Perspectives Of Smoke Free Policies - 1287 Words

Research in Nursing NSG 3301 Qualitative Research Critique: Perspectives of Smoke-free Policies in Hospitals Carissa Genrick 7705851 University of Ottawa April 10th, 2016 Professor Pat Durston Qualitative Research Critique: Perspectives of Smoke-free Policies in Hospitals The research article and study â€Å"A qualitative investigation of smoke-free policies on hospital property† by Annette Schultz, Barry Finegan, Candace. Nykiforuk, and Margaret A. Kvern, had a purpose â€Å"to determine the consequences of policies mandating smoke-free hospital property in two Canadian acute-care hospitals by eliciting lived experiences of the people faced with enacting the policies.† (Schultz, Finegan, Nykiforuk, Kvern, 2011, p.1334-1335). To†¦show more content†¦The research design is appropriate for answering the research question, which was determining the consequences and perspectives from patients and health care providers on the new policies mandating smoke-free hospital properties. The research design is appropriate because ethnographic research is based on studying patterns of behaviour within a culture. This study was based on studying patterns of behaviours on smoking-policies but the study mostly aimed to gain perspectives from a variety of individuals. Ethnographic method is great for the study in the fact that it can be used to include behavioural and cognitive perspectives, which in this case the study focused on observing behaviours of smoking and if the policies were being followed and also included the perspectives on the new smoke-free policies. Also ethnographic research usually focuses on studying one culture. This study did try to focus on one specific culture, but the population had â€Å"diversity† consisting of smokers and non-smokers. The culture that was viewed in the study was tobacco use and management. Sample and Setting It was stated in the study’s paper that â€Å"sampling was designed to enhance the diversity of perspectives heard from each study site while achieving comparable diversity between sites.†(p.1335). Sampling methods that were used to target diversity include convenience and stratified quota strategies to recruit participants

The No Child Left Behind Act 2001 - 880 Words

The Intent of the No Child Left Behind Act 2001 The No Child Left Behind (NCLB) Act aim was to ensure all children receive fair and equal access to a high-quality education. It aims was to establish common standards that bridge the achievement gaps between students with disabilities, disadvantaged — high-and-low performing students and ethnic minority, and more advantaged students— non-minority students in reading, math, and science by the year 2014 (Angervil, 2015). It had a strong emphasis on states assessment and performance accountability. States reported their student proficiency and achievement annual and showed progression or have achieved the goal to receive funding. The Impact of the No Child Left Behind (NCLB) Act 2001 The NCLB has affected educators in all core subject areas, including the arts, in both positive and negative ways. The No Child Left Behind Act (NCLB) has set teachers under developing pressure to expand the accomplishment of all students and to limit the test-score gaps between those groups of students. (United States Department of Education (DOE), 2010). These NCLB have been one of the most demanding significant challenges for schools, school districts, and states. Amrein and Berliner (2002) suggest, the No Child Left Behind Act high stakes testing policies has brought about some unintended result in student learning. Those outcomes are higher school dropout rates, instructor/schools undermining test to keep or expand their financing, andShow MoreRelatedThe No Child Left Behind Act Of 20011403 Words   |  6 Pagesnumber of interesting topics in this Political Science 2 class session of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-fair e economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentiallyRead MoreNo Child Left Behind Act Of 20011019 Words   |  5 PagesNo Child Left Behind- Is It Working Veolia White English 1302 Professor: Sandy Jordan February 27, 2015 The No Child Left Behind Act of 2001, signed into law by President Bush on Jan 8, 2002, was a reauthorization of the Elementary and Secondary Education act, which included Title 1, the government’s flagship aid program for disadvantage students. Many educators were excited about NCLB when it was first signed into law. Test scores were improving. The test scores of minority students have improvedRead MoreThe No Child Left Behind Act of 2001617 Words   |  3 PagesThe No Child Left Behind Act of 2001 was drafted and passed to inject a rigid standard-based education system in the United States. It was signed into law by President Bush, and represents a gross, unwarranted, and unsubstantiated encroachment of the federal government into education. According to the State of New Jersey Department of Education (2010), the No Child Left Behind Act contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965Read MoreThe No Child Left Behind Act Of 20011452 Words   |  6 Pages I. Introduction As stated by the U.S Department of Education the No Child Left Behind Act of 2001 (NCLB) is the most recent iteration of the Elementary and Secondary Education Act of 1965 (ESEA), the major federal law authorizing federal spending on programs to support K-12 schooling. The act requires states to implement statewide accountability systems covering all public schools and students (Clarke 2003). These systems must be based on challenging state A former teacher, PresidentRead MoreThe No Child Left Behind Act Of 20012046 Words   |  9 PagesThe no Child left behind act of 2001 has had a major impact on students, teachers, and our culture as a whole. When the NCLB act was passed in Congress and signed into law by President Bush, it was so that we would have increased accountability for schools and teachers, improving test scores, and help schools get the support and backing of the federal government so that no more children would slip through the cracks of the educational system. The quality of education was a major issue in 2001 whichRead MoreThe No Child Left Behind Act Of 2001893 Words   |  4 PagesAssessment has drawn much attention, especially since the implementation of the No Child Left Behind Act of 2001 (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 (ESES). It is not that assessment is new to education but that the stakes of assessment has risen to a new level. It is apparent that testing is now viewed in a much different way by the public, schools and all stakeholders of schools than in the past. Over time, testing has developed roles of providing a gradeRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1227 Words   |  5 PagesThe No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government s flagship aid program for disadvantaged students. No Child Left behind was enacted with the in tent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to â€Å"close the achievement gap withRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1007 Words   |  5 Pagesmost controversial law enacted by President George W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the â€Å"cornerstone of his administration.† Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachersRead MoreNo Child Left Behind Act Of 2001 ( Esea )1101 Words   |  5 PagesEducation Act of 1965 (ESEA) as an extension of his â€Å"War on Poverty† plan. ESEA fu nded primary and secondary education, encouraged equal access to schooling, established lofty standards and accountability - all done with the intention of closing the achievement gap between students, especially the gap between those from impoverished backgrounds and those from the middle-class. Authorized again under President George W. Bush, the ESEA was given a new title, the â€Å"No Child Left Behind Act of 2001 (NCLB)Read More The No Child Left Behind act of 2001 Essay1973 Words   |  8 PagesThe No Child Left Behind act of 2001 Control of the public education system has been left to the State for most of the country’s history, it was not until the 1950’s that the federal government played a role in categorical programs, but the national government refrained from involvement in academics until the 90’s. Three days after taking up his position in office, George Bush announced his plan for the No Child Left Behind act (NCLB) which was a consolidated reform of the 1962 Elementary and Secondary

Cross Cultural Decisions Management †Free Samples to Students

Question: Discuss about the Cross Cultural Decisions Management. Answer: Introduction: Decision making is the action or process of making vital decisions with the help of the appropriate information (Thomas and Peterson, 2017). Every county has difference in the culture which means that their decision making is also different. The decision making in Argentina businesses is mainly taken by the top level of management which reflects that they make use of centralized decision making strategy. They make a decision with patience as they believe that patience is an important element to the successful intercultural management. In Argentina, decisions are mainly based on the personal preference of the decision maker due to which the employees of the company believe in spending time in developing trust and personal relationship with the management (Commisceo Global, 2018). In order to make an effective and successful decision, the businesses in the country try to avoid the pressure that is associated with the sales tactics as these are considered as the confrontational and repeat information points after they have been stated. These businesses know the fact that if in case they make the decision in any pressure then there will be no effect of that decision on the company. On the other hand, the decision making of the Japan businessmen is different than Argentina. The decision-making process of Japanese firms has its roots which states that these people make use of approach and policies that help them in making effective decisions. The decision makers of Japanese may appear to be harmonious because the conflict is actually surfaced and managed outside of visible face-to-face meeting. This concept reflects the face value concept used by Japanese. Most of the Japanese institutions which include government agencies, businesses and others make a decision with Consensus. The Japanese people debate on the decision that is made by them until there is an agreement by every people (Hall, 2013). After the discussion, the decision is formed by Japanese businessmen and this reflects that they believe in collectivism which reflects that they make use of the Decentralized decision making. Sometimes, these people give authority to employees to take the decision from their end. The important element that the Japanese consider while making the decision is defining the question. The most vital and the key step are to agree whether there is a need for a decision or not. This reflects the decision making of both the countries considering the fact that there is a change in decision-making styles of both the countries (Kopp, 2012). Managing teams Team management is the ability of a business to coordinate and administrate a group of employees who are individually performing the task. Effective team management is comprised of teamwork, objective setting, communication, performance appraisals and many others (Thomas, and Peterson, 2017). Different companies or business belongs to different culture and according to that they manage their teams. In Japan, the management focuses on the requirement of the flow of details from bottom to the top of the company as subordinates and team play a vital role. The leader manages their team effectively and due to the collectivistic culture of the country employees or team members like to work in a group of people. The leader forms the connection with their team members and motivates them to achieve the goals of organisation. Moreover, in the organization, the full-time employees get additional benefits along with the job security (Warburton, 2018). These benefits include health insurance, a pension plan, bonus and many others. Though, the part-time employees wont be able to take the advantage of all these additional benefits. Along with this the Japanese companies or business offer a long-term orientation. In this, the members of the team have a good friend like a relationship with one another which makes them perform the work smoothly. This team bounding is also beneficial for the comp any as they dont have to face much of the conflict and competition among the employees (Haghirian, 2010). This is the reason most of the Japanese employees find it very difficult to leave the job. On the other hand, in Argentina, there is the implementation of the hierarchical approach. Managers of Argentina are often paternalistic which states that their relationship with the employees frequently overlaps into personal areas. Most of the people in the country believe that their chosen leader has greater experience and this experience will help the managers to consult with the lower-ranking individuals while making the decisions (Commisceo Global, 2018). Leader contributes in managing the team, forming relationship with them and motivating employees to achieve the goals of organisation. This indicates that the culture of the country is individualism they dont believe in doing the work collectively which is totally different from the culture of Japan. Though, this is a negative aspect of the country as in the competitive and changing culture it will become tough for the business if they wont be able to world collectively. It is essential to maintain the culture where employees or team collect to work together. Moreover, if any ideas are raised then it is essential to treat those ideas gently so that they can safeguard the reputation of the participants. References Commisceo Global (2018) Argentina Management Guide [online]. Available from: https://www.commisceo-global.com/resources/management-guides/argentina-management-guide [Accessed on 14th April 2018] Haghirian, P. (2010)Understanding Japanese management practices. New York: Business Expert Press. Hall, T. (2013) A Cultural Decide: Differences in decision making between Japan and the United States [online]. Available from: https://www.cuinsight.com/a cultural-decide-differences-in-decision-making-between-Japan-and-the-United-states.html [Accessed on 14th April 2018] Kopp, R. (2012) The Decision Making Process In Japan [online]. Available from: https://www.japanintercultural.com/en/news/default.aspx?newsID=154 [Accessed on 14th April 2018] Thomas, D.C. and Peterson, M.F. (2017)Cross-cultural management: Essential concepts. US: Sage Publications. Warburton, K. (2018) Business Culture in Japan [online]. Available from: https://www.worldbusinessculture.com/country-profiles/japan/culture-business/ [Accessed on 14th April 2018]

Of Matrilocality and the Role of Women in a Village Election in Northern Thailand

Summary This article reviews Metrilocality societies in Thailand. It explores gender roles as defined by community customs in the region. The article traces the disputes arising before and after an election and highlights the role of women in solving these disputes. It also looks at the varied causes of the dispute. The article examines extended households in matrilocal societies.Advertising We will write a custom critical writing sample on Of Matrilocality and the Role of Women in a Village Election in Northern Thailand specifically for you for only $16.05 $11/page Learn More It also highlights the discrimination of women by men considered as family heads and shows that women despite being lower in the family hierarchy play a significant role of heading the households such as resolving disputes, engaging in economic activities to feed their families and helping their husbands to cope with new environments and family members. The article demonstrates how conflicts brought out the hidden role of women in the matrilineal societies (Bowie 2008:136-153). Central Issue Addressed The article assesses how matrilocality and matrillineality plays an important gender role in the politics, and brings out the paradox of women being important and simultaneously invisible in the politics. Importance of Central Issue Addressed The analysis assists in the understanding of Thai village electoral politics by factoring in the domain of women. It highlights the intertwining of the domain of women in the village cultures of matrilocal and matrilineal kinship. Use of Scholarly Literature The author uses scholarly articles to place his research in the context of the Thai woman domain. For example, the author refers to literature in bringing out the history of the Thai woman, noting that the ignorance of the fact that Thailand was the first country to give women rights to vote has been a source of androcentric bias in political studies. The author also re fers to social drama literature while studying the interpretation of domestic and political issues in the Thai village context. The author uses literature to illustrate the significance conflicts as one of the fundamental aspects constituting a society. In describing the nature of matrilocal residency and the household’s kin the matrilineal villages, the author cites literature covering the customs and traditions of the Thai people. Furthermore, the author points out the characteristics of the Thai households in relation to general theories of social organizations (Bowie 2008:136-153). Analysis of Original Author’s Material The author’s material is an ethnographic study; a compilation of the findings that the author examined and experienced while living among the Thai people and participation in their daily lives for a period of 30 years to the extent of assuming bias positions in her opinions in local politics. During the fieldwork, the author looks at the issu e of village politics and personally experiences the roles of the women as well as their interventions in their various households.Advertising Looking for critical writing on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the author notes how husbands despite being the heads of their families have no choice but to vote in accordance with their wives political affiliations, an issue that brings conflicts between the husband’s parent family and their wives family. While witnessing the conflicts, the author further gains insight into the context of women’s simultaneously disappearance and appearance in the running of matrilineal households(Bowie 2008:136-153). Research Method The author studies the history of the Thai people in relation to matrilocality and then examines the political environment of a Thai village. In order to bring out findings to the reader, the author offers a narration of four case s of conflict that highlight women visibility and invincibility in relation to their assigned roles in the matrilocal residences under study. Strengths and weaknesses The author majorly relies on her understanding of the Thai village households, and only consults academic literature strengthens her opinion. As a source of bias, this fact makes the research weak. However, the ethnographic nature of the study puts the author positions to presents her findings as credible. Secondly, use of actual cases in presenting the study findings bring out clearly the issues examined by the author, leaving little room for research gaps (Bowie 2008:136-153). Reflection The article has provided a deeper understanding of kinship, in defining women roles in the matrilineal societies of the Thai people. The article has highlights decent in matrilineal societies. The composition of matrilocal residences and households in Thai villages stands out from the article. It has also highlighted the role of cere monies and customs in fostering kinship relations while highlighting how husbands after leaving their parents, freely embrace the customs of their wives families (Miller 2010:204-214). The article has also highlighted how household’s patterns are changing as in the example of the Thai women gaining rights to vote and becoming more visible in the household (Miller 2010:220-221). References cited Bowie, Katherine 2008 Standing in the Shadows: of Matrilocality and the Role of Women in Village Elections in Northern Thailand. Theme issue, American Ethnologist (35)1: 136-153 Miller, Barbara, with Penny Van Esterik and John Van Esterik 2010 Cultural Anthropology. 4th edition. Canada: Pearson Education CanadaAdvertising We will write a custom critical writing sample on Of Matrilocality and the Role of Women in a Village Election in Northern Thailand specifically for you for only $16.05 $11/page Learn More This critical writing on Of Matrilocality and the Role of Women in a Village Election in Northern Thailand was written and submitted by user Brady W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.