European Union Law Essay Example | Topics and Well Written Essays - 2250 words

European Union Law - Essay Example Anti Discriminatory Act of UK As far as the work place discrimination is concerned, the 1976 Race Relations Act made it illegal for the employers to discriminate employees on racial grounds during the course of employment. The accountability against discrimination starts from submission of employment resume by the intending employee to the employer until severance of his or her job. It is immaterial whether the discrimination of an employer was intentional or unintentional. What matters is the attitude of the employer. Is it discriminatory or not. Has he or she treated you in an impartial and fair manner or not. If it treats fairly without any discrimination, he or she will not be taken to task by the government monitoring agencies otherwise he or she should be held responsible for his or her misdeeds to according to law1. If an organization provides equal opportunity to their employees as per Human Resource Policy to put in their best efforts for dual benefits of one self and the or ganization to grow up to the desired level, attributes to the best Human Resource Policy. The Human Resource Policy should be accessible to all employees. The employees should be well versed with the approved HR policy in order to know their rights and obligations. According to anti discriminatory law of UK, subsequent victimization complaint against the employer is termed as discrimination2. Maternity Leave for Pregnant Women As per UK law in vogue, all female employees have the right to avail 26 weeks ordinary maternity leave regardless of her tenure of service with the employer. She is also entitled additional maternity leave, which will start at the lapse of ordinarily maternity leave which will last for another 26 weeks. This period if includes goes to 52 weeks in a year. It is up to the employee to avail how much leave she will be having in future but it should not be less than 2 weeks3. The minimum qualifications for having statutory maternity leave pay by a pregnant woman ar e as under: a. Be an employee. b. Stopped work on account of pregnancy. c. Weekly income of the employees should not be less than the existing rate of National Insurance Contribution. Pregnant woman will be entitled for Statutory Maternity Pay (SMP) for a period of 39 weeks, which will start from the lapse of ordinary maternity leave. The either side may give notice for maternity leave to avail provided the pregnant employee provide medical certificate which indicates date of expected newly born baby. Under the mentioned scenario, the employee will be entitled two different rates to be paid during Ordinary Maternity Leave4. During the period of maternity leave, pregnant women will be offered two different slabs of payment under Statutory Maternity Pay. In addition to maternity leave, pregnant woman is also entitled normal perks that she receives along with other fringe benefits as usual for the employees. Apart from cited facilities if she got health care insurance, she will be bene fited from that policy5. In case pregnant woman would like to resume her duties earlier than her sanctioned leave, she may do so provided she serves 8 weeks notice to the employer. Further, employees may seek parental leave for dependent or to use this right to have soft hours of working to meet the family commitment. In case pregnant woman decides not to go back to work at the end of maternity leave even then she will receive the full benefits of paid maternity leave provided she give notice to the emp

Modern IT Infrastructure Essay Example | Topics and Well Written Essays - 1750 words

Modern IT Infrastructure - Essay Example There are additional expenses that are to be bore because of training costs for the employees, establishment of an Information Technology Department in the organization for regular functioning of the system. Henceforth there are costs involved but definitely the benefits far outweigh the costs. Our company is now competing for market in a highly dynamic and challenging environment and therefore it is imperative that we establish quick, reliable and efficient information processing and business processing system within the organization, which unfortunately is not possible within the domains of out existing IT infrastructure which is based on batch type computers working without Virtual memory. It is therefore recommended that the current system be upgraded with a newer system with capabilities for multi programming and virtual memory. The report attempts to justify the proposed requirements in the light of current and future business processes. Multi-programming or Multi Tasking is the ability of a computer to perform simultaneous processing on various projects or as a part of one project or task. It is a much better computing system over the old batch type systems with possibility of calculating two requirements at a time and therefore considerably reducing the processing time and therefore saving the time by doing calculations which is wasted during user input process. It ensures that the idle time between calculations of one requirement can be used for another requirement and therefore can process lots of requirements simultaneously. This reduces overall processing time and increases the efficiency of the system and the cuts off time from the whole process. Most of the time used on a computer is used in inputting the data and afterwards the calculations is generally the smaller part. The batch type system processes the requirements one at a time whereas a

Enhancing Orientation of Graduate Nurses

Enhancing Orientation of Graduate Nurses Introduction Graduate nurses have many learning needs as they enter into the nursing workforce and they must continue to improve on their basic learning skills and competencies while attempting to learn new complex nursing skills (Phillips, Kenny, Esterman, Smith, 2014). All areas of nursing present many challenges, therefore orientation to the area requires a tailored and holistic approach for new graduate nurses (Dyess Sherman, 2009). This paper will focus on enhancing orientation for graduate nurses. This paper will provide the readers with an analytical discussion of relevant literature as well as a clear rationale for the need to change and improve orientation for graduate nurses. A thorough detailed change management plan will be implemented using Lippitt’s seven steps of change. Furthermore, strategies for assessing outcomes will be discussed, outlining the success rate post implementation. Lastly, this paper will summarise and highlight the main issues for this change. Discussion Graduate nurses entering the nursing workforce are required to possess a wide variety of skills and up to date competencies in order to function as beginning professionals (MacDonald, 2014). The learning curve does not stop once a student has completed their Bachelor of Nursing Degree, in fact, it is just the start for graduate nurses with several issues that they need to face (MacDonald, 2014). These include nursing shortages, advancements in technology and an aging population with increased health care needs (MacDonald, 2014). The development of formal orientation programs in health care is critical in the recruitment and retention of nursing staff (Robitaille, 2013). Recent literature demonstrates that a comprehensive, well thought out program can reduce adjustment periods for novice nurses, minimise turnover and establish a solid foundation for a productive and lengthy career (Charleston, 2014). According to Charleston (2004), the main reason for orientation during the Graduate N urse Program are to enhance skills and knowledge in the new graduate, to facilitate the addition of theory and practice and to ease the new graduates’ transition from university life to the clinical setting (Charleston, 2014). According to Chestnutt and Everhart (2007), graduate nurses entering a clinical area must receive appropriate orientation that meets their required needs, provides exceptional support and communication with all health professionals (Chestnutt Everhart, 2007). Structural empowerment, being able to manage workload, fairness, organisational values and leadership are significantly related to job satisfaction, therefore making a graduate nurse more likely to not leave the nursing profession (Junttila, 2014). Orientation to a hospital or ward add to graduate nurses’ ability to perform duties, increase confidence, competence and job satisfaction. It also lowers the turnover rate and enhances the quality of nursing care, for example; decreasing medication errors (Junttila, 2014). Travele (2007) states, â€Å"An inexperienced nurse’s knowledge is theory based because he or she lacks the wisdom that defines an experienced nurse. Targeted education needs to be progressive to engage this computer-savvy generation in learning†. A useful way to simplify orientation and capitalise on educator resources, is to offer online courses. Therefore, this paper will provide a change management plan to implement a wiki (website) to improve orientation to new graduate nurses. This will allow graduate nurses to communicate and share information with other graduate nurses, as well as be able to access visual aids such as links on clinical procedures. This will enhance their knowledge, clinical skills and be able to socialise with others, which in turn, will make for an easier transition from university to the clinical setting. Rationale The reason for the initial promoting of change to improve orientation for all graduate nurses was feedback from current and previous graduate nurses from Holmesglen Hospital on their experience of when they were orientated to the hospital and their specific ward. A graduate nurse, reflecting back on her transition process during orientation provided a simple but powerful statement representative of her experience: â€Å"I thought, I’m an RN now, so I have to know the answers. I can’t say I’m a student anymore. I worry about not knowing enough, not knowing what to do. Should I do this, or should I do that? Did I miss anything? I feel like I’m walking a fine line.† (Rush, Adamack, Gordon, Lilly, Janke, 2013) Other statements from previous nurses included: â€Å"One day during orientation, I came onto the floor like I normally do. It was on my schedule to be on this floor with this person. So I go in there, and I take report on all my patients, and they call back and tell me you are going to the fifth floor tonight. It was four o’clock when I was told I had to switch floors and preceptors. I thought to myself, what are they doing? You are confusing me and screwing me up. It was very frustrating.† (Rush et al., 2013; St Clair, 2013) â€Å"The first few months were the hardest and the most stressful time for me, I was overwhelmed with so many resources during orientation, I didn’t know where to start.† (Phillips et al., 2014) To address these challenges, it is vital that graduate nurses are provided with a transition framework that facilitates their growth and the achievement of their potential. These studies described graduate nurses’ transition experiences as they were walking the fine line between student and nurse (Romyn et al., 2009). Change Management Plan To enable sustainable change, nurses need to take the lead in managing it (Davies, 2014). Lippitt’s phases can be used in nursing practice especially with the advancement in technology, the nature of healthcare organizations, and professional standards. Although we experience change every day, nurses have a difficult time embracing â€Å"planned† change. As presented in the discussion, the use of a wiki (website) can provide nurses with educational material, links to relevant websites on practical skills and procedures and it can provide a place to communicate with other nurses, preceptors, other graduate nurses, and the rest of the graduate team. The change management theory that will guide the implementation of the proposed project of improving orientation for graduate nurses will be outlined using Lippitt’s seven steps of change. 1. Diagnoses of the problem. According to Lippitt et al. (2014), this stage involves a change agent that may notice that an intervention or change would benefit the system or person and offers assistance (Swansburg, 2014). A change agent is someone who acts as a catalyst for change (Swansburg, 2014). During this phase, there was formal and informal feedback from past and current graduate nurses about their experiences during orientation which prompted a need for change. The goals of the project would be a) enhance graduate nurses’ orientation to a clinical setting, b) support the new graduate nurses while improving their education and c) improving professional communication through information technology. This first stage of change would involve speaking to the Holmesglen educators and nurse managers to discuss how this change could be implemented into the orientation of new graduate nurses. Providing awareness, having adequate support and outlining the benefits that this project could offer to new graduates and staff would be the main focus of this phase. After the support and contribution of the key stakeholders, then the second stage of the change process can be established. 2. Assessing the motivation and capacity for the change Phase two will involve the change agent gaining the trust of the key stakeholders as well as anyone who will be involved within the nursing workforce in order to proceed with the project. If trust is not shown, then it becomes hard to influence any motivation for anything to change (Belcher Jones, 2009). An important part of this phase is to see how the group perceives the change agent and the motivation to the possible change. During this phase, it is important to approach it a sensitive and appropriate manner due to the fact that new graduate nurses will be excited to start their graduate nurse program but as well be scared about their career (Dyess Sherman, 2009; St Clair, 2013). The recipients of this project which are the graduate nurses, will hopefully want to gain the best possible orientation into their nursing workforce and take advantage of the resources that will be provided. However, there also can be a barrier because at this stage the graduate nurses will have potential overload of information that they have been giving in relation to their new nursing career. Therefore, it will be important to introduce the wiki (website) to their education and practice at a specific time. 3. Assessing the resources and motivation of the change agent Information must be collected regarding the situation in the workplace and why the project would benefit staff. One way to collect this information it to talk to other past and current graduate nurses on their experiences. If the motivation of new graduate nurses is there and they are willing to change the way in which orientations are run, then it makes it a lot easier for the change agent. A meeting to discuss what staff would like to present and offer within the website would be beneficial so that they feel that they are involved in the process of change. If a meeting were to be compulsory then, a presentation about â€Å"Wikis and website programs† and what they involve needs to be implemented. At some point during the presentation, it would be useful to provide the rationale behind the change and to state the benefits of its use. The one off meeting would be targeted towards new graduates but all staff can be present as they may want to access the website at some point in their career as well. All graduate nurses and other nurses all displayed an expression of interest in the meeting on the use of a website through formal and informal feedback. 4. Defining the progressive stages of change The fourth stage of planned change involves specifying the objectives of the change, charting out exactly how the change will be achieved, and the length of time you anticipate the plan will take (Daly, 2014). A pilot or trial period of the project also may be helpful at this point to allow for evaluation of the change, and to modify the plan if necessary (Daly, 2014). During this phase, the group will begin to formulate their ideas about the change. According to Lippitt et al. (2014), problems may arise in relation to motivation when the group starts to express intentions and actions towards the planned change (Swansburg, 2014). These problems can occur due to anxiety about the change or fear of failing the change (Daly, 2014). A trial procedure was offered involving the change which may help to alleviate symptoms such as anxiety and fear, therefore accepting the idea for change. In the development of a wiki (website), this will hopefully enhance orientation to graduate nurses. Once all staff members are aware of how the website can improve their practice and increase their knowledge, then hopefully they will be more willing to accept the change. 5. Ensuring the roles and responsibilities of the change agents are clear and understood Phase five involves choosing the appropriate role of the change agent. The role of the change agent during the change process is critical to the success of the plan (Davies, 2014). Failure to define the role of the change agent can result in confusion and a breakdown in communications (Davies, 2014). The change agent will ensure that all staff feel that they are well supported and encouraged to work towards actual efforts based on their intentions. The first step would be the actual creation of the website, followed by an active demonstration to the group that could be performed on the site. An example of a demonstration and activity that could be presented could be a link to a website where answers to clinical practice questions are found. This part would be very brief but most importantly informative in order to display simplicity to the work environment. Throughout the wiki, there could be links to clinical skills and techniques as well as up to date evidence based articles that will provide the best practice guidelines. Visual aids such as videos of procedures would also be very helpful for graduate nurses who may not get to experience assisting with a specific procedure during their orientation. These videos give the graduate nurses a visual aid so that when they are faced with this in their practice they at least have background knowledge and are able to visually recall what took place during the procedure even though they have not performed it on a patient. 6. Maintaining the change through feedback, and group coordination The key to maintaining the change is keeping the lines of communication open (Davies, 2014). Frequent, ongoing discussions by staff regarding the change will need to continue as each step in the plan is implemented, evaluated, and revised as necessary. During the implementation of the project, the focus will be to target new graduate nurses entering the nursing profession to improve their orientation. If the project is well received, then the inclusion of the website into the orientation will be not only useful for graduate nurses but can also be beneficial for other employees entering the nursing profession with no prior experience/graduate program. It can also aid as a review system for existing staff that may want to access the visual aids or articles to review some procedures that they may not come across day to day. There will also be ongoing debriefs, where anonymous feedback forms will be distributed to all participants to ensure confidentiality. New graduates will also be informed of the change and will be asked to give feedback on the quality of the new change and the use of the website. According to Lippitt et all. (2014), â€Å"One critical factor in the stabilization of change is the spread or non-spread of change to neighbouring systems† (Swansburg, 2014). If the use of a website i in Holmesglen Hospital spreads from the target group of graduate nurses to other staff members, this would show that stabilisation of the intervention is occurring. 7. Gradually removing the change agents the relationship Phase seven involves termination by the change agent, leaving the system or the organization to maintain the change (Davies, 2014). All graduate nurse will be able to have ongoing involvement with the group and staff members as well as the other key stakeholders; nurse educators and nurse managers on the wiki. However, the goal of the wiki is that it becomes a way to contribute to discussions and share knowledge with the group. With ongoing use of the website, graduate nurses will become more comfortable using the website and will be more likely to interact and use it. Therefore, nurses will be able to contribute their knowledge and participate more readily to discussions. Strategies for measuring outcomes The reason why to measure change, is to monitor progress, identify the next steps, learn from the process for practice, monitor implementation and to identify whether the desired goals have been achieved (Bond, 2013). Some ways to measure this change will include using questionnaires and surveys which are quick and easy to gather data from people in a non-threatening way as well as observation by gathering accurate information about how the change is processing (Bond, 2013). Another strategy will include having monthly check-ins with the supervisors, nurse managers, and leaders to capture successes and challenges (Bond, 2013). Furthermore, using direct observation from an outsider to see if the change has been implemented correctly with a positive change (Bond, 2013). During this change, there should be a comparison of the new graduate nurses before using the website and after they finished their orientation, this will identify participant’s motivation, support and behaviour during and after the change. Interviewing the graduate nurses’ one on one as they will be able to provide feedback about the new change and insight of what needs to be changed. Once all of the feedback and data on how the change went, data analysis should be completed. This would be performed using a software on the computer. It would be able to determine any improvement since starting the change to the end of the change, and then, be able to improve for the new graduate nurses that will be coming through next year and the year after. Lastly, when measuring change, one must communicate, engage and reflect to ensure the change process is acceptable and sustainable (Bond, 2013). Summary and Conclusion Within this paper, a discussion was addressed to encourage staff involvement in the process and offer opportunities to enhance learning during the challenging time of orientation for new graduate nurses. Additionally, a rationale for why the change needs to be implemented was identified. Furthermore, Lippitt’s seven stages was used to implement the change. Lippitt’s seven stages of change closely aligns with the nursing process and is appropriate for a variety of settings to implement change. Being aware of the needs of staff members as well as the barriers to change that may be met is vital for moving this initiative change forward. With the implementation of this change, it may be a valuable learning opportunity for new graduate nurses that could improve and enhance their orientation experience and promote a smoother transition into the nursing profession.

Tourism :: essays papers

Tourism In truth, the attributes of tourism have changed rapidly during the twentieth century. Today, it is virtually impossible even to avoid the effect that the tourism industry has on the world. On the following lines I shall in an explaining voice treat the subject of tourism and I wager you'll find it rather interesting. First and for most; Why do we become tourists? What is this incredible force which drives us to leave the safe shelter of our homes to travel to places some times thousands of miles from our native lands? Well, in order to answer that, we need to find out the benefits of tourism. It's usually us people from the richer countries in the west that travel abroad as tourists. This became possible during the early twentieth century, when the industrial revolution had reached most western countries in a big way, and the governments had begun to get more and more democratic. They started to have governmental foundings with the intention of giving people who worked in different sectors their wages in sp Although, most Americans would probably not be so negative about it. The American Dream that influences their society speaks for the strength of the individual. That is, if you really want to be rich, you can be, as long as you're not afraid of working hard. So, people obviously like being tourists, and the even more obvious reasons for that can be the need for something different to occur in ones life, not always being stuck in the same old tracks, over and over again. Or, that we need to relax, which you apparently can't do at home, only abroad. One classic reason for tourism is of course that it is a social benefit; You'll get a lot of attention from people back home both before and after the journey, which indeed can be just as much, if not more of a pleasure then the holiday itself. Tourism, according to the Department of National Heritage, apparently outnumbers most any other line of business, from construction industry to raising cattle. Today, it is more or less well known to people that tourism has grown to massive proportions, being almost the largest industry in the world. This of course brings along with it heaps of problems, connected to the fact that where there is money to be earned (and thus power to be controlled), man has neither moral nor restrictions to prevent her from doing just about all she can to exploit that source of wealth. In the compendium, there is an article from the Morning Star that talks about how people in the 70s

Media War Coverage

Media War Coverage From the beginning of time when humans started fighting wars regardless of the reasoning leaders discovered how important propaganda and the public’s opinion of why they were fighting the war. If the nation’s leaders believes in why they are fighting a war the Country willbe more likely to give their support and motivated to stay in the fight for the long haul. Edward R. Murrow, former reporter for CBS once said, â€Å"We must not confuse dissent with disloyalty. We will not be driven by fear into an age of unreason if we remember that we are not descended from fearful men, not from men who feared to write, to speak, to associate and to defend causes which were, for the moment unpopular. † A delicate balance exists between the military and the media censorship and evolution of wartime media from WWII through modern day WAR in Iraq. World War II coverage came mostly through newspapers and radio coverage. During this time journalist had a good relationship with the military, both were working toward a common goal that would bring an end to Adolf Hitler’s war machine, which was determined to take over the world! Without being heavily censored by military leader reporters were able to provide much more coverage of the war. Reporters during this time were at a much larger disadvantage compared to reporters of today because of their technological disadvantage. What would take journalist during World War II hours if not days to report battles or events through radio, print, or even telegraph was plenty of time for the military to screen the story. But it also provided a buffer of time to prevent any issues of violation what is known as operational security. In other words by the time the story reached its viewers in the United States a potential battle plan had already been executed. The soldiers involved wouldn’t be in any danger of valuable information reaching the enemy. Not to mention if a battle went particularly wrong there was time to adjust or screen a story in order to portray it in a different light that may be more favorable. Vietnam armed with newer technology allowing the average American family to have a television in every living room created a way to usher in graphic images of the war. No longer could we use the view the war over there as a separate entity being left over there and nor were reporters on the battle field as highly censored they were able to relay events on the battlefield and the reality in pictures of what combat was truly like. Because we now possessed the technology so Americans at home could see war first hand. Young Americans formed their own opinions of the war causing protest swaying public opinion and subsequently support for the war causing a large Anti-war feeling. Ho Chi Minh and the Communist north believed that with the American public losing confidence in the Unites States government. Since the mainstream media were not in support of the war, media portraying the violence and how the US progress in Vietnam in a negative light that eventually was said to be the motivation leading to the pull out of Vietnam. The concept of winning by proxy meaning: to simply wait out the enemy until they lose the will of the people to continue to fight. The theory held by the enemy proved to be correct due to the lack of media support helping to drive the motivation of the people and the length of the war dragging on over several years the United States did eventually pull out of Vietnam. During the Gulf War the media had progressed and had grown leaps and bounds since Vietnam. The technology currently available allowed reporters to report from hotel rooms within Kuwait during the air campaign in the early hours of Desert Storm. New companies such as CNN had correspondents bringing up to date information and developments from the beginning of Operation Desert shield to the building up of forces. The destruction of SADAAM Hussein’s Army as it moved waged its campaign against Kuwait through the liberation of Kuwait. The images we saw of Scud attacks and Victory parades were brought to us twenty-four hours a day seven days a week. The positive view portrayed by the media had a direct affect on the public’s view on the war. From the beginning of the War on Terror Allied reporters who were covering stories for both Operation Enduring Freedom and Operation Iraqi Freedom. Allied reporters were imbedded with American troops fighting on the battlefield, these reporters were able to use satellite cards for access to the Internet and laptops were able to report from anywhere on the battle field up to date information on the progress of operations and how the war was going with virtually little to no chance of the military censorship. Reporter’s ability to use technology to avoid censorship was evident with the opening of the ground war in Iraq; a reporter named Jeraldo Rivera announced planned movements of American troops on television. Mr. Rivera was being broadcasted internationally creating the potential for the enemy to be better prepared for the oncoming attacks by the American Forces. Powerful Photo essays and Internet blogs often show the harsh side of war, unlike the harsh side of WWII where media images were more benign. The one constant through history has always been evident and media wither or not being censored is powerful in determining the support in a nation and in many cases the outcome of success or failure in a conflict. A. Censorship War Coverage: Barhart, Aaron. â€Å"Speeding Up War Coverage. † Television Week. Apr. 2003. Academic Search Premier. EBSCOhost. U. of Hartford Lib. 1 May 2005 Hernandez, Debra Gersh. â€Å"The simple days of war coverage. † Editor & Publisher. Jul. 1994. Academic Search Premier. EBSCOhost. U. of Hartford Lib. 1 May 2005. . â€Å"Newseum: War Stories Technology. † War Reporting & Technology. 1 May 2005. Rather, Dan. â€Å"Truth on the Battlefield. † Harvard International Review. Spring 2001. Academic Search Premier. EBSCOhost. U. of Hartford Lib. 1 May 2005. . Rosenberg, Jim. â€Å"Tech from Gulf War to Gulf War. † Editor & Publisher. March 2003. Academic Search Premier. EBSCOhost. U. of Hartford Lib. 1 May 2005. . Shafer, Jack. â€Å"Embeds and Unilaterals. † 1 May 2003. 1 May 2005. B. WWI Coverage: BibliographyChase, Stuart. Guides to Straight Thinking. New York: Harper and Brothers, 1956. Combs, James and Nimmo, Dan. The New Propaganda: The Dictatorship of Palavar in Contemporary Politics. New York: Longman Publishing Group, 1993. Doob, Leonard. Propaganda: Its Psychology and Technique. New York: Henry Holt and Company, 1935. Edwards, Violet. Group Leader's Guide to Propaganda Analysis. New York: Columbia University Press, 1938. Ellul, Jacques. Propaganda: The Formation of Men's Attitudes. New York: Vintage Books, 1965. Hummel, William and Huntress, Keith. The Analysis of Propaganda. New York: William Sloane Associates, 1949. Institute for Propaganda Analysis. Propaganda Analysis. New York: Columbia University Press, 1938. Institute for Propaganda Analysis. The Fine Art of Propaganda. New York: Harcourt, Brace and Company, 1939. Lee, Alfred McClung. How to Understand Propaganda. New York: Rinehart and Company, 1952. Lowenthal, Leo and Guterman, Norbert. Prophets of Deceit. Palo Alto: Pacific Books Publishers, 1970. Miller, Clyde. The Process of Persuasion. New York: Crown Publishers, 1946. Pratkanis, Anthony and Aronson, Elliot. Age of Propaganda: The Everyday Use and Abuse of Persuasion. New York: W. H. Freeman and Company, 1991. Rank, Hugh. Language and Public Policy. New York: Citation Press, 1974. Thum, Gladys and Thum, Marcella. The Persuaders: Propaganda in War and Peace. New York: Atheneum, 1972. C. How Media Coverage of the Vietnam War Changed America, Journalism Cossa, Frank. Photojournalism and the â€Å"War at Home†. 19 October 2005. Digital History, The Vietnam War. Online American History Book, Period: 1960's. 19 October 2005. Kahrs, Kristian. â€Å"Lies, Deceit and Hypocrisy. † May 1997. 19 October 2005. LaborLawTalk: Vietnam War, Encyclopedia. LaborLawTalk. com. 3 December 2005. Lester, Paul Martin. Chapter Four: Victims of Violence, Photojournalism An Ethical Approach. New Jersey: Lawrence Erlbaum Associates, Publishers, Hillsdale, 1991. Digital Version, 1999. McLaughlin, Erin. â€Å"Television Coverage of the Vietnam War and the Vietnam† Veteran. December 3, 2001. August 2004. The Media and the Vietnam War. 19 October 2005. Reference. com, Encyclopedia: Vietnam War. Copyright 2001-2005 Tennant, Michael. â€Å"Now You See It, Now You Don't. † 27 May 2004. Strike the Root. 19 October 2005. â€Å"Vietnam War. † Wikipedia, the free encyclopedia. Digital version. 19 October 2005. â€Å"Walter Cronkite. † Wikipedia, the free encyclopedia. Digital version. 19 October 2005. D. Censorship in the Gulf Clark, Ramsey. The Fire This Time: U. S. War Crimes in the Gulf. New York: Thunder's Mouth Press, 1994. Denton, Robert E. , Jr. , ed. The Media and the Persian Gulf War. Westport, Connecticut: Praeger, 1993. Fialka, John J. Hotel Warriors: Covering the Gulf War. Washington, DC: Woodrow Wilson Center Press, 1992. MacArthur, John R. Second Front: Censorship and Propaganda in the Gulf War. New York: Hill and Wang, a division of Farrar, Straus and Giroux, 1992. Massing, Michael. â€Å"Another Front. † Chap. in The Media and the Gulf War. ed. Hedrick Smith. Washington, DC: Seven Locks Press, 1992. Nohrstedt, Stig A. â€Å"Ruling by Pooling. † Chapter in Triumph of the Image: The Media's War in the Persian Gulf–a Global Perspective. Mowlana, Hamid, George Gerbner, and Herbert I. Schiller, eds. Boulder, Colorado: Westview Press, 1992 Norris Margot. Only the Guns Have Eyes. † Chapter in Seeing Through the Media: The Persian Gulf War. Susan Jeffords and Lauren Rabinowitz, eds. New Brunswick, New Jersey: Rutger's University Press, 1994. Schanberg, Sydney H. â€Å"Censoring for Political Security. † Chap. in The Media and the Gulf War. ed. Hedrick Smith. Washington, DC: Seven Locks Press, 1992. Trainor, Lt. Gen. Bernar d E. , USMC. â€Å"The Military and the Media: A Troubled Embrace. † Chap. in The Media and the Gulf War. ed. Hedrick Smith. Washington, DC: Seven Locks Press, 1992. Williams, Pete. â€Å"Ground Rules and Guidelines for Desert Shield. † Chap. n The Media and the Gulf War. ed. Hedrick Smith. Washington, DC: Seven Locks Press, 1992. Williams, Pete. â€Å"Statement before the U. S. Senate Committee on Governmental Affairs. † Chap. in The Media and the Gulf War. ed. Hedrick Smith. Washington, DC: Seven Locks Press, 1992. Woodward, Gary C. â€Å"The Rules of the Game: The Military and the Press in the Persian Gulf War. † Chap. in The Media and the Persian Gulf War. ed. Robert E. Denton, Jr. Westport, Connecticut: Praeger, 1993 E. Military censorship of the war in Iraq Naomi Spence †Military censorship of the war in Iraq†, 31 July 2008 All of

Entrepreneurship Education as the Emerging Trend in Pakistan Essay

For the developing world, the emerging trend is entrepreneurship education in itself. It is significant and considered a powerful tool for propelling economic growth, as significant as venture capital and incubators. The youth today is exposed to a world of information and rapid change. He is prone to be the captain of his ship more than ever before. Hence the objective is to create awareness of trends and issues being faced in Entrepreneurship Education programs and see how Pakistan can gain from the experience of the developed world. It is also the objective to see how programs have to be designed for teaching and learning by the new generation of the future. The research methodology has been to examine relevant literature of other regions and compare this to the work done in Pakistan. Its been observed that it has acquired its own field of research methodology and finally is a standalone discipline, with ample work to show its breath and depth. Our finding is that it’s going to be a different world, calling for planning for a world unknown? Our conclusion is that it is significantly important to make the youth of today gainfully employed after imparting education to them. And Pedagogy is one of the issues that deserve attention in the Entrepreneurship Education. It is a question of evolving knowledge and evolving pedagogy to impart knowledge. Local experience and theory has to be evolved building the subject. Developing countries will have a host of issues far different from the developed countries. Education policy will play very significant role to resolve these issues. The authors conclude with suggestions that there is now a need to develop theory of entrepreneurship education based on the education theory and not on the theory of management and economics. There should be all out effort to build the ‘entrepreneurship capital’ and to give it central place in the education place. Keywords:Entrepreneurship Education, Entrepreneurial Generation, Pedagogy, Entrepreneurship Capital Entrepreneurship Education as the Emerging Trend in Pakistan: Confronting the Issues I. Introduction: a. Background: The field of entrepreneurship education is in the process of growing and gaining legitimacy and being recognized in the developing countries. In Pakistan it has been an up-hill task and despite efforts it is still an unknown academic field. But it is somewhat different in USA and in Europe and Japan. There it has recognition and there it has immense recognition as an important factor to keep pace with the economic growth and change required for economic efficiency. It is nurtured to impact the economies of the ‘technological tripod’ of economic growth. No doubt USA leads the way but European Council through the Lisbon Proclamation 2000 had launched itself in pursuit of economic growth through Entrepreneurship. The then President of EC committed the European Union to become the Entrepreneurship Leader as it was acknowledged that new economic growth, and productivity is generated by entrepreneurial activity (as cited by Audretch 2008). The statement is proclamation of the significance and importance of Entrepreneurship for economic development. In pursuit of entrepreneurship what is required is Entrepreneurship Education and the observation is that the trail it leaves behind is host of the emerging trends and issues which need to be examined and evaluated and worked out. Entrepreneurship Education is the path and road to developing an enterprising environment, building ‘social capital’ and ‘Entrepreneurship Capital’. â€Å"This refers to institutions, culture, and historical context that is conducive to the creation of new firms. This involves a number of aspects such as social acceptance of entrepreneurial behavior – – – – the activity of bankers, venture capital agents – – – – – â€Å"(Audretsch 2008). The rationale of this paper evolve around the spirit of these terms and the process of evolving this capital is entrepreneurship education. The purpose of this paper is to explain the importance of entrepreneurship education in the light of compelling evidence surrounding us that it produces an enterprising society or ‘The Entrepreneurial Society’ and economic development. There is significant evidence about the impact of entrepreneurship on economic development (Wennekers et al 2005, Verheul & Thurik 2003, Caree et al 2002, Audretsch et al 2006). â€Å"The way entrepreneurial activity has an effect on economy is that it is reflected in the macro-economic growth, value addition, employment generation, export growth, industrialization and poverty reduction†. (Wagha 2010) Entrepreneurship in the last two decades has achieved a central place in all recent discourse and debate and policymaking on education. There is a need for appropriate educational program at all academic institutions, universities, business schools and secondary schools. â€Å"So significant is the role of Entrepreneurship Education that it is considered a powerful tool for propelling economic growth as significant as venture capital and incubators†. A look at policy on education recently framed in different countries around the world reveal that there is emerging need to focus on entrepreneurship education and research. (Lee & Wong 2005, Khan 2006) We realized through this research that there is a need to look at Entrepreneurship Education from the teaching and learning perspective. And of importance is how Entrepreneurship Education should be taught and the paradigm of research should be education and not merely economic and management. Bechard & Gregoire (2002). It was also observed through empirical research and interviews that there is also the need to focus on the faculty of Entrepreneurship Education. There is an acute shortage of such teachers who are well versed in the pedagogy of Entrepreneurship Education. And according to Dr. Hasan Sohaib Murad, Rector, University of Management and Technology Pakistan (while addressing the audience at a Junior World Entrepreneurship Forum Pakistan (July 2011) : â€Å"The problem is our faculty, those who are teaching in business school today. They are teaching in business schools because they were not entrepreneurs. The other factor that has to be taken in consideration is the role of entrepreneurship in economic development. According to Global Entrepreneurship Monitor (GEM) entrepreneurship and economic development are exclusively mutual â€Å"GEM is based on the following premise. An economy’s prosperity is highly dependent on a dynamic entrepreneurship sector. This is true across all stages of development. Yet the nature of this activity can vary in character and impact. Necessity-driven entrepreneurship, particularly in less developed regions or those experiencing job losses, can help an economy benefit from self-employment initiatives when there are fewer work options available. More developed economies, on the other hand, can leverage their wealth and innovation capacity, yet they also offer more employment options to attract those that might otherwise become entrepreneurs†. (GEM 2010) It goes onto explain that the capacity of an economy is dependent upon highly competent individuals and positive societal perception about entrepreneurs. â€Å"An economy’s entrepreneurial capacity requires individuals with the ability and motivation to start businesses, and requires positive societal perceptions about entrepreneurship. Entrepreneurship should include participation from all groups in society, including women, a range of groups and education levels and disadvantaged populations. Finally, high-growth entrepreneurship is a key contributor to new employment in an economy, and national competitiveness depends on innovative and cross-border entrepreneurial ventures†. (GEM 2010) b. Objectives of the Study: So significant is the role of entrepreneurship that the developed countries are perusing it by adopting new educational policies and by introducing strategies to create an ‘Entrepreneurship Capital’. For the developing world that has lagged behind, this is a wakeup call. Therefore the Objective is: to be aware of the issues and see how Pakistan can gain from the experiences of the developed world and evolve a suitable strategy for implementing entrepreneurship education effectively. It is assumed that, some of the best practices if disseminated will have an impact. c. Justification: As can be seen that it is essential for all developing countries and Pakistan in particular to undertake various studies pertaining to entrepreneurship, simply because this era of entrepreneurship is as potent as the era of Industrial Revolution. It has the potential for developing countries to catch-up with Developed Countries if the national economic agendas are prudently organized. d. Statement of the Problem: However some issues surrounding Entrepreneurship Education are: How should entrepreneurship education courses be designed, what should be the structure of courses? What should be the balance between activity based and text based teaching? What should be the ethical domain, and what disciplines would fall in the entrepreneurial ambit of subject? What pedagogy would be considered appropriate to teach entrepreneurship? In the midst of this expansion of courses, these emerge as a challenge how to make teaching entrepreneurship effective. Years of research and considerable debates has dispelled earlier doubts that entrepreneurship cannot be taught, and it was Drucker (1985) who said, â€Å"like other disciplines it can be taught†. But the emerging trend of Entrepreneurship Education is compounded by such factors as IT revolution and globalization. The youth today is exposed to a world of information and rapid change. He is prone to be the captain of his ship as he sees opportunities far beyond his imagination. He can evaluate the advantage of going for his own venture. He can see that Entrepreneurship is about change and competition, changing in its wake markets and ushering in technologies that entrepreneurship binds as the ‘social glue’ high-tech and ‘main street’ activities (SBA 1998). e. Research Question: Therefore the research question that we will attempt to find answer to is: – 1. What issues and trends are being faced by Pakistan in Entrepreneurship Education and what adoption is required to benefit from this trend? II (a)Research Methodology: My goal is to determine the current status of the subject, by looking at the theory based on the published articles of other regions by leading authorities such as Bechard, Audretch Fayolle, Dana, Plaschka, Hindle & Kuratko. This will help guide future research, but beyond literature review, I also recorded empirical findings and interviews and survey of literature to see the emerging trends in Entrepreneurship Education in Pakistan. The literature reviewed has been some grey literature and some conference papers as these were very current and contemporary thinking on emerging issues and trends. Furthermore the research has been enhanced by visiting foreign conferences for gathering data at doctoral seminars in Europe and America on Entrepreneurship Education. In that sense this is rather epistemological analysis of educational theories and reports on Entrepreneurship Education Trends and Issues. But the problem encountered was that there is not much data available on this subject in Pakistan. This paper therefore undertakes the qualitative approach based on survey, interviews and literature review of this region and of the academic body that has taught the subject and also of others who have written papers on the status of Entrepreneurship Education in Pakistan. â€Å"Primary data include such facts collected from observation, surveys, and even interviews. When secondary data are unavailable and our research questions are unanswered, we have to collect data from primary sources. This proves useful because they are collected specifically for the particular study† (Ghauri & Gronhaug 2002). This is obvious in the case of Pakistan where there is no secondary data on this subject. The investigation attempts to determine differences between the developed and developing countries, describing conditions that already exist, (Say in Pakistan) and why conditions in European and America are different from it. The collection of data is ongoing and eventually synthesized and conclusions are drawn. II (b)Limitation: The fundamental limitation is that hardly any journals are available in Pakistan on Entrepreneurship Education. No doubt that recent support provided by HEC for library data bases and resource centres has been greatly useful. The other fundamental handicap that the Pakistani researchers or students seeking to adopt this as their subject of specialization would face is lack of faculty. Currently there is no known or accessible faculty available in Pakistan having a PhD Degree in Entrepreneurship Education. Hence there are no doctorates of Entrepreneurship Education available to supervise or act as advisers to students desiring to do a PhD in Entrepreneurship. III. Literature Review: Discussing the Definition of Entrepreneurship Education as Emerging Trend: The subject of entrepreneurship education begins with the entrepreneur. The study of the Entrepreneur goes beyond the study of the characteristic and the traits of the entrepreneur which is the psychological profile. The entrepreneur is part of the complex process of new venture creation (Gartner 1988). And new venture creation is new economic growth which brings the importance of entrepreneurship and the education process for developing entrepreneurs. Say (1816) defined the entrepreneur as the economic agent. Hence the entrepreneur is one of the dimensions of economic growth. If we were to examine the quotation by Cole (1946) we realize that this unleashes a host of issues and trends associated with entrepreneurship and the promotion of Entrepreneurship Education. Cole (1946, p.3) states that Entrepreneur is one who â€Å"Unites all means of production – the labor of the one, t he capital or the land of the others – and who finds in the value of the products which results from their employment the reconstitution of the entire capital that he utilizes, and the value of the wages, the interest, and the rent which he pays, as well as the profits belonging to himself†. This statement explains the process of new venture creation which the entrepreneur is prone to do. It is a complete picture of the role which an entrepreneur performs as an economic player in an economy. Whereas the behavioral view of entrepreneur defines the entrepreneur as a very special person but calling for investigation to understand and define Entrepreneur and Entrepreneurship. They even cropped up when Gartner (1988) examined in what way do we define the Entrepreneur. According to him since the entrepreneur causes entrepreneurship you could explain Phenomenon of Entrepreneurship through traits approach or explain Phenomenon of Entrepreneurship through Behavioral approach. Subsequently this leads to disseminating the knowledge of entrepreneurship education. We are once again confronted with trends to adopt in Entrepreneurship Education and issues to deal with to establish the infrastructure of Entrepreneurship Education e.g. there is no evidence to support successful or unsucc essful leaders. The new trend is to focus on behavior of the leader. What they do as a leader, and not on what they are, and this aptly applies to research on entrepreneurship and hence the definition which explains and determines for us what influences behavior and performance which define entrepreneurship. (Van de Ven 1980 p.86) We have been amply warned that we should study the behaviors and activities of entrepreneurs. This brings us to the performance of an entrepreneur, the dynamism by which he proceeds as an entrepreneur and hence we call it entrepreneurship. We have come to realize that entrepreneurship can be enhanced by entrepreneurship education. Hence our question is what is entrepreneurship education. According to Bechchard & Toulouse (1998) the definition of Entrepreneurship Education is â€Å"A collection of formulized teaching that informs trains and educates anyone interested in participating in social economic development through a project to promote entrepreneurship awareness, business creation or small business development†. Jones & English (2004) define Entrepreneurial Education as: â€Å"Entrepreneurial Education can be viewed broadly in terms of the skills that can be taught and the characteristics that can be engendered in individuals that will enable them to develop new and innovative plans†. The creation of a discipline confronts trends and issues: Therefore the emerging trends and issues are related to multi-dimensional aspect of entrepreneurship education. The gathering of information and knowledge of this aspect is the fundamental activity of research and education to understand the behavioral phenomenon of entrepreneurship (Gartner 1988).Following the line of reasoning if personality traits could define entrepreneurs, the question of education, training and development would seem irrelevant and the foregone conclusion would be that those who possess the requisite traits should be successful entrepreneurs. As that is not the case we seek constantly ways of educating the entrepreneur to behave in a particular way to become successful. The contemplation of this fact has created a series of issues and trends required for the development of entrepreneurship education programs. In our quest for this answer we get a response from Gartner (1988) that we should follow Mintzbe rgs advice. Issues that confront entrepreneurs should be resolved to develop a profound entrepreneurship program along with its multiplicity of dimensions. Each question throws up a new philosophy and search for truth that could be developed into an answer to the issues confronting entrepreneurship education. What roles does the entrepreneur perform in moving information, in making decisions, in dealing with the people? How and why do individuals enter a new venture? The other emerging issue from this kind of reasoning is to what extent is entrepreneurship a science? To what extent is the entrepreneurs work programmable? All such questions resolve the issue of designing new branches of education in the domain of entrepreneurship. These would have to be dealt in accordance to the trends in development, competitiveness, economic growth and resource allocation.