Human Resources Management In Small and Medium Enterprises Essay Example for Free

Human Resources Management In Small and Medium Enterprises Essay Introduction Competitive advantage to a firm accrues from the judicious employment of three basic types of resources, namely Physical Capital Resources, such as Finances, Plant and Equipment Organizational Capital Resources – Structure and systems in the organization Human Capital Resources, which include the skills, competencies, experience and intelligence of employees.[1] Human resources are among the most important resources that an organisation utilises and hence its importance to any organisation can be easily understood. Small-to-Medium Enterprises (SMEs) are no exception to this rule, although this aspect is frequently lost sight of. This paper examines the role and importance of Human Resources in SMEs, and compares SMEs from two different cultural backgrounds – Taiwan and the UK. Role of Human Resources in SMEs The study of human resources management in SMEs needs to be strongly encouraged. CEO/founders in SMEs view human resource management decisions as very important to the growth of their enterprises[2]   A study into the perception of important HR issues in small organizations showed that top six issues were wage rates, availability of quality workers, government regulation, training, benefits, and job security[3] The role of Human Resources in SMEs is to contribute meaningfully to organisational objectives in a flexible and demanding environment. Lack of strategic employee management is widely accepted as characteristic of small enterprises. Decision-making has been perceived to be of relatively short-term nature compared to larger organisations, making small enterprises more flexible and less conflict-prone. At the same time, this also means that the advantages of long-term planning such as greater efficiency and effectiveness are lost. On the human resources front, this means that such organisations tend to have reduced capability to attract, retain and motivate the best human resources. This becomes important in view of the fact that out of thousands of small businesses that are established every year, only a few manage to survive in the long-term. While long-term planning and HR strategy are not the only reasons for this, they are among the important reasons. Hence an examination of the HR function as a strategic part of business, and its relevance to long-term planning, is in order. In addition, the role of recruitment and selection, training, and performance management, are also relevant to any discussion on the role of human resources. Planning and Human Resources Management Strategic planning for the organisation needs to be linked to individual goals. In turn, this means that the job design should take into account the long-term objectives of the organisation. â€Å"A framework for strategic management incorporating HRM involves developing a mission statement that answers questions of what businesses the organisation is in; determining goals that are general and long term; and establishing objectives that are short term and measurable. It should also encompass a complete SWOT analysis that incorporates HRM as a functional unit of analysis.†[4] One of the essential requirements of Human Resources Planning is proper job design. Human resources planning involves the matching of the knowledge and skills that are likely to be required in future with those that it has or will have. Human Resources Planning will help the organisation to estimate critical resource requirements, plan training and development needs, and link individual goals to organizational objectives. Job design involves specifying the characteristics of the job and the requirements such as skills for performing these jobs. Job design will thus provide the framework for a host of HR planning activities that can be linked to organizational objectives.[5] Recruitment and Selection Once the plans of the organization are clear the next important issue that any organisation needs to address is to get the right staff to implement the plans. â€Å"Surveys indicate that about 25 per cent of small businesses view the lack of qualified workers as a threat to their expansion and very survival.†[6] The problem assumes particular importance in the case of small enterprises because they almost always have a problem in attracting and retaining the best talent. This is partly due to the fact that they are unable to compete with larger firms for quality staff, because it is impossible for them to match the rewards and prestige that come along with positions in larger firms. Additionally, smaller firms have a reputation for being oriented towards a ‘hire and fire’ culture. Training Once the plans are clear, and the recruitment of the right people has been completed, it becomes necessary to motivate the staff, as well as to enable them to perform their tasks efficiently. This requires periodic training of the employees. Training is important in the case of small enterprises because they are more prone to changing environments and higher attrition rates. This makes it necessary for people to be more flexible, and to be trained in all aspects of the business. While the need for training of staff is thus greater in the case of a small enterprise, it is also accompanied by greater constraints that make it more difficult for these organisations to implement training programmes. Small organisations face two constraints in t his respect: Their budget for training may be more limited, and they may lack the necessary resources to carry out such training It is more difficult for small enterprises to spare their people for training programmes. In spite of the above limitations, however, small enterprises need to concentrate more on training, as it is an investment that needs to be done. â€Å"It has been suggested that top performing companies are distinguished by their higher spending on training and development.†[7] Performance Management Performance Management â€Å"includes work and job design, reward structures, the selection of people for work, the training of these employees, assessment of work performance and policies associated with rewarding and improving performance.†[8] Performance Appraisals are an important part of Performance Management and are useful in improving performance, assist HR planning, and identify development needs and potential for promotion. Small businesses, in general, lack a formal performance appraisal system. The disadvantages of not using structured and formal appraisal systems are that appraisals, and the consequent rewards, are often subjective, and may promote greater dissatisfaction. Consequently, appraisal systems and Performance Management play an important role in determining the alignment of HR planning with organisational goals, and ensuring that a proper climate is available for the achievement of the objectives. â€Å"In developing formal performance appraisal systems, small businesses not only are able to ensure that performance management may become strategically aligned with organisational goals, but also increase accountability, decrease under-utilisation of human resources, address concerns of productivity, and decrease employees’ concerns about fairness and accuracy.†[9] In addition, the salaries and rewards that are offered as part of the employment and the management of diversity within the workforce are important considerations for any organisation. These have a greater significance in the case of small organisations. As can be seen from the above, the role of Human Resources management in small organisations is an important one that needs to be well understood and implemented with care. One interesting extension to the role of HR management in small to medium industries is the use of Balanced Score Cards, which are normally viewed as the exclusive tool of large industries. The Balanced Score Cards approach shifts the focus to long-term growth, and includes measures of operational efficiency, customer satisfaction and employee related measures. The Balanced Score Card method thus includes a part of HR Management to assess the overall performance of the organisation. In a case study that included three SME organisations, Gumbus and Lussier present some interesting conclusions that have significance for the HR function in SME companies. The cases also serve to highlight the importance of HR in SME companies and the link between performance and HR. One of the three companies cited in the case is Futura Industries, an international company based in Clearfield, UT with 230 employees. It has over 50 years of experience in aluminium extrusion, finishing, fabrication, machining and design. The company believes that the two competitive weapons that put them ahead of competition are â€Å"their ability to hire and retain the best people and their devotion to the customer.† Futura’s President, Susan Johnson’s belief that committed and loyal employees make the difference has led the company into using the Balanced Score Card method. In the words of Ms. Johnson, the company â€Å"had all the financial metrics, lots of customer measures, and got ISO accredited three years ago †¦ but it is our employees that differentiate us from all other extrusion companies.[10] A Comparison of SMEs in the UK and Taiwan A study by Lin found that successful SMEs in Taiwan place greater emphasis on soft skills and attitudes rather than on hard skills. He infers that SMEs in Taiwan seemed to have a better grasp of its human resources.   â€Å"Whenever SMEs modernize equipment, alter production processes, revise compensation policies, and engage in other reorganisation activities, they take pains to handle employees responses and feelings with special care and invest heavily in skills development.â€Å"[11] According to Hu, the Human resource scenario in Taiwan is characterised by abundance of entrepreneurs and availability of high quality professionals. Hu traces this to the importance laid on education by Chinese, and the large-scale injection of high quality human resource into the island in the aftermath of the retreat into, and subsequent withdrawal from, Taiwan of the KMT government. In addition, the Taiwanese population has inherited from its ancestors the qualities of â€Å"hard working, brotherhood, strong family ties, competition, and similar attributes that form the basis for strong family businesses.†[12] According to McKenna Beech, the following values characterise the Asian HR scene[13]: Politeness and courtesy Emphasis on personal relationship Not losing face Harmony- avoidance of open conflict Predominance of group interests over individual interests Discipline and respect for authority and for elders Normative, rather than externally imposed control Trust and mutual help in business relationships Centralisation and authoritarianism As against the above, the HR scenario in Europe is characterised by the following features[14]: Pluralism as against unitarism Collectivism and social orientation instead of individualism, with the emphasis being on national, rather than individual, interests Legal framework: firing is more difficult Social Partnership: Employment security, protection of workers’ rights, and representation of workforce through trade unions. Social Responsibility: Concern for environment and other social obligations Tolerance for diversity Recognition of complexity and ambiguity. The characteristics enumerated under Asian values represent the Taiwanese scene, and the scenario in Europe is representative of the UK. From the above, it can be seen that the SMEs in Taiwan are formed with reliance on individual assistance, based on respect for authority, with trust and mutual relationships as the supporting factor. In the UK, and other European countries, it is the legal framework that gives the necessary assurance and support to the business rather than trust. In Taiwan authority is enforced, and followed, because it is natural to the culture. In the UK, the legal aspects are augmented by collective bargaining with a recognized trade union to achieve this purpose. Taiwanese take great care to handle employees’ feelings appropriately whenever major decisions need to be taken. This is replaced by collective bargaining and more formal communication in the UK. SMEs predominate in Taiwan, whereas larger firms represent the more prevalent form of business in the UK. SMEs constituted 99.43 percent of Taiwans total manufacturing firms in 1954, the highest level ever recorded; 95.26 percent in 1976, the lowest; and 98.07 percent in 1996. Among them, the smallest firms, employing fewer than 10 persons, accounted for 90 percent of all firms in the manufacturing sector in the 1950s.[15] On the other hand, SMEs generate roughly one quarter of the GDP of the UK. The generation of employment by SMEs varies from sector to sector, the highest being in the construction sector with 84% of the employment being generated by this sector. The SME sector, which was declining up to 1970, picked up momentum thereafter, and showed a rising trend till 1994. Since 1994, the number has remained constant.[16] As can be seen from these figures, the SME sector is less dominant in the UK than in Taiwan. Why Human Resources are important in firms The resource-based view of organisations explains variations in firm performance by variations in firms human resources and capabilities[17] Firms can gain competitive advantage by generating specific knowledge and skills that are difficult to imitate. This can be achieved through human capital development. The importance of Human Resource Development in small firms is thus self-evident – they help the firms to succeed by being competitive. In a study of more than 100 small enterprises in two towns from Germany, Rauch et al found that â€Å"human resources are essentially important and an optimal utilization of skills and knowledge increases small business growth.† [18] In order to harness this important resource and ensure it gives the best returns, an organisation needs to select its employees with care. It is expected that as firms grow, the skills and abilities required to perform various functions and activities no longer would be available from the familiar and informal recruitment sources preferred by the owner-manager[19] Apart from recruitment, other functions such as Training and Development, Performance Appraisal, and formal procedures and documentation help the organisation in improving efficiency. According to Kotey and Slade, â€Å"Benefits of formal HRM practices include meeting legal requirements, maintaining records in support of decisions in the event of litigation, treating employees fairly, and increasing efficiency.† [20] A study by Kotey and Slade involving more than 1300 small firms in Australia showed that as firms grow they tend to introduce formal HR practices and procedures. In the words of the authors, â€Å"While the analyses show that a significant percentage of SMEs implement formal HRM practices with growth, HRM remains informal in the majority of firms, particularly in small firms. It could be that implementation of formal HR structures and procedures necessary to support growth differentiates successful from unsuccessful SMEs.†[21] In a small organisation, people need to be more flexible and undertake a greater variety of jobs. This needs both motivation and skills. In turn, many employees may get better exposure and greater opportunities to learn and shoulder higher responsibilities in a small firm. All of these underline the importance of Human Resources Management in organisations, particularly small firms. The HRM model is â€Å"composed of policies that promote mutual goals, influence, respect, rewards and responsibility between employees in the organisation.†[22] These policies are promoted by practices such as team working, aligning performance objectives with organisational goals, and a flat organisation structure, all of which can be achieved only through a proper Human Resources Management in the organisation. Survey Research findings have confirmed the theoretical position with the conclusion that good HR systems is a source of competitive advantage. One study has shown that higher performance in a number of areas is correlated to good HR systems and practices. Companies that had significantly higher ratings on their HR practices also reported better market value, higher accounting profits, higher growth rates, better sales per employee, and lower employee turnover. Another study has found that newly started companies had a better survival rate if they had good HR practices. The probability of survival was found to vary by as much as 42% between the firms with the best HR practices and rewards, and those with the worst. Yet another study found that performance of the organisation was strongly linked with practices such as acquisition and development of skilled people, better job design, better autonomy, and positive employee attitude. All these studies clearly show that good HR could positively impact organisational performance practices, highlighting the importance of Human Resources in an organisation. Apart from improving performance good HR practices result in lower costs, while poor practices increase the costs to the organization. One of the contributing factors for this is the cost of employee turnover. â€Å"Interviewing and training recruits has significant out-of-pocket costs for the employer.† Replacing an employee involves expenses for Separation, Replacement, and Training. [23] Employee turnover costs can be divided into three major elements: Separation costs: These are the costs that are directly incurred when an employee leaves the firm, and include such costs as exit interviews, administrative and paperwork costs, disbursement of separation benefits, and revenues lost due to shortage of staff. Replacement Costs: These represent the cost of replacing the employee who has left and include the costs of advertising, sourcing, interviewing and selection. Training Costs: These are the costs that the company incurs for training and induction of a new employee. Apart from the actual expenditure on these activities, the costs of loss of efficiency in the initial stages, and the time lost during the training period should also be considered. Thus employee turnover could represent a fairly high cost to the organisation. Employee turnover can be classified into avoidable and unavoidable turnover. Most of the avoidable turnover results from lack of proper HR initiatives.[24] How Good/Bad employees affect the firm â€Å"A good employee is possibly the most valuable asset a small firm or SME can possess; a bad one could ruin the enterprise.†[25] Any firm, and more importantly a small firm, can ill afford to have people who do not perform. Robert Townsend, a noted Management expert was once asked the secret behind his ability to take over loss making firms, and changing them into profitable ones. The reply that he gave will be of interest to anyone asking how good or bad employees make or mar the firm. Mr. Townsend identified three factors that contributed to his success: Releasing the potential of employees so that they could perform at much higher levels by the practice of appropriate management styles Identifying people within the organisation who were blocking progress and preventing others from performing, and either changing their ways, or dismissing them Identifying people who had the ability and drive to take the company to greater heights, and promoting them. It can be seen that this highly successful Management practitioner reduced success to three simple rules, namely, eliminating deadwood, promoting and encouraging those with potential and creating the right climate in the company. This clearly shows that apart from creating the right environment, the most important requirement for success is the quality of people. Good people could transform a loss making company into a profitable one.[26] â€Å"Whether a firm is small or large, its only as good as its staff.†[27] This can be easily understood because the employees of the organisation make the vital difference between good and poor performance in every area. Apart from the demonstrated effect that this has on the firm’s performance, which has been cited earlier, this also stands to reason. A company depends on coordinated working by its employees towards a common goal to achieve its objectives. In order to meet these objectives, the organisation has to do what it does well. In other words, the competence of its employees should be good if it wants to achieve results. Secondly, the soft skills of the employees are important to achieve internal teamwork as well as to nurture customers with excellent performance and service. Thirdly, the employees of the company need to work efficiently if it is to have a healthy bottom line. All these objectives can be achieved only with good employees who know their job and possess the necessary hard skills, have the necessary soft skills, and are committed to the company’s success. In other words, a company needs good employees who have the right levels of knowledge, skills and attitudes. Conclusion Human Resources Management in Small-to-medium industries has been gaining a lot of attention lately. There is increased awareness among many of the SME entrepreneurs themselves about the importance of good HR practices and policies. It has been shown that organisations having formal Human Resources practices grow faster, and are more profitable, than those that do not do so. A comparison between SMEs in two countries, namely Taiwan and the UK, shows that the SME sector is more predominant in Taiwan, which is characterized by a culture that lays greater emphasis on group working, respect for authority, and mutual trust. This is contrasted by the UK situation where the SME sector is les pervasive, and the HR climate is characterised by formal and legal supports, collectivism, and social responsibility. Although the two situations are quite different from each other, the importance of formal HR systems in the SME segment is being recognised in both cases, and seem to affect performance positively, irrespective of the background. Works Cited A Causal Analysis. Entrepreneurship: Theory and Practice, 29(6): 2005: 681+. Bennett, Roger. Small Business Survival: Strategies for Delivering Growth and Staying Profitable: Second Edition. London, Financial Times Management, 1998. Burns, Paul. Entrepreneurship and Small Business. New York, Palgrave, 2001. Griffith, Roger W and Hom, Peter W. Retaining Valued Employees. London, Sage Publications, 2001. Gumbus, Andra, and Robert N. Lussier. Entrepreneurs Use a Balanced Scorecard to Translate Strategy into Performance Measures. Journal of Small Business Management 44(3): 2006: 407+. Heneman, Robert L., Judith W. Tansky, and S. Michael Camp. Human Resource Management Practices in Small and Medium-Sized Enterprises: Unanswered Questions and Future Research Perspectives. Entrepreneurship: Theory and Practice, 25 (1): 2000: 11. Holbeche, Linda. Aligning Human Resources and Business Strategy. Oxford, Butterworth-Heinemann, 2001. HRD in Small Organizations, Edited by Graham Beaver Jim Stewart. New York, Routledge, 2004. Hu, Ming-Wen. Many Small Antelopes Make a Dragon. Futures 35(4): 2003: 379+. Kotey, Bernice, and Peter Slade. Formal Human Resource Management Practices in Small Growing Firms. Journal of Small Business Management, 43 (1): 2005: 16+. Lin, Carol Yeh-Yun. Success Factors of Small- and Medium-Sized Enterprises in Taiwan: An Analysis of Cases. Journal of Small Business Management, 36(4): (1998): 43. McKenna, Eugene and Beech, Nic. Human Resource Management, A Concise Analysis. Essex, Pearson Education Limited, 2002 Megginson, David, Banfield, Paul, and Joy-Mathews, Jennifer. Human Resource Development. Kogan Page India Pvt. Ltd., New Delhi, 2001. Rauch, A., Frese, M., Utsch, A. Effects of Human Capital and Long-Term Human Resources Development and Utilization on Employment Growth of Small-Scale Businesses: Satava, David. The A to Z of Keeping Staff: Few Firm Employees Leave without a Good Reason-Heres How Not to Give Them One. Journal of Accountancy 195 (4): 2003: 67+. [1] L. Holbeche, Aligning Human Resources and Business Strategy, Oxford, Butterworth-Heinemann, 2001, pp.10-11. [2] R.L. Heneman, T.W. Judith and S. M. Camp. Human Resource Management Practices in Small and Medium-Sized Enterprises: Unanswered Questions and Future Research Perspectives. Entrepreneurship: Theory and Practice 25(1): (2000): p. 11 [3] HRD in Small Organizations, Edited by Graham Beaver Jim Stewart, New York, Routledge, 2004, p. 81. [4] Ibid, p81 [5] Ibid [6] ibid, p82 [7] ibid, p 85 [8] ibid, p 89 [9] ibid, p 89 [10] A. Gumbus and R. N. Lussier. Entrepreneurs Use a Balanced Scorecard to Translate Strategy into Performance Measures, Journal of Small Business Management, 44(3): 2006: p.407. [11]C.Y. Lin. Success Factors of Small- and Medium-Sized Enterprises in Taiwan: An Analysis of Cases. Journal of Small Business Management, 36(4): (1998): p. 43. [12] M. Hu. Many Small Antelopes Make a Dragon, Futures, 35(4): 2003: p. 379. [13] E.McKenna and N. Beech. Human Resource Management, A Concise Analysis. Essex, Pearson Education Limited, 2002, pp.4-5. [14] ibid [15] M. Hu. P. 379. [16]   P.Burns. Entrepreneurship and Small Business. New York, Palgrave, 2001, p12. [17] A. Rauch, M. Frese A. Utsch. Effects of Human Capital and Long-Term Human Resources Development and Utilization on Employment Growth of Small-Scale Businesses: A Causal Analysis. Entrepreneurship: Theory and Practice, 29(6): 2005: p681. [18] ibid [19] B.Kotey and P. Slade. Formal Human Resource Management Practices in Small Growing Firms. Journal of Small Business Management, 43(1): (2005): p.16. [20] ibid [21] ibid [22] E. McKenna and N. Beech, p34-35 [23] D. Satava. The A to Z of Keeping Staff: Few Firm Employees Leave without a Good Reason-Heres How Not to Give Them One, Journal of Accountancy, 195(4 ): 2003: p. 67. [24] R. W. Griffith and P. W. Hom. Retaining Valued Employees, London, Sage Publications, 2001, p10 [25] R. Bennett. Small Business Survival: Strategies for Delivering Growth and Staying Profitable: Second Edition, London, Financial Times Management, 1998. [26] D. Megginson, P. Banfield and J. Joy-Mathews. Human Resource Development. Kogan Page India Pvt. Ltd., New Delhi, 2001, p. 82. [27] Satava, David. The A to Z of Keeping Staff: Few Firm Employees Leave without a Good Reason-Heres How Not to Give Them One. Journal of Accountancy 195.4 (2003): 67+.

KTSP: Teaching English As A Foreign Language

KTSP: Teaching English As A Foreign Language In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone changed into several times, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest curriculum of KTSP 2006 (best understood as School Based Currriculum), those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology changes in the living of state community (Soekisno, 2007, para. 1). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesias national curriculums were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the 1945 constitution, the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it. Continuing to improve the quality of education in order commensurate with others development countries, Indonesian government has made various changes, and continues to review the implementation of education in Indonesia. As known, the National Education Standards of Indonesia (BSNP) had regulated through Government Regulation (PP) No. 19 Year 2005 set eight contents of the Standards of Education, specifically Content Standard, Standard Process, Graduates Competency Standards, Educators Standards and Education Workforce, Infrastructure Standards , Management Standards, Financial Standards and Evaluation Standards. Simultaneously through that Government Regulation No.19 year 2005 affected to the direction of Indonesian curriculum development policies to implement its Content Standard (SK) and Graduate Competency Standard (SKL) where then being established through the Regulation of The Minister of National Education: Number 22, 23, 24 year 2006. These three regulations then further elaborated to be KTSP (School Based Curriculum) which is built and developed by each educational unit or school in Indonesia. According to Azumardi Azra (2006) explained that the changes in education in Indonesia means that there are two new paradigms emerged in education, shifting the orientation of the policy where previously being centralized to decentralized, then national education is more oriented to the learning process rather than results. Decentralized system means to implement the new breakthrough of School-Based Curriculum where much known as KTSP in Indonesia. KTSP which is then translated to be School-Based Curriculum (SBC), this kind of curriculum replaced its predecessor of Competence Based Curriculum (KBK) 2004. Mulyasa (2008) viewed nearly in every turn of the Ministry of Education will probably changes the curriculum. Its change of curriculum had implicated and affected the national education system of Indonesia; it had not only affected the learning climate in the classroom, as well as the readiness of the principal and subject teachers in effort to understand and apply the practice. In addition, Sutrisno Nuryanto (2008) viewed that the implementation has not optimally practice as a sequence of educational perpetrators who think KTSP differ with KBK. Meanwhile Suhadi (2006) argued in such of that assumption due to a priory attitudes and psychological resistance against the changes. Whereas the changes enhancing the operational practice of curriculum which are developed and implemented by each schools consisting of their own respective goals, local content perspectives, educational calendar and syllabus. KTSP which was being mandated by Ministry of National Education Indonesia (MoNE) through The National Education Standard Institution (BSNP) means to reinforce the implementation of its predecessor (read: KBK), it implies that KTSP still put pressure on developing students competencies, according to Fasli Bachruddin (2007) said that KTSP implementation will not be undergoing through a public test, because this curriculum has been tested through KBK which was being applied by several schools in a pilot project before the born of KTSP. This is then a following-up toward curriculum change in the context of regional autonomy and decentralization of education programmed by the government of Indonesia. The implementation of this curriculum is focused on three dimensions of students enrichment of knowledge (cognitive), attitude formation (affective) and behavior (psychomotor). On KTSP the school and teacher have an authority to decide the educational goals based on their own schools perspective, in other words, teacher have duties on: (1) construct and formulate the proper goal, (2) choose and construct the right lesson material according to the needs, interest and children development phase, (3) using various methods and teaching media, (4) and construct the program and the right evaluation. A curriculum should be made systematically and detail, which will ease the teacher on its implementation. However, KTSP faces major challenges related to integrate of local information, national, and international. Combining these integrations may only be solved by having resources which are prepared ahead of time, not by the teachers who prepared instantly through a variety of curriculum development assistance programs. More dangerous if the schools eventually just offered cheat or trace the guidelines were offered by National Education Standard (BSNP). If so, SBC will create the instant schools, stunted creativity while its very contrary to the mandate of the KTSP. Some of the reasons behind the needs for this research include (1) KTSP implementation needs to be evaluated simultaneously through qualitatively and quantitatively, and (2) the results of that evaluation can be made as the basic information for all policy decisions relate to educational elements in Riau Province especially at Indragiri Hilir Regency. Research Problem However, having launched on 2006, there were many issues discussed by experts and parties whose responsible for education, particularly in the implementation of School Based Curriculum (KTSP) which has inadequate human resources whose capable to interpret even elaborate it into the practice of educational unit , incompleteness of the supporting facilities of its implementation, the teachers do not understand KTSP as a whole, both in terms of concept and its implementation in schools and even still busy using the previous theory in the process of teaching and learning in classroom. In accordance with the principal of KTSP, all levels and types of education in Indonesia must develop their own curriculum based on their potential areas and students. This is supported by Minister of National Education Regulation No. 22 of 2006 on the Content Standards, as well as Minister of National Education Regulation No. 23 of 2006 on Graduates Competency Standards (SKL), these regulations mandate to the schools in order being required to prepare their own curriculum. However, this policy is not accompanied by teachers readiness even understanding, these generate the confusion among them while applying the KTSP. As informed by Curriculum Center 2010, the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. There are always the various obstacles occurred during realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. The Implementation of a new curriculum would potentially fail if it was be imprudent to consider the strength of human resources. As stated by Francis Hunkins (2004) argued that one reason may miscarry a new curriculum is that implementation has not been considered critical in curriculum development, further asserted that frequently new and innovative programs are blunted at classroom doors (p. 298). So, a new curriculum that is scientifically well may not necessarily be implemented or will be blunt its scientific in the classroom practice. Therefore, any problems arise due to the implementation of KTSP supposed to comprise more serious concern of Indonesian Government, especially Indonesian Ministry of National Education. Things that must be considered such as the following: Improving teachers quality and understanding toward relevant concepts of KTSP implementation. Providing such of facilities and infrastructure that can support the successful of KTSP implementation. Simultaneously help every educational unit in developing KTSP. Evaluating its process at provincial level to local district and regions. Whatever the responses from the concerning person/social in regard to the implementation of KTSP, school and teacher are the central to implement this school based curriculum, they themselves are potentially to overcome any weaknesses occur, if not it will be in vain. As suggested by Nana (2001) no matter on how good the curriculum is, but the results are highly dependent on what is being done by teachers and pupils in the classroom. It means the success of education through curriculum reformation will ultimately be determined by teacher as an executor of the curriculum, and school as a learning provider. Research Objectives This study aims to see how the implementation of School-Based Curriculum (Initialized as KTSP) in Junior High Schools and Senior High Schools as well as Madrasah at Riau province Indonesia, specifically it will be conducted in one part of Riau Province namely Indragiri Hilir Regency. Particularly the objective of this study is to assess the status of KTSP implementation in dimensions of context, input, process and product. To figure out the extent to which KTSP has been being implementing in High Schools and Madrasah To investigate the complexities of its implementation during 4 years running To find out the supporting facilities served by national and local government in its implementation Overall purpose of this study is to see the implementation of the KTSP in terms of context, input, process and product. Significance of the Study The result of this study will obtain some of the practical benefits as follows: The policy recommendations to Indonesian Ministry of Education (especially for Indragiri Hilir Ministry of Education) based on the objectives data that will be resulted at the end of the study. Information to the public (stakeholder and parents) For basic development of relevant curriculum materials accordance with local potentials and teacher competency standard. As reference to the theoretical basis for the development of KTSP paradigm based on schools potential needs on respect to its planning, implementation, and evaluation. Research Questions In overall objectives, this study will formulate the research questions based on the evaluation model of curriculum developed by Stufflebeam (1972); those are Context, Input, Process and Product. Thus the research questions are formulated as the following: Dimension of Context How do the English teachers at Indragiri Hilir Regency develop their own curriculum based on schools desires, students needs and local needs? How do they implement and integrate all aspects of KTSP to their lesson plan and teaching? Dimension of Input How the entire of KTSP documentation (Lesson Plan, teachers, curriculum development material, supporting facilities, infrastructure and media) have been held completely in every Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How does the Indragiri Hilir Education Ministry assists the schools to develop their teachers capability in developing and implementing KTSP? Dimension of Process How is the implementation of KTSP in Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How do they (Schools and teachers) evaluate its implementation? Dimension of Product How are the results of KTSP implementation? How the effect of KTSP implementation to students competence in English (Impact of teachers creativities in designing their own curriculum development) CHAPTER II THEORETICAL FRAMEWORK Literature Review As the latest curriculum on 2006 which is derived from KBK (CBC-Competence-Based Curriculum 2004), KTSP becomes a new breakthrough in the history of Indonesian education curriculum, which to progress its development to down-top approach. Contextually, KTSP develop by any groups or committees of the education unit or school/madrasah those under coordination and supervision of the National Indonesian Education Ministry and Local Indonesian Education Ministry. It emphasizes on developing the ability to perform competences and tasks with specific standards, so the results affect the students on mastery of a set of specific knowledge competencies, and values used in many fields of life. Indeed, KTSP is the curriculum that reflects the knowledge, skills and attitudes and also refers to the concept of education in turning to improve students potentiality optimally. Moreover, according to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003 as cited in Mochtar Marhum, n.d.). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The governments and communitys interest in English has been growing since the early 1990s (Alwasilah, 1997). This position of English can be traced from government documents on the results of Parliaments meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997) suggested that the need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language (p. 89). Yet, the unique of this KTSP hopefully bring the new education model to the success of Indonesian education. The development of a KTSP is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The freedom of schools to create their own curriculum which is relevant with the needs of students cannot be fully implemented (Harry Burhanudin, 2008). The general model of it which is being developed as a model and fully adopted by a number of schools has tended to cause a similar curriculum among schools as to what was being implemented in the centralistic era. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The capacity of school community to analyze the conditions and needs of the students and implement them in school curriculum needs to be further improved. Therefore, school assistance through professional development programs provided for the head teachers and teachers in the context of this kind of school based curriculum is still considered important for several years to come. In line with the school assistance, capacity building of the educational management in autonomous regions (regency/municipality) managing the curriculum development still remains to be completed A number of studies have been carried out to investigate its implementation, in a previous study conducted on 2008 where located in Jambi province of Indonesia revealed (Sutrisno Nuryanto, 2008) that KTSP to all levels (Elementary Schools, Junior and Senior High Schools) having less applicable in term of (a) KTSP developmental preparation, (b) syllabus development, (c) teachers self development, (d) integrated learning, (e) local content development, (f) outcomes assessment, and (g) report process (p. 27). As such the issue above, implementation in this context leads to the true readiness of Jambi province in anticipating of changes toward educational paradigm from a previously centralized to decentralized. For example, KTSP which was launched on the late 2006 more emphasis on school autonomy through developing their own curriculum according to local needs and wisdoms, means Indonesian curricula is no longer centralized nationally and it is mandated on Indonesian Regulation No. 22 legislated in 1999 by the republic of Indonesia (R.I). Regarding local government, decentralization implies that the authority to implement and manage education shall be transferred from the national government to local districts or municipal government levels. At this point Sutrisno Nuryanto (1998) also asserted that the teachers rules as facilitator in KTSP elements have not been working as the schools and committees expectations. Furthermore, on different angle reported as the following: The real condition shows that the paradigm shift is not necessarily accompanied by better result. A number of problems still advance in Jambi while on level of provinces, cities and countries. First, not all sectors which are directed to educational policy have human resources competent to formulate the technical policy and its implementation. Second, the increasingly of dominant political intervention in determining of policy and implementation, contextually in line with the trend of autonomy, bureaucratic chain is very closely possible to having dominantly power to education. (Sutrisno Nuryanto, 1998 p. 24). In a sense, it is important to consider the argument rose on where the KTSP developed, Endo viewed from this perspective that KTSP is similar to the concept of School-Based Curriculum Development (SBCD) in Australia which had begun to set on the mid-1970s, the discourse was in essence of giving more freedom in determining the curricula by the schools members (Endo, 1997). SBCD has several characteristics that are generally similar to SBC development in Indonesia, proved on through the participation of teachers, participation of the whole or part of school staffs; range of activities including selection (choice of a number of alternative curriculum), adaptation (modification of existing curriculum), and creation (designing a new curriculum); responsibilities transformation from centralist to decentralist (not terminating of responsibilities) and a continuation process among the community and stake-holders (to assist teachers and schools). Other studies have indicated, however, Indonesian KTSP is not derived from SBCD in Australia, such on this argument Wachyu (2009) argued KTSP is having the differentials factors from SBCD in Australia, KTSP is an integrated curriculum combining between the Top-Down and Bottom-Up approach that was being confirmed in USPN (Legislation of Indonesian National Education Standard) on chapter X, article 36 and 37, USPN revealed that Indonesian curriculum development is based on National Education Standard (SNP) and considerately pay attention on learners potential diversities, schools diversities and local needs. In Chapter 38 also states that the structure and framework of the curriculum of primary and secondary schools are determined by the government. Therefore, KTSP divided into core (subjects are tested nationally) and local subjects that are developed by each educational unit based on the assessment of its potential, including the content to develop learners personality and potential based on his interest in the form of extra-curricular activities. While SBCD in Australia tend to apply bottom-up approach, the entire process and the stages of curriculum based on the potential school. As confirmed by Skillbeck (1991) that School based curriculum is a process when some or all members of a school take part on planning, implementation, and evaluation on the aspects or elements of the curriculum (Sklill beck, 1991, as cited in Wachyu, 2009, p. 2). Decentralized curriculum; such of designing, implementing and controlling (evaluation and improvement) carried out through locally by each educational unit, teachers who design its curriculum working together with experts, schools committee/madrasah and others part of society. KTSP development could include all components of the curriculum or some only, instead of compilation can be done by a group or all teachers with regard to the needs of each school in accordance with the conditions in each educational unit or its surrounding communities. KTSP will be more meaningful because of the different situations in a certain local condition that lead to the fulfillment of needs, demands and local development. It will produce a variety of design but more easily to understand, mastered and implemented by teachers due to their involvement in expanding KTSP. Particularly the center of curriculum by Indonesian Education Ministry (2007) has pointed out also the advantages and its shortcomings, the advantages are taking on (1) KTSP is accordance with the needs, conditions, and on diversities which every local communities have, auto assist in developing society, (2) more easily to carry out due to the designs that have been prepared by teachers considering the local factors that really support to develop. Instead, it has also several shortcomings, (1) not all teachers have the expertise or skills in curriculum development then, not every local schools have the teachers or an expert that proficiently in developing such of it, (2) contently localized, the graduate can be lack of ability to participate the national competitiveness, (3) various designs that lead to the complexity of monitoring and evaluating in term of national learning outcomes, (4) transferring students from certain schools to another schools can cause difficulties (Center for the Development of Curriculum, 2007). Recent reports have noted, researched by Wachyu Sundayana (2009), a number of 60 English teachers from junior and senior high schools spread of 24 regencies and cities in West Java Indonesia were being selected, most teachers who participated in this study had trained and socialized about KTSP. He organized the research questions on (1) How are English teachers understanding about KTSP, (2) How are their perceptions on the development of KTSP, (3) What complexities were raising during implementing and developing its curriculum. This study showed the development of KTSP in every unit of educations especially junior high schools and MTs (Madrasah) in West Java are still not in line with the stages of development as suggested in the guidelines of BSNP (Institution of National Education Standard). Data collection showed most teachers (74%) know what KTSP was, but they were not clear to what function they have in practice, implement and develop KTSP, for the same reason Faizah and Ismono studied for investigating the readiness of chemistry teachers (Bangkalan district of Madura), according to their finding that Chemistry teachers from five schools were not ready to apply, the percentage just reached on 60% (Faizah Ismono, 2008, as cited in Yuli Eko Siswono, n.d). Simultaneously with the finding of Wachyu Sundayana study, the complexities on its implementation concluded as follows: (1) lack of supporting facilities of the schools, (2) incompleteness of KTSP guidance that received by teachers, (3) KTSP guideline was not detailed and clear, (4) teachers understanding on KTSP documents. These data are consistent with the finding of research conducted by Miftahul Jannah (2008) showing about teachers abilities are low in developing syllabus and lesson plan, most of respondents (75%) stated about their inabilities in developing syllabus but just copying and duplicating the examples from BSNP without having a preliminary investigation throughout students potentials and schools needs. Most of interviewing respondents admit to their complexities in making a good syllabus and lesson plan lines with the students and schools needs. This fact showed that teachers having a great plague to develop among the stage on SBC (Miftahul Jannah, 2008, as cited in Wa chyu Sundayana, 2009. p. 7). Regarding Riau province, whole schools on current educational year 2009/2010 are progressing to adapt KTSP, such socialization have always done, it felt as complexity because the entire process of being centralize to decentralize doesnt much understand by some teachers, referring to the function of teachers on KTSP, teachers are together with schools members to develop KTSP based on students potential and local needs (UUD No. 20 year 2003/article 37). In fact, it is of utmost importance to examine what we could learn from prior and present efforts to bring about the strategies that are currently progressed by BSNP to help every educational unit in developing its curriculum. Harianti (2008) explained although the authority of national curriculum development has changed. It is not making a sense for curriculum center to lose their jobs, the task change progressively to assist schools to prepare their own respective curricula. Furthermore, she points out the job responsibility is not seem to be easy, nowadays, there are a large number of schools in Indonesia contains 43.461 (elementary schools), 12.731 (junior high schools), 4.499 (senior high school) and 2.655 (vocational high schools), yet, not including Early Childhood education, Extraordinary Schools and Madrasah. It does not allow for curriculum center helps one by one, there should be a strategy then schools can develop their own curricula (para. 2). The expectation is that they can develop a curriculum, becoming true backbone in improving local human resources through education in national or even in international competitiveness. Empowerment the schools and community in developing KTSP done through a technical assistance, both at the provincial level as well as at the level of district/city, at the provincial level expected to present a TPK (Curriculum Development Team) whose responsibility to provide the information and give assistances on the development of KTSP to TPK at the level district. Empowerment at the provincial level such as Riau is concentrated in the area of curriculum development till the teams performing evaluation and monitoring its implementation based on their own respective regions, beside at the district level is concentrated on the ability of the team to perform in school curriculum development assistance. KTSP where commonly known as school based curriculum gone to be discussed for a long, the broad study of Marsh Collin et.al (1990) on their final finding of School based curriculum development had suggested through sub of specifics SBCD issues: The key actors involved in political decisions about schooling in their respective countries tend to use several terms to describe or promote their efforts. Such term include quality of schooling, school-improvement, school-focused improvement, self-managing school, and many others. Be that as it may, there are a number of interesting issues about SBCD and (its synonyms) which are currently of considerable interest and are likely to remain so in the immediate future. They include: The role of parents and students in decision making Financial management by schools Professional development for teachers Teacher appraisal School evaluation Pressure of tightening central control (As cited in Marsh Colin, et.al, 1990, pp. 206-207) There are always the various obstacles occurred in realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. As informed by Curriculum Center (2010), the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. Furthermore, the Curriculum center toward its official website released about the uniqueness of KTSP implementation in term of schools needs diversities, Although the two junior high schools are located in the adjacent neighborhood but it was very much different pupils conditions. The A school whose current learners come from upper and middle class of socio-economic with having high academic achievement, all of them want to continue on to university. On the other hand, the B school whose majorities of learners come from disadvantaged of socio-economic, plan to graduate soon and earning money is a primary goal of schooling. Both of these two schools will develop a very different curriculum. School A will focus on studies with higher order thinking that enables learners to have high academic thinking in leading them to continue university. While school B will enrich the subjects with several activities that cultivate the skills to work so that learners feel a sense of great beneficial skills after graduating from school B. There a lot of researchers have investigated about KTSP. Specifically on its implementation, based on the reviewing above some researchers had focused on the effectiveness on its evaluation based on the real phenomenon which occurred in the real situation of the schools, the writer although cannot find the way of th

Kurt Cobain was Murdered Essay -- essays research papers

Kurt Donald Cobain was found dead in the green house of his mansion on March 1994, cause of death â€Å"suicide by self inflicted gunshot wound† or at least what was pronounced and believed by many to this day. It is plain and simple he was murdered.   Ã‚  Ã‚  Ã‚  Ã‚  Kurt Cobain the singer and guitarist of the 90s band Nirvana which was an alternative rock band from 1988 to 1994. Cobain was born in the town of Aberdeen Washington. Aberdeen is a rural white trash town that borders Seattle the birth place of â€Å"Grunge†. Before them at record stores there were special sections for alternative music, they popularized it. However many grunge bands were around such as Mud Honey and The Melvins. Kurt had three times the lethal 225 mgs dose of heroin in his blood system with puncture marks in both arms (Grant). Medical experts and doctors will tell you that with that much heroin in your blood stream if you don’t instantly die you would fall into a coma in a few seconds. Kurt supposedly shot up that insane dosage of heroin, pulled out the needle, put the syringe neatly into a cigar box feet away, then picking up a Remington 20-gauge shotgun he placed it in his mouth and fired. According to Tom Grant and other researchers it is an impossible feat even for a hardcore abuser such as Cobain. Not only did he have heroin in his system he also had valium in his blood. Valium doesn’t mix well with heroin making a small overdose bad; Kurt’s overdose wasn’t a small one. It’s not possible that he shot himself with a shotgun or any gun and if so why? Why would someone shoot themselves when they were on so much junk they would just die in their sleep? He had a daughter Frances Bean that makes it hard enough to believe he did it with out the scientific impossibility. â€Å"Dead Men Don’t Pull Triggers† (Roger Lewis). â€Å"Drug related suicides are often a staged cover up for murder† (RL).   Ã‚  Ã‚  Ã‚  Ã‚  The police report of the suicide read, there were no legible finger prints on the shot gun, the pen which was used for the suicide note, or on the bow of shot gun shells. Kurt Cobain had finger prints, and it’s not as if he were wearing gloves. If one thinks that’s amazing for supposedly committing suicide, Sergeant Cameron admitted two years later that there wasn’t any sign of Kurt firing a gun there wasn’t any marks on his hands such as Gunshot residue. Why was eve... ...life towards the end of it all he got diagnosed and had surgery many said he was a new man. â€Å"He seemed really clean when we were on tour. In some ways it was really awkward he wasn’t joining in the very mild debauchery that went on† (shelley). Rosemary Carroll, long time friend and lawyer of the Cobains told investigator Tom Grant in April1994 that Kurt wasn’t suicidal over and over when asked. Courtney’s own father has a book in which he expresses how he thinks Courtney knows who killed Kurt or was in on it herself. That is just wrong to accuse your daughter of that. Yes he could be a heartless whacko trying to cash in on his story or he really knows what he is talking about because he can’t let the truth go unknown.   Ã‚  Ã‚  Ã‚  Ã‚   Kurt Cobain's death labeled a suicide by most media and police could not have been not only did people who knew Kurt discredit the suicide lie. There is concrete evidence he didn’t do it and the case should be reopened. I think why the Seattle Police department doesn’t reopen the case is it is a huge embarrassment to the force. A blunder of that size would make them look very badly. Kurt is innocent of Suicide and murderer is out there.

Abolitionism and Inactivity in Uncle Toms Cabin Essay -- Uncle Toms

The debate raging in the years 1836-1837 over women's proper duties and roles in regards to abolitionism was publicly shaped primarily by two opposing forces: on the one hand, sisters Angelina and Sarah Grimke, abolitionists and champions of women's rights; and on the other, Catharine Beecher, who opposed suffrage and women's involvement in abolitionism and argued in favor of woman's place in the home. After the printing of Angelina Grimkà ©'s pamphlet Appeal to the Christian Women of the Southern States (1836), Grimkà © and Catharine Beecher engaged in a written debate over woman's public role in regards to the slavery issue. Beecher responded to Grimkà ©'s assertions that Southern women should actively protest the system of slavery in her Essay on Slavery and Abolitionism (1837), in which she claimed that women, true to their naturally subordinate natures, were not fit to interfere in such matters. In light of these facts, it is surprising to note that Harriet Beecher Stowe was Catherine Beecher's sister. How could the author of Uncle Tom's Cabin be related to the same woman who wrote Essay on Slavery and Abolitionism-- an anti-abolitionist document which pleaded with women to keep their thoughts on slavery to themselves? In Uncle Tom's Cabin, Stowe not only frames both sides of the debate, but also actively incorporates it into her female characters and into her narrative voice, fictitiously dramatizing the issues with which Grimkà © and Beecher were concerned fifteen years earlier. Uncle Tom's Cabin, if racist by modern standards, is at least clearly anti-slavery: Stowe's intent in writing the novel, as she states in her Preface, is "to awaken sympathy and feeling for the African race, as they exist among us" (Stowe xviii). In her... ...atest need of positive and active role models. In only portraying Northern women who were ultimately able to act (and with Stowe's praise), she ends up perpetuating beliefs that Southern women were naturally unsuited to engage in the abolitionist cause. Works Cited Beecher, Catharine. "Essay on Slavery and Abolitionism." The Limits of Sisterhood: The Beecher Sisters on Women's Rights and Woman's Sphere. ed. Jeanne Boydston et. al. Chapel Hill: U of North Carolina P, 1988. 125-129 Cain, William E., ed. Nathaniel Hawthorne's The Blithedale Romance. Boston: Bedford Books of St. Martin's P, 1996. Grimke, Angelina. "Appeal to the Christian Women of the South." The Public Years of Sarah and Angelina Grimkà ©: Selected Writings 1835- 1839. ed. Larry Ceplair. NY: Columbia U P, 1989. 36-89. Stowe, Harriet Beecher. Uncle Tom's Cabin. NY: Bantam Books, 1981.

Television Violence Essay -- TV Ratings System

I went to pick up my daughter from preschool today only to find out that she punched a little girl. She also kicked the teacher. I sat down with her and asked her why she hurt them. She said, "I didn't hurt them I was using my powers." I wondered where she might be getting the idea that she had powers, and that it didn't hurt anyone when she used those powers. I thought back to the last few nights. The only different thing in her life was the new show Power Puff Girls. It was then I realized that this new cartoon show she had been watching at home just might be the cause. Children learn behavior through examples. Television is a major influence. One area of concern is the violent content in children's television and their access to other inappropriate programming. The government has the ability to rule and regulate stations both nationally and locally. Exposure to violence on television can affect the way children behave toward their environment. This creates an additional responsibility for parents and teachers to not only protect children from violence but to also teach children to resist violence. Because of the negative influence of violent television programming for children, and their easy access to other violent programs; the government, teachers, and parents need to educate and protect children against violence. Thanks to technology, we have many more opportunities available to us. This expands the world of education to many who would otherwise not have it. However, this advance of technology has also allowed our children to be exposed to inappropriate programming on television. The violent content is not only on regular programs that children are allowed to view, but it is also a main theme in shows geared to young children, especially in cartoons. I asked Jean Cobb, a Child Care Provider at The Children's Center, "What type of programming has the most violent influence and why?" She said, "Cartoons have always been around but the violence hasn't been brought to our attention until recently. There aren't many cartoons that don't have violence." Children learn a lot of their behavior through the examples set on television. These behaviors appear while interacting with other children. I have observed children fight, hit, bite, spit and use many mean words to other children. The same behavior is commonplace on children's programming. This can... ...side affects of the violent behavior. Parents must be wary of the programming that children are viewing. In combining our efforts government, teachers, and parents can teach children to act and react appropriately and responsibly. Cobb said, "I think everyone in their daily lives and all of society have stressful times. Adults need to learn to handle their emotions so that we can be role models for the children. We need peers to use as a sounding board to keep our frustrations in tact." In order to teach, we need to be teachable. In order to protect, we need to be informed of dangers. Protecting, educating, and teaching resistance to violence are some ways to help improve children's behavior. Works Cited "Child and Family Canada" Television Violence: A Review of the Effects on Children of Different Ages http://www.cfc-efc.ca/docs/00001068.htm Cobb, Jean. Child Care Provider USI. Personal Interview. 17 Nov. 2011. "Factsheet" Chronology of Main Events & Initiatives Undertaken Related To The Issue Of Television Violence   Ã‚  2010 http://www.crtc.gc.ca/eng/info_sht/tvle.htm "A Family Guide to TV Ratings" A Family Guide to TV Ratings http://www.ncta.com/guidelines.html Television Violence Essay -- TV Ratings System I went to pick up my daughter from preschool today only to find out that she punched a little girl. She also kicked the teacher. I sat down with her and asked her why she hurt them. She said, "I didn't hurt them I was using my powers." I wondered where she might be getting the idea that she had powers, and that it didn't hurt anyone when she used those powers. I thought back to the last few nights. The only different thing in her life was the new show Power Puff Girls. It was then I realized that this new cartoon show she had been watching at home just might be the cause. Children learn behavior through examples. Television is a major influence. One area of concern is the violent content in children's television and their access to other inappropriate programming. The government has the ability to rule and regulate stations both nationally and locally. Exposure to violence on television can affect the way children behave toward their environment. This creates an additional responsibility for parents and teachers to not only protect children from violence but to also teach children to resist violence. Because of the negative influence of violent television programming for children, and their easy access to other violent programs; the government, teachers, and parents need to educate and protect children against violence. Thanks to technology, we have many more opportunities available to us. This expands the world of education to many who would otherwise not have it. However, this advance of technology has also allowed our children to be exposed to inappropriate programming on television. The violent content is not only on regular programs that children are allowed to view, but it is also a main theme in shows geared to young children, especially in cartoons. I asked Jean Cobb, a Child Care Provider at The Children's Center, "What type of programming has the most violent influence and why?" She said, "Cartoons have always been around but the violence hasn't been brought to our attention until recently. There aren't many cartoons that don't have violence." Children learn a lot of their behavior through the examples set on television. These behaviors appear while interacting with other children. I have observed children fight, hit, bite, spit and use many mean words to other children. The same behavior is commonplace on children's programming. This can... ...side affects of the violent behavior. Parents must be wary of the programming that children are viewing. In combining our efforts government, teachers, and parents can teach children to act and react appropriately and responsibly. Cobb said, "I think everyone in their daily lives and all of society have stressful times. Adults need to learn to handle their emotions so that we can be role models for the children. We need peers to use as a sounding board to keep our frustrations in tact." In order to teach, we need to be teachable. In order to protect, we need to be informed of dangers. Protecting, educating, and teaching resistance to violence are some ways to help improve children's behavior. Works Cited "Child and Family Canada" Television Violence: A Review of the Effects on Children of Different Ages http://www.cfc-efc.ca/docs/00001068.htm Cobb, Jean. Child Care Provider USI. Personal Interview. 17 Nov. 2011. "Factsheet" Chronology of Main Events & Initiatives Undertaken Related To The Issue Of Television Violence   Ã‚  2010 http://www.crtc.gc.ca/eng/info_sht/tvle.htm "A Family Guide to TV Ratings" A Family Guide to TV Ratings http://www.ncta.com/guidelines.html

Chacter Sketch Miss Brill Essay

Katherine Mansfield illustrates in the story the protagonist Miss Brill as a middle aged women with no family that believes she has a social life, which consists of watching other people interact with each other. Mansfield parallels Miss Brill with the fur she keeps wrapped up in a box until Sunday. She demonstrates a dynamic character that receives a reality check from the â€Å"real† world where she belongs rather than in a chimerical world she made up. Mansfield creates a colorful character who symbolizes her old, worn fur and lacks the reality of the outside world. Mansfield’s parallelism between Miss Brill and her fur shows the reader that Miss Brill stays in a box in a dark closet until Sunday when she â€Å"acts† in the play of the outside world. Mansfield describes the fur’s eyes asking â€Å"what has happened to me?† as Miss Brill had to â€Å"rub some life back into its dim little eyes † after it sat in the box for some period of time. Just like the fur Miss Brill stays bottled up in box in her apartment until Sunday when she goes to watch the band play. Both the fur and Miss Brill have aged and do not leave their perimeter until Miss Brill’s cue to enter the stage of the world. The outside world helps to sculpt Miss Brill into a dynamic charter. The realization of the outside world and her view change on the world around her allows her to wed the name of a dynamic character. Miss Brill forms a world of her own that she lives through. She sees all of the people she observes as â€Å"just coming from dark, little rooms or even- even cupboards. † In reality Miss Brill is the one that hides in the cupboard from the outside world until Sunday when she liberates herself from the dark room. She lives her social life through the lives of the people around her. She believes she interacts with the outside world and that she had a vital role in the play that the world undergoes. Miss Brill soon learns that her presence does not have a great impact on her peers as their presence does on her. During the performance of the band Miss Brill pays more attention to the conversations of the people she sits next to then the performance. As she ease dropped on a young couple she over heard them mocking her. Miss Brill realizes that she does not have the same importance to them as they do to her. Her chimerical world bursts as she becomes exposed to the real world and the realization of  her importance. The comprehension of the real world has a severe importance to Miss Brill. If Miss Brill did not come to a realization of the outside world she would follow the footsteps of Willy Loman from A Death of a Salesman. Willy Loman lacked realization of the real world just as Miss Brill did. His delusional behavior and lack of connection with the real world lead to his suicide. If Miss Brill did not understand her mirage of the world she might have landed in the grave just as Willy Loman had. The protagonist Miss Brill faces the antagonist of reality. She comprehends that she has lived in a fantasy world that revolved around her having the same impact on everyone as they do on her. If she did not come to an understanding she would have followed in the footsteps of the delusional Willy Loman who committed suicide. Mansfield parallels Miss Brill and her fur because both have aged and do not leave their boxes until Sunday. The story informs the reader that sometimes elderly and lonely people live in made up world and when welcomed back into reality have a hard time cooping with it.

Institutional racism: it is real Essay

Power, wealth, and prestige. These are elements that humanity has been striving for since the age of man. Inherent in these objectives is struggle. Who shall be dominant? To whom shall the prevailing structure of society be based? In modern society the power, wealth and prestige has been the blanket that wraps Western European culture. Out of the hubris has emerged a backlash of outrage that many from different racial groups have expressed over the disproportionate number of power positions (CEOs, VPs, owners of football clubs, to owner’s of the local pub) that are Western European. This has become a standard or defined norm of rightness and often righteousness wherein all others are judged in relation to it. This norm is reinforced through institutional and economic power. It is the combination of these elements that makes complete power and control possible. Introduction Power, wealth, and prestige. These are elements that humanity has been striving for since the age of man. Inherent in these objectives is struggle. Who shall be dominant? To whom shall the prevailing structure of society be based? In modern society the power, wealth and prestige has been the blanket that wraps Western European culture. Out of the hubris has emerged a backlash of outrage that many from different racial groups have expressed over the disproportionate number of power positions (CEOs, VPs, owners of football clubs, to owner’s of the local pub) that are Western European. This has become a standard or defined norm of rightness and often righteousness wherein all others are judged in relation to it. This norm is reinforced through institutional and economic power. It is the combination of these elements that makes complete power and control possible. It is important to remember that an established norm does not necessarily represent a majority in terms of number; it represents those who have ability to exert power and control over others (Axelson, 1998). What is Institutional Racism? This type of power dominance is called institutional racism (IR). IR has its roots in racism which has many definitions: Racism: Attitudes, practices, and other factors that disadvantage people because of their race, color or ethnicity. Racism can be directed against any race, color or ethnicity. Some examples of racism are obvious, such as graffiti, intimidation or physical violence. Racial and ethnic slurs and â€Å"jokes† are other examples. Unfortunately, they are often ignored because people do not know how to deal with them. Other forms of racism are not obvious, such as discrimination in hiring and apartment rentals, or policies that disadvantage members of certain races, whether intentionally or not. Racism exists at three main levels: individual, institutional and cultural. (http://www. rose-hulman.edu/safezone/glossary. html) or Racism: The intentional or unintentional use of power to reinforce prejudice to isolate, separate, exploit and disadvantage other racial groups based on a belief in superior racial origin, identity or supposed racial characteristics. Racism is more than just a personal attitude; it is the systemic or institutional form of that attitude. Prejudice + Power = Racism. (http://www. lsuagcenter. com/en/administration/about_us/Human_Resources/Diversity_Center/dictionary/index. htm#R) or Racism: 1. An act of discrimination based on an ideology of racial superiority. 2. The institutionalization of collective prejudice resulting in a system of advantage based on one race having power over others. This subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society. (http://principles. ucdavis. edu/glossary. html#R) Institutional racism has just as many definitions: Institutional Racism – The conscious and/or unconscious belief in the superiority of the dominant racial group that manifests itself in the inclusion of other dominant racial group members and the exclusion of other racial group members. (http://www. lsuagcenter. com/en/administration/about_us/Human_Resources/Diversity_Center/dictionary/index. htm#I) or Institutional racism: The network of institutional structures policies, and practices that create advantages and benefits for Whites, and discrimination, oppression, and disadvantage for people from targeted racial groups. The advantages created for Whites are often invisible to them, or are considered â€Å"rights† available to everyone as opposed to â€Å"privileges† awarded to only some individuals and groups. (http://www. purchase. edu/Diversity/dictionary.aspx) or Institutional Racism: (Systemic Racism) Racism conveyed in practices, customs, rules and standards of organizations, including governments, that unnecessarily disadvantage people because of their race, color or ethnicity. They do not always involve differences in treatment. Educational requirements that are not related to actual job duties are an example. (http://www. rose-hulman. edu/safezone/glossary. html) Relevance of Institutional Racism The above definitions that define racism and institutional racism are varied in the context of their language. However, their ideas are inclusive, similar and are all correct depending on who uses that definition. A much more comprehensive definition of institutional racism would be: The intentional or unintentional use of power to reinforce prejudice to isolate, separate, exploit and disadvantage other racial groups based on a belief in superior racial origin, identity or supposed racial characteristics. conveyed in practices, customs, rules and standards of organizations, including governments, that unnecessarily disadvantages people because of their race, colour or ethnicity. They do not always involve differences in treatment. This subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society. Other forms of racism are not obvious, such as discrimination in hiring and apartment rentals, or policies that disadvantage members of certain races, whether intentionally or not. [name of student] The question that needs to be asked is, â€Å"Just how relevant in today’s modern society is institutionalized racism? † Look around and see who has key positions in the world’s various multinational companies. Take a look at sports teams and see who has ownership. Observe who is on the cover of the majority of magazines and look at who we follow as our cultural icons. Without the use of numerical and empirical studies and only utilizing the gift of sight it can be pronounced that the majority who has these positions are Western European. IR occurs when the structure of an organization, political system, or business allows racist attitudes to be integrated in its system. Such trends may occur within an institution without their intentional injection or inclusion within that institution. Examples of IR: people of colour under-represented and misrepresented on television, racially biased standardized tests used to determine who will be admitted to higher education programmes and institutions, reliance on low-paying immigrant labour by farms and factories. A branch of IR called â€Å"the glass ceiling† is one of the most pervasive forms of institutional racism (Massingale). The glass ceiling refers to the general tendency for the existence of an upper limit in the high ranks of corporations, above which it is rare for a minority to appear. The Federal Glass Ceiling Commission, an American produced report states that only 29 percent of the nation’s work force is made up of white males, while those individuals hold 95 percent of corporate senior management positions (Massingale). One extremely controversial example of institutional racism is racial profiling. This involves creating a portfolio and list of criteria that is used by law enforcement to identify perpetrators.