes up to 60%- that's a really good chance of admission! So improving your score by just 200 points makes a huge difference in your chances of getting into your target colleges. For the SAT Reading section, this is especially true if you want to apply to humanities majors and programs, such as English or communications. These programs expect your Reading score to be strong. If you score low, they'll doubt your ability to do college-level humanities work. Even if you're a math superstar and are applying to a science major, colleges still want to know that you can process difficult texts at a college level. A low Reading score will cast huge doubt on you. It's really worth your time to improve your SAT Reading score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 1200 SAT score? Check out ourexpert college admissions guide for an 1200 SAT score. Know That You Can Get a 600 SAT Reading Score This isn't just supposed to be a vague, happy-go-lucky message you see on a juice carton. I mean, literally, you and every other student can do this. In my job here at PrepScholar, I've worked with thousands of students scoring in the lower ranges of 300-500 on EBRW. Time after time, I've seen students beat themselves up over their low scores; they think improving them is impossible and say things such as the following: "I know I'm not smart." "I just can't read passages quickly, and I don't know how to improve my SAT Reading score." "I was never good at English, and my English teachers never told me I did a good job." This breaks my heart. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Mr. Anderson in 10th grade gave you a C on your essay. The truth is that SAT Reading is designed to trick you- and you need to learn how. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in high school? I bet you've had this problem: with SAT Reading passages, you often miss questions because of an "unlucky guess." You try to eliminate a few answer choices, but the ones left all sound equally good to you. So you throw up your hands and take a random guess. The SAT is purposely designed this way to confuse you.Literally millions of other students have the exact same problem you do. And the SAT knows this. Normally, in your high school English class, your teacher tells you that all interpretations of a text are valid. You can write an essay about anything you want, and English teachers aren't allowed to tell you your opinion is wrong. This is because they can get in trouble for telling you what to think. But the SAT has an entirely different problem. It's a national test, which means it needs to create a level playing field for all students around the country. It needs to fairly compare students with each other. As a result,every question must have a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate the three incorrect answer choices. Imagine if this weren't the case. Imagine each Reading answer had two answer choices that might each be plausibly correct. When SAT scores came out, every single student who got the question wrong would more than likely complain to the College Board that the test is flawed.The College Board would then have to invalidate that question, ultimately weakening the power of the SAT. The College Board wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one correct answer. But the SAT disguises this fact by asking questions with the following cryptic phrases: The author would most likely agree with which of the following statements? The first paragraph primarily serves to: In line 20, "dark"most nearly means: Notice a pattern here? The SAT always disguises the fact that there's just one unambiguous answer. It tries to make you waver between two or three answer choices that all sound plausible. And then you guess randomly. And then you get the question wrong. You can bet students fall for this. Millions of times every year. Students who don't prepare for the SAT in the right way don't appreciate this. But if you prepare for the SAT in the right way, you'll learn the tricks the SAT plays on you.And you'll raise your score. The SAT Reading section is full of patterns like these. To improve your score, you just need to do the following: Learn the types of questions the SAT tests, such as the ones above Learn strategies to solve these questions, using skills you already know Practicewith a lot of high-quality questions so you can learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student.I'll go into more detail about exactly how to do this later. But first, let's see how many questions you need to get right in order to get a 600 on SAT Reading. What It Takes to Get a 600 (or 30) in SAT Reading If you have a target score in mind, it helps to understand how many question you'll need to get right, which is known as your raw score, in order to hit your target scaled score (out of 600). Since SAT Reading combines with Writing to give you a single EBRW score out of 600, we're going to be looking at Reading test scores instead. In this case, we're aiming for a Reading test score of 30,out of 40 total points. Here's a rough raw-score-to-SAT-Reading-test-score conversion table - the exact conversions will depend on the test, but this chart will give you a close approximation of how many questions you can miss and still get a 30. (If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this guide.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 52 40 38 31 24 24 10 17 51 39 37 30 23 24 9 16 50 39 36 30 22 23 8 16 49 38 35 29 21 23 7 15 48 37 34 29 20 23 6 14 47 36 33 28 19 22 5 13 46 35 32 28 18 22 4 12 45 35 31 28 17 21 3 44 34 30 27 16 21 2 10 43 33 29 27 15 20 1 10 42 33 28 26 14 20 0 10 41 32 27 26 13 19 40 32 26 25 12 18 39 31 25 25 18 Source: SAT Official Practice Test #4 Notice that if you're aiming for 600 overall and 30/40 on Reading, you'll need a raw score of about 36/52. This is a 70% score. This fact has serious implications for your testing strategy. In essence, you only need to answer about 2/3 of all Reading questions right.We'll go into more detail below about what this means for your testing strategy. Whatever you're scoring now, take note of the difference you need to get to 30. For example, if you're scoring 23, you'll need to answer about 15 more questions right on Reading to get to 30. Once again, even if your goal is something like 500 (i.e., 25/40), the same analysis applies. OK, so we've covered why scoring a higher SAT Reading score is important, why you are capable of improving your score, and the raw score you'll need to get in order to hit your target score. I hope a lot of this was useful and changed how you think about SAT Reading prep. Now, we'll look at actionable strategies you should use in your own SAT prep to maximize your Reading score improvement. 8 Strategies to Improve Your Low SAT Reading Score In this section, we give you our top eight SAT Reading strategies guaranteed to improve your low Reading score. Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Based on my experience working with thousands of students, by far the most common problem test takers have with SAT Reading passages is this:they keep running out of time before they can get through all the questions. This is a problem because unlike SAT Math, passage questions aren't arranged by level of difficulty. Therefore, by not completing all the questions in time, you might miss some easy questions at the end that you would have gotten right, if only you'd had enough time. What's the cause of this? The most common one I see is that students are reading the passages far more closely than they actually need to be.Once again, this is a result of homework and what you learn in English class. In English, you've probably gotten (stupid) tests that quiz you about what Baron Meistoff said in a particular scene, or what color Tom's T-shirt was. So of course you've learned to pay attention to every single detail in a text. The SAT is different, though.For a passage that's 80 lines long, there might only be 10 questions. Many of these don't even refer to specific lines- instead, they'll talk about the point of the passage as a whole or the tone of the author. The number of questions that focus on small, line-by-line details is low. Therefore, it's a waste of time to read a passage line by line, afraid you'll miss a detail that a question might ask you about. The best way to read a passage? Skimming it on the first read-through. This is why I recommend thatall students use this SAT Reading passage strategy: Skim the passage on the first read-through. Don't try to understand every single lineor write notes predicting what the questions might ask. Just get a general understanding of the passage. You'll want to try to finish reading the passage within three minutes, if possible. Next, go to the questions. If the question refers to a certain line number, go back to that line number and work on understanding the text around it. If you can't answer a question within 30 seconds, skip it. (More on this strategy later.) This strategy is important because the questions will ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a reading passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll just waste time. Some students take this strategy to the extreme: they read the questions first before the passage. If a question refers to any specific lines, they then mark those in the passage, which they can later use as a guide to know what to focus on when they read the passage. Different strategies work for different students. You need to try out a lot to see which strategy leads to the best results for you. But by and large, I'm confident that you're spending way too much time reading the passage. Strategy 2:Learn to Eliminate the 3 Wrong Answers I spent some time above talking about how there is always one unambiguously correct answer. This has a huge implication for the strategy you should use to find the right SAT Reading answer. Here's the other way to see it: out of the four answer choices, three of them have something that is totally wrong about them.Only one answer is 100% correct, which means that the other three are 100% wrong. You know how you try to eliminate answer choices and then end up with a few at the end that all seem equally likely to be correct? Well, you're not doing a good enough job of eliminating answer choices. Remember, every single wrong choice can be crossed out for its own reasons. You have to learn how to eliminate three answer choices for every single Reading question. "Great, Allen. But this doesn't tell me anything about how to eliminate answer choices." Thanks for asking. There are a few classic wrong answer choices the SAT loves to use. Let's look at an example. Imagine you just read a passage that focuses on how human evolution shaped the environment. It gives a few examples. First, it talks about how the transition from earlier species likeHomo habilus to neanderthals led to more tool usage like fire, resulting in wildfires and shaping the ecology. It then discussesHomo sapiens 40,000 years ago and their overhunting of species, such as woolly mammoths, to extinction. After, we run into a question asking, "Which of the following best describes the main subject of the passage?" Here are our possible answer choices: A: The transition between Homo habilus and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology Note that we're using five answer choices for illustration purposesonly- in reality, the SAT only has four answer choices per Reading question. As you're reading these answers, a few of them probably started to sound really plausible to you. Surprise! Each of the answers from A to D has something seriously wrong with it. Each one is a classic example of a wrong answer type given by the SAT. Let's look at just what these are. Wrong Answer 1 (A): Too Specific A: The transition between Homo habilus and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you and make you think to yourself, "Well, I saw this mentioned in the passage, so it’s a plausible answer choice." Wrong! Ask yourself: can this answer choice really describe the entire passage? Can it basically function as the title of this passage? In the end, you’ll find that it’s just way too specific to convey the point of the overall passage. Wrong Answer 2 (B): Too Broad B: The study of evolution This type of wrong answer has the opposite problem as the one above in that it’s way too broad. While theoretically the passage concerns the study of evolution, it focuses on just one aspect of it, especially as it relates to the impact of evolution on the environment. To give another ludicrous example, say you talked to your friend about your cell phone and he said your main point was the universe. Yes, you were talking about the universe in that you both live in the universe, but this was clearly only a tiny fraction of your conversation. In short, answer choice B is simply far too generalto be a good answer to this question. Wrong Answer 3 (C): Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between these words needs to be correct as well. Here, the relationship is flipped: the passage focuses on how human evolution shaped the environment, not the other way around. Students who read too quickly often make careless mistakes like these! Wrong Answer 4 (D): Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on students' tendency to overthink questions. If you’re passionate about arguing about evolution, for example, this answer might be a trigger answer for you since any discussion concerning evolution becomes a chance to argue about its plausibility. Of course, even though this concept appears nowhere in the passage, some students just aren't able to resist choosing this answer choice. Do you see the point? On the surface, each answer choice sounds as though it could possibly be correct. But possibly isn't good enough. The right answer must be 100%, totally right. Wrong answers might be off by even just one word, so you need to know how to eliminate these. Carry this thought into every SAT Reading passage question you do. Next strategy: find your weak links and fix them. Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Reading passage questions might look similar, but they actually test very different skills. Here at PrepScholar, we believe the major skills tested in SAT passages are as follows: Big Picture/Main Point Little Picture/Detail Inference Vocabulary in Context Function Author Technique Evidence Support Data Interpretation Analyzing Multiple Texts Whew, that's a lot of skills! More than is obvious when you're reading passages on SAT Reading. Each of these question types uses different skills in how you read and analyze a passage.They each require a different method of prep and focused practice. If you're like most students, you're probably better at some areas in Reading than you are at others.For instance, you might be good at getting the big picture of a passage but not so good at getting inferences. Or you might be really strong at pinpointing the author's tone but struggle with interpreting data correctly. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, possibly sports and other extracurriculars, and friends to hang out with. This means that for every hour you study for the SAT, it needs to be the most effective hour possible. In more concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. But I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was that they wasted time on subjects they already knew, and they didn't spend enough time on honing their weaknesses. Studying effectively for the SAT is like plugging up the holes in a leaky boat. You need to find the biggest hole and fill it. Then, you need to find the next biggest hole and fill that, too. You'll soon find that your boat isn't sinking anymore. How does this relate to SAT Reading? You need to find the sub-skills you're weakest in and then drill those until you're no longer weak in them. Fixing up the biggest holes. Within Reading, you must figure out whether there are patterns to your mistakes. Is it that you're running out of time with reading passages? Or that you don't get Inference questions? Or that you're really weak at interpreting details? For every question you miss, identify what type of question it is. When you notice patterns to the questions you miss, you must then devote extra practice to those sub-skills. Say you miss a lot of Inference questions (this is typically the hardest type of question for students to get on SAT Reading). You need to somehow get focused practice questions for this skill so you can drill your mistakes. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills - in Critical Reading, Math, and Writing. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Only Use High-Quality SAT Reading Sources SAT Reading passages are very specific in how they work. And SAT Reading questions are very specifically phrased and constructed to have bait answers. If you want to improve your Reading score, you have to use realistic SAT Reading sources.If you don't, you'll develop bad habits and accidentally train the wrong skills. Think about it like this: say you're trying out for the baseball team. Instead of practicing with real baseballs, you decide to practice with Wiffle balls.It's alot cheaper and easier, and hitting the ball makes you feel good about your skills. So you train and train and train with a Wiffle ball. You understand how the Wiffle ball curves when it's thrown, how to hit it, and how to throw it. Eventually, you try out for the baseball team. A pitch comes, but it's way faster than you've ever practiced with. It doesn't curve like a Wiffle ball does. Swing, and a miss. You've trained with the wrong thing, and now you're totally unprepared for baseball. This is not real baseball. SAT Reading works the exact same way. Train with poorly written tests, and you'll develop bad habits and unhelpful strategies. Far and away, the best sources for SAT Reading passages areofficial SAT practice tests.This is why we include these official practice testsin our SAT prep program- so that we can accurately gauge your progress and provide you with quality training. The problem is that there aren't that many official SAT practice tests available. Because you want to use these to train your endurance for the full-length test, it's best to try to conserve them. This means that to get enough SAT Reading practice, you'll need to use other materials, too. Our first suggestion is to use prep resources specifically geared toward the SAT.Be careful, though, sincemany test-prep companies tend to release poor-quality passages and questions (most books you see on SAT Reading are pretty terrible, too). Check out our picks for the best SAT prep books here. This is especially harmful for SAT Reading because the style of its passages and questions are quite complex, as opposed to SAT Math whose questions are more straightforward. To write realistic questions, you need to understand the SAT inside and out. That's why we've created what I believe are the highest quality Reading questions available anywhere. Here's what we've done: We've deconstructed every official SAT practice test- question by question, answer by answer. We've statistically studied every question type on the test and understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who got perfect SAT scores, who have hundreds of hours of SAT teaching experience, and who graduated from Ivy League schools. All of this results in the most realistic, highest quality SAT Reading questions. Even if you don't use PrepScholar, make sure that whatever resource you do use undergoes the same scrutiny we exercise.If you're not sure how helpful something is or notice lots of negative reviews, it's best to avoid it. Strategy 5:Don't Focus On Vocab Vocab gets way too much attention from students. It feels good to study vocab flashcards because it seems like you're making progress. "I studied 1,000 vocab words- this must mean I improved my Reading score!" This is why other test-prep programs love teaching you vocab- you feel as though you're learning something and it's worth your money. But the truth is that learning vocab isn't really helping you. Fortunately, vocab doesn't play a big role in your SAT Reading score anymore. This is especially true for the current version of the SAT, which no longer hasSentence Completion questions. (On the old, pre-2016 SAT, these were the questions that required you to fill in blanks with vocab words.) The reasoning behind this decision was that the College Board received a lot of criticism for forcing students to memorize advanced vocab that wasn't that useful in college or for future careers. (And students rejoiced everywhere!) That said, there are still some SAT Reading questions that ask about vocab, such as this one (taken from an official SAT practice test): As used in line 68, "hold" most nearly meansA) maintainB) gripC) restrainD) withstand Wait- "hold"? They're asking a question about the simple word "hold"? Yes, it's a common word- but the key to this question lies in understanding how a word is used in context.Hold can mean all the things listed in the answer choices, but only one of them is correct. Here are examples of words you'll need to understand in context for the SAT: ambivalent convey lament postulate These are somewhat advanced words, but they're nowhere near the level of the words you used to have to know, such as "apportionment" and "expropriated." If you have a pretty typical vocabulary of an American teen, there will be at most two to three SAT Reading questions that'll really stretch your vocabulary. But like I mentioned above, you can miss 16 out of 52 questions and still get a 30 on the Reading section. Don't go crazy studying vocab- most likely, it's not the best use of your time. That time is far better spent learning how to deal with Reading passages better.There are so many more questions about passages that it's a better use of your time to learn passage strategy and how to answer reading questions than it is to memorize vocab words. Strategy 6:Skip the Most Difficult, Time-Consuming Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 30 (600) on SAT Reading, you only need a raw score of 36- that's just 36 correct answers out of 52 questions. But what does this mean for your strategy exactly?You can completely guess on 20 questions, get five of them right by chance, and still score a 600 on Reading. Once again, you can completely guess on 40% of all questions and still hit your goal! Skip questions carefree, like this woman does. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions- the questions you have a good chance of getting right. If you're usually pressed for time on SAT Reading, this will be a huge help. Here's an example: on the Reading section, you get 65 minutes to answer 52 questions. This is usually pretty hard for most students to get through, as it's just 75 seconds per question. The average student will try to push through all the questions. "I've got to get through them all since I've got a shot at getting each question right," they think. Along the way, they rush and make careless mistakes on questions they should have gotten right. And then they spend five minutes on really hard questions, causing them to make no progress and waste time. Wrong approach. Here's what I suggest instead.Try each question, but skip it after 30 seconds if you're still not getting anywhere.Unlike math, Reading questions aren't ordered by difficulty, so you can't tell right away which questions are harder or easier. This is why you should try out each one but move on if it's costing you too much time. By doing this, you can raise your time per easy/medium question to 100 seconds per question or more. This is huge! It's a 30% boost to the time you get per question.As a result, this raises your overall chances of getting easy/medium questions right. And the questions you skipped? They're so hard you're honestly better off not even trying them. These questions are meant for 700-800 scorers. If you get to 600, you have the right to try them out- but not before you get to 600. How do you tell which questions are going to take you the most time?This varies from person to person, but here are two question types that commonly take more time than others: Questions without line numbers that make you hunt for details: You can spend a lot of time rereading the passage looking for where Virginia Woolf mentioned a staircase. Questions that ask you to compare two passages: If you really struggle to understand passages, paired passages will be twice the trouble. Do your SAT Reading prep with all of this in mind. If you get stuck on a question, think about what type of question it is, and figure out whether there's a pattern to the questions that consistently trip you up. Strategy 7:Understand All Your Reading Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed a question, you'll make the same mistake over and over again. Too many students scoring at the 400-600 level on SAT Reading refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't readily understand. So the average student will skip reviewing their mistakes and instead focus on the areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at Big Picture questions? I should do more Big Picture problems! They make me feel good about myself." The result? No score improvement. You don't want to be like these students. So here'swhat you need to do instead: On every practice test or question set you take, mark every question you're even just 20% unsure about. When you grade your test or quiz, review every question you marked and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid making that mistake in the future. Have separate sections by subject and sub-topic (e.g., Big Picture, Inference, Vocab, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on a question. For Reading questions, you must find a way to eliminate every single incorrect answer. If you were stuck between two answer choices, review your work to figure out why you couldn't eliminate the wrong answer choice. If you don't do this, I guarantee you will not make any progress. But if you do take this structured approach to your mistakes,you'll now have a running log of every question you missed as well as your reflections on why you made the mistakes you did. No excuses when it comes to your mistakes. Strategy 8: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. TheSAT does not have a wrong answer penalty. On the old SAT, each wrong answer deducted 0.25 points from your raw score. This required you to have a smart guessing strategy. But no longer! Now, there is no penalty for getting a wrong answer. This means there's no reason to leave any question blank. So before you finish the Reading section,make sure every blank question has an answer filled in. You don't want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate even just one answer choice, you'll have a much better shot at getting it right. If you have no idea, just go ahead and guess! You have a 25% chance of getting it right anyway. Most people know this strategy already, so if you don't do this, you're at a serious disadvantage. Overview: Tips for Raising Your Low SAT Reading Score Those are the main strategies you should use to improve your SAT Reading score. If you're scoring around 350, you can use these to get to 500. If you're scoring around 470, boost your score to 600. I guarantee it- as long as you put in the right amount of work and study as I suggest above, you're bound to hit your goal score on test day. The main point, though, is this: you need to understand where you're falling short and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important for your future. Make sure you give SAT prep the attention it deserves- before it's too late and you get a rejection letter you didn't want. Finally, if you want to go back and review any of the above strategies, here's a quick listing: Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality SAT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know What's Next? We've got a lot of useful guides you can use to raise your SAT section scores. For Math, read my detailed guide to improving your SAT Math score. You can also learn how to raise your SAT Writing scoreoryour SAT Essay score. What's a good SAT score for you personally?Useour step-by-step guide to figure out your SAT target scoretoday. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. 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