Speaker for the Dead Free Essays

Prime Directive Response When managing remote conscious species, it is pivotal to keep up what is know as a prime mandate. This is the thought that an animal groups may investigate far off planets, yet should play it safe when managing other conscious species to forestall any adjustment in their movement. In the novel Speaker for the Dead, the residents of Lusitania make a huge effort to save their prime mandate, however the indigenous species seem to profit by their experiences with these people, and start to acknowledge it themselves. We will compose a custom paper test on Speaker for the Dead or on the other hand any comparable theme just for you Request Now The locals of the planet Lusitania, referred to the people as â€Å"piggies†, have gained much from the people in the short time that they have lived respectively. The human dialects, Stark and Portuguese, were fundamental so as to have the option to speak with the piggies, however the piggies appear to utilize it for something beyond correspondence. Pages 142-143 show that the piggies can change among Stark and portuguese as a kind of language game that they play with the people. The piggies definitely know four unique dialects, and the expansion of two more can enable their general public to communicate in more manners. Other than language, the simple reality of reaching another conscious species shows the locals that they are not the only one known to man and that they may not be the most grounded or the sharpest. In the event that they understand this, it might assist them with uniting as a planet-wide animal varieties quicker than they regularly would have without outside contact. By observing that the people are all the more mechanically propelled, the piggies may likewise concentrate more on endeavoring to make new advancements themselves. History has given us that most innovations happen in light of the fact that they are fundamental, and the expansion of people on Lusitania may build the need of mechanical movement. Now, the piggies are a long way from being able to do initially contact and in this manner can't be debased by human culture because of the Prime Directive. Their way of life appears to be in reverse to the people, however that doesn't legitimize any obstruction, regardless of whether it would conceivably profit the piggies. The two species are basically excessively far separated in movement to have the option to effectively cooperate with one another. The way that two people have just been executed, and severely so (in any event in human measures), fortifies this thought. The piggies’ culture is still prevented by radical customs that the people don't comprehend and in all probability never will. By being around the piggies, the people are embeddings themselves into the piggies’ ceremonies and culture. The piggies may in the long run understand that their way of life is in reverse and may relinquish such customs sooner than they would have. Or on the other hand maybe, they may even adjust their way of life to human principles. With this being stated, it appears to be obvious that even negligible contact between the two species is having an unobtrusive yet significant impact on the two social orders. The social contrast of the piggies is too tremendous to even consider allowing associations with the people if the Prime Directive is to be kept up. As of now, as is seen on pages 144-145, one of the locals understood that the people are utilizing metals as an asset to achieve more noteworthy errands, for example, flight. It might have taken a very long time for the piggies to have found metal as a valuable asset all alone. The people ought to have gone to far more noteworthy lengths to protect the prime mandate. No asset that isn't prepared accessible or achievable ought to try and be experienced by the locals until they find it for themselves. The thought of a prime mandate may appear to be obliging towards different species, however on account of the piggies it seems, by all accounts, to be practically unthinkable. The endeavors to study the locals of Lusitania without tainting their way of life has brought about many disappointments. Regardless of whether the people were to leave quickly, the piggies have still learned lasting data that they would not have even conjectured for quite a long time. In spite of the fact that it appears just as the prime mandate has been undermined between the people and piggies, the last appears to even now profit enormously from the information. They’ve learned new dialects, found that making a trip to far off planets is conceivable, and are presently in any event, thinking about scanning for new materials to make better innovation. Maybe the people ought to have taken more consideration to forestall innovative defilement, however the colonization of Lusitania by people has prompted an unavoidable movement of the local culture. Step by step instructions to refer to Speaker for the Dead, Essay models

Araby Essay

In every story being started, the author should consistently give significant significance to the perspective being used by the storyteller in the story. This significant significance is given since it gives an adequate effect on the peruser as far as the data happening in the story and the recognitions that happens in every single brain of the character. In the Araby (Irving, 2007), the creator used a storyteller with the principal individual perspective, who is likewise a character in the story. For this situation, the perusers are being restricted to the narrator’s/character’s point of view alone. The character demonstrations and makes decisions in the story which shows inclinations and feelings to what is going in the story. With this sort of storyteller, the perusers would have the option to see a wide scope of data being shared from the character of the storyteller itself.. The kind of portrayal utilized in this story can be effortlessly seen for its utilization of â€Å"I†. Having this kind of perspective, the perusers must have the option to get a handle on the perspective being used so as to see effectively what is truly occurring in the story. <p

How to Get Into NYIT’s College of Osteopathic Medicine

Our guest today, Gina Moses, is the Director of Admissions at New York Institute of Technology’s College of Osteopathic Medicine. Prior to taking this position in 2016, she worked for almost ten years as the Associate Director of Recruitment and Application Services for the American Association of College of Osteopathic Medicine. Gina also worked in different admissions capacities for Georgetown and for the University of Maryland before starting at AACOM and after earning her masters in Higher Ed Administration from USC.document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/IV_with_Gina_Moses_2018.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Can you give us an overview of NYIT COMs program with a focus on the more distinctive parts? [2:00] One unique thing is the technology aspect to the program. We are probably one of the only medical schools in the nation outside of MIT that has it. The nice thing is that the program blends state of the art technology into the curriculum. With our new campus at Arkansas University we are synchronizing lectures between campuses and even with interviews. Can you discuss the specific focus and strength of osteopathic medicine and NYIT? [3:19] The beauty of osteopathic medicine is that it is founded and grounded in the philosophical approach, which makes it so distinctive. This philosophy came about from Andrew Taylor Still in the 1800s. He was a physician, and tragically his children died. This made him recognize there was a disconnect in medical training, and that the traditional training of the time was not effective and often harmful. He felt that medicine needed to be practiced in a more holistic manner, where structure and function are interrelated. So if you break your arm it puts pressure on different points that it wouldn’t otherwise do. Osteopathy is a way of looking at the body to aid in it healing itself. When we train osteopathic physicians we are taking history and philosophy and infusing it into the curriculum in the first two years. Students at NYIT gain 200 hours in those first two years in anatomy and physiology in the musculoskeletal system, which comes together throughout lecture and case-based t raining but also in hands-on doing. That is the power of osteopathic medicine. With all this amazing training, the beauty in 21st century medicine is that if you have a sinus infection, an osteopath can palpate your sinuses, head, forehead, neck, shoulders, and lymph nodes to help your body in the healing process moving fluids around, enabling the body to breathe better, and improving the functionality and flow. It is a wonderful way of looking at medicine. Palpation or manipulation is very low tech. Why would NYIT pursue this more philosophical approach? [6:31] At the end of the day we are an osteopathic medical school that provides the best state of the art technology with robotics, so students can work with â€Å"patients† through robotics and not do any harm. We are able to look at cadavers online and use technology to see things you might not see when you have an actual cadaver in front of you, since we are not all created the same internally. We infuse state of the art telemedicine, providing healthcare to remote locations, and also when working with patients in front of you with non-invasive, cost effective care, working with the body’s immunology to promote self-healing and not going to a prescription or an opiate because we’ve seen what can happen with over-prescription. In the general public, across the spectrum in healthcare, people are concerned about the cost of it, the cost of pharmaceuticals, and the ethics with some of the big pharma, so the beauty of osteopathic training at the end of the day is it helps cut through some of that noise and get to the heart of whole patient-centered care, in a cost effective, non-invasive manner. NYIT combines in its first two years lectures and clinical experiential learning. Can you go a little more deeply into that split? [9:16] What we’ve been doing this past year with the associate dean of curricular affairs is getting our curriculum in line with best practices, so we have two tracks – a lecture-based traditional track, and a doctor/patient continuum which is a problem-based curriculum and a subset of our overall population of students, so we have two different styles. We have actual patients come in for both tracks to talk about their stories, access to healthcare, and experiences so students understand the reality of what they will be dealing with. So we offer a traditional curriculum with all the sciences, and engagement integrating osteopathic manipulative training (OMT), and it really all comes together to be a very dynamic, fluid curriculum. What opportunities are there for students to customize their educational experience at NYIT? [10:51] If students have an interest in a dual degree we offer an opportunity for an MBA, as well as elective curriculum in clinical nutrition, opportunities in global health, and international missions. One other thing we are looking at is a DO/PhD program. We have an exceptionally rich and diverse research program both at the New York and Jonesboro campuses, and we hope to offer that program in the next few years. NYIT has two locations in New York and Arkansas. What are the specialties of each location? [12:02] The New York location was founded 41 years ago by a personal physician to then President Richard Nixon. We are 35 minutes outside of NYC in Old Westbury, and we offer any type of medical specialty a student could want to go into. We have thousands of alumni in every imaginable specialty, and that is one of the beauties of being located in New York. The alumni base is really robust and the students greatly benefit from that. Jonesboro was developed three years ago the leadership was approached to partner because of our excellence. They wanted to leverage the abilities and strength New York brings – technology, faculty, and programming. Jonesboro has a mission-specific vision to create better opportunities in healthcare not just in Arkansas but in the delta region of the country. In the delta there are many underserved rural locations, very far from a major metro area, so a lot of folks have to travel hours to see a specialist or even a primary care physician, so we provide opp ortunities in the state and the greater delta region. We spent $13M to transform an amazing 1930s art deco building and it is now state of the art and in a great college town, so we can leverage all of the benefits of being on a huge college campus. How does NYIT’s focus and values influence your admissions decisions? [15:41] It is really important that prospective applicants understand that admissions officers know students have choices. It all comes down to fit how do applicants see themselves within the field of medicine, how do they want to take care of patients, and how do they want to be taken care of. That is very important to reflect in the AACOMAS application and to the secondary application that all the DO schools will require to discuss shortly and sweetly how one’s background fits with the philosophy of osteopathy. Many applicants apply to both DO and MD programs because they just want to become a clinical physician. Are you looking for applicants that have a particular allegiance to the DO philosophy? [17:17] Absolutely that is critical to the whole admissions process. It is fine that a student wants to apply to both programs, but what is key when they apply is to convey why they have applied to a particular osteopathic medical school, especially in the secondary. In the AACOMAS you need to provide the big picture, on secondary applications you need to answer why osteopathic medicine and why you are applying to NYIT, and here is an insider tip: When schools have multiple campuses, you need to express why you are choosing one particular campus over another. Therefore, it is critical to understand the mission of campuses and mission of that school, and how your background and experience align. Also, faculty members could be a DO, MD, or a PhD. What can an applicant invited to interview expect on interview day at NYIT? [19:09] The day starts with an 8:30am arrival, we have breakfast available, and start the day at 9:00 with an admissions overview and QA. Students will then be assigned their faculty interviewers. As applicants are waiting for interviews, administration folks and ambassadors will meet with and welcome them. By 12pm student ambassadors will take all interviewees on a tour of the campus and provide unopposed time to speak with them about the program, and then applicants are free to depart campus. We know students are coming from all over and want to be mindful to not make applicants incur additional costs related to hotel stays, so that’s why we arrange the day that way. In Jonesboro the schedule is different due to anticipated drive times for applicants. Interviews are on Fridays, with applicants coming in around 11:30 and the presentation starting at noon. The dean or assistant dean will welcome them and offer tours of the facility, and student ambassadors will be with them throughout the day. Things conclude late in the afternoon and applicants are free to depart campus. What kind of residencies do graduates of NYIT go into?  [21:45] So the beauty of having a school with 40 years of history and excellence is that students match in all areas of medicine, including primary care. We have been looking at 100% match for the last 3-4 years and are really proud of that accomplishment. We attribute that to really good counseling and coaching from the administration, and students doing really well on their exams to achieve that match. How do you think the merger of the MD and DO residency systems will affect DO graduates? [23:05] DO students have always been able to go into MD residencies, but MD students were not able to do the reverse. Now it is one match, everyone is equal, and everyone is viewed as a student doctor. Any push back is honestly from folks who don’t understand the fact that MDs and DOs are so similar. The only area of distinction is the 200 hours of OMT training, and that DO students are experts in anatomy and physiology. The exams for both are very similar. I think the match is a win-win for everybody. Obviously there is something that DO students study that MD students don’t. Is there anything that MD students study that DO students don’t? [25:29] No, not that I am aware of. Can you touch on the Émigrà © Physicians Program? [25:41] We are the only medical school in the country that offers a foreign-born or foreign-trained MD with citizenship in the US the opportunity to go back to medical school and re-train in osteopathic medicine. The beauty is that so many of EPPs are excellent at what they do already and become amazing mentors to our medical students. Students in the program have incredible personal stories, and now they are in the US wanting to practice medicine. We have 35 students, so it is a very select group, and very competitive. We get hundreds of applications, but it really is an incredible opportunity for those who want to practice medicine in the US. We get applicants from all 50 states. They must be US permanent residents or citizens, and the program is four years, followed by residency training, etc. What advice do you have for applicants preparing to apply to NYIT COM this summer? [28:44] It’s really important to be prepared to apply early. The AACOMAS app opens the first week of May, and we will start to see applications in mid-to-late June. We started interviews on August 25th last year, and interviews will start early again this year. It’s important to work with an advisor or faculty mentor to get the app in as early as possible. Within 10 days of submission we need the supplemental application which remains with a fee of $80 which can apply to both applications. Applicants have to provide a location preference: New York, Jonesboro, or both. All responses on the secondary are limited to 1000 character count. The feeling of the admissions committee on this is that students should know why they want to apply and convey it in a short, sweet way to get them in early for interviews. We receive 7000+ applications from across the US, and the class size for New York is 278 and for Jonesboro is 123. What is most important to convey is why you are applying to m edicine, what you know about osteopathy, and how their goals align with the New York or Jonesboro campus. We move on a rolling admissions basis, so the sooner the application is in the sooner we can make a decision. What advice do you have for those thinking about osteopathic medicine as their career but not planning to apply until summer 2019 or later? [32:40] During gap years do research, Teach for America, Peace Corps we see great value in those types of opportunities. We also see great value in students recognizing the need for academic enhancements – a baccalaureate or master’s degree. It’s important students take a look at themselves personally and professionally, and take steps to get to the next level. Do you like to see applicants who have shadowed an osteopath or already have some experience with osteopathic medicine? [34:27] It is really important that students take time to connect with a practitioner. Sometimes it can be a challenge to find in their area, so reach out to people like me, to admissions offices, associations, or connect with alumni who will meet with prospective students. I also want to encourage applicants to attend info sessions or come to campus to make connections to find those experiences to shadow. We really want to do whatever we can to help prospective students applying. Related Links: †¢Ã‚  NYIT COM †¢Ã‚  The Quick Guide to Acing Your AACOMAS Application †¢ Accepted Primary Secondary Application Packages Related Shows: †¢ Med School Uncensored: A Realistic Perspective on Medical Training †¢ Be a Happy Doc! †¢ Andrea Benedict: Life as a Physician Assistant Subscribe: ;

Analysis of Snow by Charles Baxter

Charles Baxters Snow is a coming-of-age story about Russell, a bored 12-year-old who apprentices himself to his older brother, Ben, as Ben dangerously attempts to dazzle his girlfriend on a frozen lake. Russell narrates the story as an adult looking back on events many years after theyve taken place. Snow originally appeared in The New Yorker in December of 1988 and is available to subscribers on The New Yorkers website. The story later appeared in Baxters 1990 collection, Relative Stranger, and also in his 2011 collection, Gryphon. Boredom A sense of boredom pervades the story right from the opening line: Twelve years old, and I was so bored I was combing my hair just for the hell of it. The hair-combing experiment — like many things in the story — is partly an attempt to grow up. Russell is playing Top 40 hits on the radio and trying to make his hair look casual and sharp and perfect, but when his older brother sees the result, he just says, Holy smoke [†¦] What did you do to your hair? Russell is caught between childhood and adulthood, yearning to grow up but not quite ready for it. When Ben tells him his hair makes him look like [t]hat Harvey guy, he probably means the movie star, Laurence Harvey. But Russell, still a child, innocently asks, Jimmy Stewart? Interestingly, Russell seems perfectly aware of his own naivete. When Ben chastises him for telling an unconvincing lie to their parents, Russell understands that  [m]y unworldliness amused him; it gave him a chance to lecture me. Later, when Bens girlfriend, Stephanie, persuades Russell to feed her a piece of gum, she and Ben burst out laughing at the sensuality of what shes put him through. The narrator tells us, I knew that what had happened hinged on my ignorance, but that I wasnt exactly the butt of the joke and could laugh, too. So, he doesnt understand exactly what has happened, yet he recognizes how it registers with the teenagers. He is on the cusp of something, bored but feeling that something exciting might be around the corner: snow, growing up, some kind of thrill. Thrills Early in the story, Ben informs Russell that Stephanie will be impressed when he shows her the car submerged under the ice. Later, when the three of them start walking across the frozen lake, Stephanie says, This is exciting, and Ben gives Russell a knowing look. Ben intensifies the thrill hes giving Stephanie by refusing to confirm what he knows -- that the driver escaped safely and no one was killed. When she asks if anyone was hurt, Russell, the child, immediately tells her the truth: No. But Ben instantly counters with, Maybe, offering that there might be a dead body in the backseat or the trunk. Later, when she demands to know why he misled her, he says, I just wanted to give you a thrill. The thrills continue when  Ben gets his car and starts spinning it on the ice on his way to pick up Stephanie. As the narrator says: He was having a thrill and soon would give Stephanie another thrill by driving her home across ice that might break at any time. Thrills did it, whatever it was. Thrills led to other thrills. The numbing repetition of the word thrill in this passage emphasizes Russells alienation from — and ignorance of — the thrills Ben and Stephanie are seeking. The phrase whatever it was creates a sense that Russell is giving up hope of ever understanding why the teenagers are behaving as  they are.   Even though Stephanies taking off her shoes was Russells idea, he is only an observer, just as he is an observer of adulthood — getting close, definitely curious, but not participating. He is moved by the sight: Bare feet with painted toenails on the ice — this was a desperate and beautiful sight, and I shivered and felt my fingers curling inside my gloves. Yet his status as an observer rather than a participant is confirmed in Stephanies answer when he asks her how it feels: Youll know, she said. Youll know in a few years. Her comment implies so many of the things hell know: the desperation of unrequited affection, the relentless impulse to seek new thrills, and the bad judgment of teenagers, which seems to be a powerful antidote to boredom.   When Russell goes home and sticks his arm in the snowbank, wanting to feel cold so cold the cold itself became permanently interesting, he keeps his arm there as long as he can stand it, pushing himself to the edge of thrills and adolescence. But in the end, hes still a child and not ready, and he retreats into the safety of  the bright heat of the front hallway. Snow Job In this story, snow, lies, adulthood, and thrills are all closely intertwined. The lack of snowfall in this drought winter, symbolizes Russells boredom — his lack of thrills. And in fact, as the three characters approach the submerged car, just before Stephanie announces that [t]his is exciting, snow finally begins to fall. In addition to the physical snow in (or absent from) the story, snow is also used colloquially to mean to deceive or to impress through flattery. Russell explains that Ben brings girls to visit their old, large house so [t]heyd be snowed. He continues, Snowing girls was something I knew better than to ask my brother about. And Ben spends most of the story snowing Stephanie, trying to give her a thrill. Notice that Russell, still a child, is a lousy liar. He cant snow anyone. He tells his parents an unconvincing lie about where he and Ben are going, and of course, he refuses to lie to Stephanie about whether anyone was hurt when the car sank. All of these associations with snow — lying, adulthood, thrills — come together in one of the most perplexing passages of the story. As Ben and Stephanie are whispering to each other, the narrator says: Lights were beginning to go on, and, as if that werent enough, it was snowing. As far as I was concerned, all those houses were guilty, both the houses and the people in them. The whole state of Michigan was guilty — all the adults, anyway — and I wanted to see them locked up. It is clear that Russell feels left out. He notes that Stephanie whispers in Bens ear for about fifteen seconds, which is a long time if youre watching. He can see adulthood — hes getting close — but he cant hear the whispering and probably wouldnt understand it, anyway. But why should that result in a guilty verdict for the entire state of Michigan? I think there are numerous possible answers, but here are some that come to mind. First, the lights coming on could symbolize some of Russells dawning awareness. Hes aware of the way hes been left out, hes aware that teenagers dont seem to be able to resist their own bad judgment, and hes aware of all the lies that seem to be inextricable from adulthood (even his parents, when he lies about where he and Ben are going, engage in the usual pantomime of skepticism but dont stop them, as if lying is just a part of life). The fact that its snowing — which Russell  somehow takes as an insult — could symbolize the snow job that he feels adults perpetrate on children. Hes been longing for snow, but it arrives just as hes starting to think it might not be so fabulous after all. When Stephanie says, Youll know in a few years, it sounds like a promise, but its also a prophecy, underscoring the  inevitability of Russells  eventual understanding.  After all, he has no choice but to become a teenager, and its a transition he isnt quite ready for.

A Successful Business Leadership Style - 2658 Words

The ultimate aim of this research is to highlight a successful business leadership style. The intention is to research business leadership in the developing countries, and devise a new framework or strategy that can be used by businesses and education systems within developing countries and possibly other Asian countries. This framework would identify the qualities necessary to develop an appropriate leadership style to be an effective leader in organisations operating. This will be achieved by investigating the social and cultural environment and look at how these forces affect the business environment, and in particular the qualities of a good leader within the organisation. The research aims to fill a gap in the existing body of knowledge to do with leadership and management in different regions of the world. LITERATURE REVIEW Background Broadly speaking, â€Å"leadership† can be defined as a process in which an individual influences a group of individuals to work towards the achievement of a common goal or vision (Lussier, 1996; Northouse, 2001; Stogdill, 1974). Moreover, Bush and Coleman (2000) note that since most of what has been written about leadership draws upon western cultural models, it should be borne in mind that leadership might well be viewed differently in different cultures. The difference between leadership and management is vividly encapsulated in Bass s model of transformational and transactional leadership styles. Transformational leadersShow MoreRelatedDonald Trump s Leadership Style1132 Words   |  5 PagesLeadership traits have been studied to determine what makes certain people great leaders. There is no right way to be a great leader, there are many ways to be a good leader however, studies have shown that all good leaders have similar characteristics. 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Emirates NBD bank history

Question: ExplainEmirates NBD bank history. Answer: Emirates NBD is one of the largest banking groups in the Middle East. The financial service sector was formed in the year 2007. The formation of the bank was a result of merger between Emirates Bank International (EBI) and the National Bank of Dubai (NBD). This merged financial corporate body became a regional blueprint in the banking and financial sector because it was formed by the combination of second and fourth largest banks in UAE. Emirates NBD has turned out to be the market leader and operates in country as well as overseas (Acharya). The bank operates in UAE, Egypt, Singapore, UK and the Kingdom of Saudi Arabia. The discussion is based on the eminent Emirates NBD banking groups of Arab. An analysis of the business process that the commercial unit follows will be done. The bank has a total asset of AED 388.1 billion. The Bank has more than 220 branches with over 900 ATMs and CDMs. The merged financial group is one of the fastest growing Islamic banking affiliated corporate bo dies. NBD has well positioned in the contemporary market and is delivering outstanding values to its customers, shareholders and employees as well. Currently more than 9,000 people are employed in this banking service sector that has made it one of the largest employers in UAE (Chris). Management of the bank focuses greatly on customer satisfaction and comes up with better and innovative ideas to reach the level of customers satisfaction. Millennium partners overview H.H. Sheikh Ahmed Bin Saeed Al Maktoum is the Chairman of the bank. Hesham Abdulla Al Qassim is the Vice Chairman. Buti Obaid Buti Al Mulla, Khalid Juma Al Majid, Ali Humaid Ali Al Owais, Hussain Hassan Mirza Al Sayegh, Mohamed Hadi Ahmad Al Hussaini, Shoaib Mir Hashem Khoory and Mohamed Hamad Obaid Al Shehi are the Company Directors. Shayne Nelson is the Group CEO, Abdulla Qassem is the Group Chief Operating Officer and Surya Subramanian is the Group Chief Financial Officer. AAzar Khwaja is the General Manager Global Markets and Treasury and Giel-Jan Van Der Tol is the CEO of Emirates NBD Egypt. There are other important members as well (Emirates NBD). The company was formed by the joint venture of two major banks and no such partnership or bonding is seen among the members of the bank. The members at the higher designation have been selected for their ability and their qualification (Dr.K.Vanitha). The Boards of directors meet on a monthly basis and talks about the development pla ns of the company. All types of reports such as financial report, Annual report and others are approved by the members of board of directors in such meetings. Business model and customer customization Dedication of Emirates NBD in this competitive market to make an efficient and streamlined organization has lead to incorporate some innovative and planned initiatives to focus on the needs of the customers. Some of these business development programs can be mentioned here: Business strategy: Customers experience always remains the core strategy for any decision-making process. Delivering an excellent customer experience remained the primary business strategy. Among the recent development, the management of the bank has focused on positioning the bank on digital platform and as one of the leaders in multi-channel banking that supports both online and mobile banking (Bueschken and Joachim). Drive a core business to run an efficient organization and expand geographically by building a high performing organization falls under the business strategies of the bank. Direct engagement of customers: The financial service company has made initiatives to focus on improving customer engagement in the financial operations of the bank. Using technology as a tool for improvement, the company has been able to deliver the service through a streamline digital process (Dalla). This initiative was undertaken by the management to gain a long-term benefit in the banking sector. Use of social media for marketing: The bank has also selected the digit media as a platform for their marketing. The Company has been continuously expanding its presence in the social media. The bank has its own Facebook page, Twitter and LinkedIn accounts and has huge number of followers. With this step, the bank has been able to connect with large number of customers and increased their presence both in Arab countries and overseas as well. Business innovations: Last couple of years it has been a remarkable year of innovation for the bank. The bank has focused greatly on internet banking that has provided a new browsing experience to the existing customers. The customer-connect program for Priority, Busin ess and Personal Banking is also an important factor in the business innovation technique. All these factors are adding to the growth of the company. Different transaction facilities: Starting from personal banking to other facilities such as priority banking or the availability of plastic money like credit cards or debit cards have been provided by the bank to their customers. Corporate banking and institutional banking is also increasing from time to time. Human Resource at Emirates NBD bank Effort made by the Human Resource team of the bank in the recent years of business was mainly engaged to build a service culture, to enhance employee engagement and to develop talent for the future. If taken into consideration, employee engagement score has been improved from 55% in 2014 to 63% in 2015. This improvement has been able to achieve due to leadership quality of the HR department. There has been impactful action on the key drivers issues related to employee communication, recognition and career development (Felix and Kombo). The company remains committed to the professional development of their employees and staffs. Focus has been made to improve the performance of the employees by greater engagement of the employees and leadership program. In their nationalization program, effort has been made to develop local leadership talent of the regions of operation. Continuous focus has been made to optimize the leadership commitment and impactful action plan. Training program at Emirates NBD bank The bank has launched certain learning programs in partnership with other business leaders with the intension of enhancing the customer experience in all points of business. The training program was focused on capability development and team building interventions that were the fundamental elements for delivering customer experience (Hempell). In order to motivate the employees, the management introduced relevant reward and recognition programs as well to gain excellent service from the employees. The National Leadership Program that was launched by the end of 2014 was fully executed by development plans for 20 senior nationals who were later designated as senior leaders (Chris). All these training and development initiatives were driven in partnership with other businesses that was executed to achieve a high performance within the organization. Training has been given to top Managers of the bank by Anti-Money Laundering and Suspicious Cases Unit of the Central Bank of UAE. In fact, the employees and managers have been given online training as well. They are provided with a training module and a training session is conducted among the members. All these things add to the success of the bank and the same is reflected in the growth of the numbers of customers for the bank. Customer service The Chairman of the bank understands the uncertainty of the world market and the declining price of oil and market volatility. However, the Chairman has the opinion that there are plenty of reasons for business optimism in United Arabs. Despite such challenging situations, the balance sheet of the banks remains quiet strong due to their credit quality, structural quality and robust capital ratios (Toolsema). Some of the steps taken by the committee of the bank to improve customer satisfaction can be stated here:The services are consistent and reliableEvery member is committed as a teamCustomers are provided with simple conveniences to access banking Listening to the customers and resolving any issue or complaint timely is the main focus of the human resource management team of the Bank (Verner, Dorte and Mette)Banker for a day is a special day that gives opportunity to the students to gain experience by working in the bank for a single daySome other benefits enjoyed by the customers of Emirates NBD Bank can be listed below:Customers can transfer money from one account to anotherThe Bank offers payment option for over 28 different payment partners (Bueschken)Availability of a new credit card to the existing customersEnabling or disabling any kind of service just by submitting a request Adding beneficiary account easilyGet history of all transfers at any moment of timeApart from these, the bank has been focusing on corporate social responsibilities as well. The management team of the bank understands the importance of playing a positive role in the society at large. They believe that a responsible bank cannot be only concerned about making profit and that they must focus on social activities as well. The bank focuses on social investment and enhances the welfare of the people (Koetter, Michael and Felix). The bank shows major concerns towards the persons with major disabilities and has been raising financial level to help to build empowerment for the disables and improve health and wellness. Awards The success of the company has been recognized by many prestigious awards. Names of a few awards received by the company can be mentioned here:MRM Business Excellence award 2015Dubai Quality award 2015Banker Middle East Industry Awards 2016Effies award 2016Dubai Lynx award 2016 (Emirates NBD Scoops Three Awards)Midas Award 2015Global Cristals 2012Financial Brand ranking Emirates NBD 22nd globally 2015Euromoney Awards for Excellence in 2016Asian Bankers Best Mobile Payment of the year 2015HRD awards in banking and financial sector 2016Advertiser of the year award 2016 A memorable visit care for Emirates NBD bank customers The mission of the company is to get globally recognized as the most valued financial service provider in the Middle East. Their main focus is to make customers lives simple by providing better solutions to fulfill their financial aspirations (Ramaj, Aurela and Raman). Emirates NBD came up with the idea of Awesome Travelling Machine (ATM). This ATM is not a usual one but it was designed with the concept that the machine will follow the user. In a mall in Dubai, this ATM made everyone astonished with their innovative technology. It was seen that the ATM machine started following the users. It was an automated machine that made it memorable for every single person present there. This attempt can be considered as one of the initiatives taken by the bank to make it a memorable one. It was a completely new approach that has been made by any bank or any other commercial organization for the sake of publicity and public attention. With vivid kinds of expressions on the face of the visitors, it could have been easily assumed that the visit was indeed memorable (Awesome Traveling Machine). All such activities help in creating a positive image for the company and attracting more customers to be a part of their commercial unit. End note It is one of the largest groups of banks and has been utilizing the strong franchise and the power of capital for further growth in the market. The CEO is confident enough about the prudent business model and shall continue delivering opportunities of growth in the recent market scenario. In terms of customer service, the company has been focusing on creating better services to customers so that they can hold the loyalty of the customer base and make their visit to the bank memorable as well. Customers expectations are increasing and thus the management of the bank has to think of various ways to keep pace with their expectations. Reference list: "Awesome Traveling Machine". YouTube. N.p., 2016. Web. 12 July 2016.Acharya, Viral V. "Competition Among Banks, Capital Requirements And International Spillovers".Economic Notes 30.3 (2012): 337-358. Web.Bueschken, Joachim. "Does Improving Customer Satisfaction Really Increase The Market Value Of Equity? - Revisiting The ACSI Customer Satisfaction Data". (2012) SSRN Electronic Journal Web.Chris Adalikwu,. "Customer Relationship Management and Customer Satisfaction". Afr. J. Bus. Manage. 6.22 (2012): Web.Dalla Pozza, Ilaria. "Customer Experiences As Drivers Of Customer Satisfaction". Gestion 2000 31.3 (2014): 115. Web.Dr.K.Vanitha. "Customer Relationship Management On Customer Satisfaction".IJSR 3.4 (2012): 1-3. Web."Emirates NBD Scoops Three Awards; Named Best Consumer Digital Bank In UAE For Second Year Running". Al Bawaba. N.p., 2015. Web. 12 July 2016.Felix, Kombo. "Factors For Customer Satisfaction And Customer Dissatisfaction In Commercial Banks". MJSS (2015): Web.Hempell, Hanna h S. "Testing For Competition Among German Banks". (2013) SSRN Electronic Journal Web.Koetter, Michael and Felix Noth. "Did tarp distort competition among sound unsupported banks?". Econ Inq 54.2 (2015): 994-1020. Web.Ramaj, Aurela and Raman Ismaili. "Customer Relationship Management, Customer Satisfaction And Loyalty". AJIS (2015): Web.Toolsema, Linda A. "Reserve Requirements And Double Bertrand Competition Among Banks".Applied Economics Letters 8.5 (2013): 291-293. Web.Verner, Dorte and Mette Verner. Economic Impacts Of Professional Training In The Informal Sector. Washington, D.C.: World Bank, Latin America and the Caribbean Region, Social Development Family, (2015). Print.

Present Essays - Composite Materials, Aerospace Materials

Present The most notable changes in the present automobile industry involve the use of new, strong, lightweight materials. Aluminum and magnesium are two materials grinding away at steel in automotive applications. The Audi A2 is the first all-aluminum car to be mass produced. Several other options are presently being explored. These options include metal matrix composites, carbon-fiber composites, structural thermoplastic composites, and ultra-light steel. Sandwich materials have been getting a lot of attention lately. Metal matrix composites are promising for automotive use. They are lightweight, but the cost is prohibitive at present because of the raw materials and production methods. Carbon-fiber composites are becoming more popular because of their strength and weight. For the volume of carbon-fiber composite needed to manufacture a car, the cost is still too high. Polymer matrix composites are also candidates for use in automobiles, but large-scale production methods would have to be created first. The Ultra-Light Steel Auto Body (ULSAB) was unveiled in 1998 by the steel industry in response to the search for lighter materials. Thirty-five companies from eighteen countries helped create it. The body of a midsize sedan was reduced by as much as thirty-six percent by using the ULSAB, which was made by combining the latest manufacturing techniques with high-strength steels and ultra high-strength steels previously used only in bridges and skyscrapers. The ULSAB costs the same as typical auto body structures in its class and sometimes less. It weighs only 203 kg. It can be manufactured using current technologies and passes federally mandated crash tests. The ULSAB has excellent torsion (20,800 Nm/deg), bending (18,100 N/mm), and modal results (60 Hz), which means that there will probably be less noise, vibration, and hardness. High-strength steels are used for more than ninety percent of the ULSAB. Tailored banks made from two pieces of steel joined to form a weight reducing blank make up almost fifty percent of the mass. Sandwiched steel materials are used that have thermoplastic sandwiched between two thin steel skins. This can reduce weight up to fifty percent without compromising performance. Tubular and sheet hydroforming were used for the smallest weight with the best structural performance. Hydroforming uses high pressure liquid to create a hard-working effect that improves dimensional stability. The ULSAB costs only nine-hundred forty-seven dollars to produce. Presently sandwich materials, plastics, aluminum, magnesium, and the ULSAB have been getting lots of attention. The competition between industries is fierce because of the amount of money at stake. Car frames will continue to be improved upon as long as cars are being driven. In this age of technology, almost every new technology is being applied in automotives.

Brokered Convention - Definition

Brokered Convention - Definition A brokered convention occurs when none of the presidential candidates enters their party’s national convention having won enough delegates during the primaries and caucuses to secure the nomination. As a result, none of the candidates are able to win the nomination on the first ballot, a rare event in modern political history that forces delegates and party elite to engage in convention-floor jockeying for votes and multiple rounds of balloting to reach a nomination. A brokered convention is different from an â€Å"open convention,† in which none of the delegates are pledged to a particular candidate. Pledged delegates are those that are assigned to a specific candidate based on the outcome of a states primary or caucus. In the 2016 Republican presidential contest, 1,237 delegates are needed to secure the nomination. Brokered Convention History Brokered conventions have become rare since the 1800s and early 1900s. In fact, no presidential nomination has gone beyond the first round of balloting since 1952. Since then presumed presidential nominees secure enough delegates for the nomination months before the party conventions. Nomination conventions of the past were lively and unscripted, where party bosses negotiated for votes on the floor. Those in the modern era have become humdrum and anticlimactic, as the nominee has already been chosen through the lengthy primary and caucus process. According to the late New York Times columnist William Safire, writing in Safire’s Political Dictionary, brokered conventions of the past were â€Å"dominated by factional party leaders and favorite sons, who dealt directly or through ‘neutral leaders’† or power brokers. â€Å"As the state primary or caucus system has taken over, the outcome has become rarely in doubt,† according to Safire. â€Å" †¦ The convention then becomes more of a coronation, much like what usually happens when an incumbent president is a candidate for renomination.† Why Brokered Conventions Are Rare One of the most significant developments of the 20th century helped to make brokered conventions a rarity: television. Delegates and party bosses did want to expose viewers to the ugly machinations and brutal horse-trading of the nomination process. â€Å"It is no coincidence that brokered conventions ended after networks began to televise them,† political scientists G. Terry Madonna and Michael Young wrote in 2007. The 1952 Republican National Convention, though settled on the first ballot when Dwight Eisenhower beat Robert Taft, â€Å"appalled thousands who watched it on TV. Since that time, both parties try mightily to orchestrate their convention as a political love feast - lest they antagonize viewers who will be voters in November,† according to Madonna and Young. Most Recent Republican Brokered Conventions For Republicans, the most recent brokered convention was in 1948, which also happened to be the first televised national convention. The top contenders were New York Gov.  Thomas Dewey, U.S. Sen. Robert A. Taft of Ohio, and former Minnesota Gov. Harold Stassen. Dewey failed to win enough votes to win the nomination in the first round of balloting, getting 434 votes to Tafts 224 and Stassens 157. Dewey inched closer in the second round with 515 votes, but his opponents tried to create a bloc of votes against him. They failed, and on the third ballot, both Taft and Stassen withdrew from the contest, giving Dewey all 1,094 delegate votes. He later lost to Harry S. Truman. Republicans came close to having another brokered convention in 1976, when President Gerald Ford only narrowly won the nomination over Ronald Reagan on the first ballot. Most Recent Democratic Brokered Conventions For Democrats, the most recent brokered convention was in 1952, when Illinois Gov. Adlai Stevenson won the nomination in three rounds of balloting. His closest rivals were U.S. Sen. Senator Estes Kefauver of Tennessee and U.S. Sen. Richard B. Russell of Georgia. Stevenson went on to lose the general election that year to Eisenhower. Democrats came close to having another brokered convention, though, in 1984, when Vice President Walter Mondale needed the votes of super delegates to beat Gary Hart at the convention. Longest Brokered Convention The most ballots cast in a brokered convention was in 1924, when it took 103 rounds of voting for Democrats to nominate John Davis, according to Madonna and Young. He later lost the presidential contest to Calvin Coolidge.

Changing Parental Participation in a Primary School

RESEARCH PROPOSAL . 2010 AN ACTION RESEARCH PROPOSAL In Fulfillment of the Requirements For the Masters in Teaching University of Fiji LECTURER: ASS. PROF. MR. KENNETH NOBIN HEAD OF DEPARTMENT EDUCATION THE UNIVERSITY OF FIJI SAWENI, LAUTOKA. ‘You never come in an isolated way; you always come with pieces of the world attached to you’. (Malaguzzi, 1994) NAVEEN KUMAR (ID: S100150) EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 AB S T R AC T Participatory action research will be conducted to determine whether or not teacherinitiated, regular communication with parents makes an impact on parents’ participation in school activities, helping children show effectiveness towards teaching and learning outcomes. The goal of me as a teacher researcher is to communicate in native language about school activities and diminish the ‘barrier’ that limits the teacher parent interaction. The feeling of much poor participation towards Gandhi Bhawan Primary School has been the poor communication. The purpose is to better the line of communication between home and school. This study will focus on Class 8 students and their parents employing instrumental qualitative research tools that are home visits (interviews), class meetings (focus group) and case study. The challenge is to provide an atmosphere that is user friendly and if parents were struggling with how to best support in school activities they could feel free to contact me. It is my belief that positive and consistent communication between home and school is important for student transitioning into adulthood. However, the challenges and possibilities faced in the core of the research will be discussed further after its implementation. _____________________________________________________________________________________ 2 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 T AB L E O F CO N TE N TS 1. 0 Abstract Background of the Problem 1. 1 Personal Motivation 1. 2 Need for Study 1. Description of Community 1. 4 Description of Work Setting 1. 5 Researcher’s Role Purpose of Study 2. 1 Purpose 2. 2 Aim 2. 3 Research Question Theoretical Framework 3. 1 Defining Parental Involvement 3. 2 Why Parental Involvement 3. 3 Frequency of Parent-Teacher Interaction 3. 4 Type of Parent Involvement 3. 4. 1 Parent in Involvement Process 3. 4. 1. 1 Parent as Audience 3. 4. 1. 2 Parent as Volunteer 3. 4. 1. 3 Parent as Paraprofessional 3. 4. 1. 4 Parent as a teacher of own child 3. 4. 1. 5 Teacher as Decision Maker 3. Significance of Parental Participation 3. 6 Barriers to Parental Involvement 3. 6. 1 Socio economic background 3. 6. 2 Language 3. 6. 3 Parent Literacy 3. 6. 4 Literacy 3. 6. 5 Family Structure 3. 6. 6 Working Parents 3. 6. 7 Teacher Attitude 3. 6. 8 Parents The Possibilities 3. 7 Research Design 4. 1 Rationale 4. 2 Study Design 4. 3 Data Collection 4. 4 Data Analysis 4. 5 Delimitation 4. 6 Participants Research Timeframe Proposed Thesis Structure Significance / Expected Outcome of Study Reference Appendices Page No. 4 4 4 5 6 7 8 8 8 9 10 10 11 13 14 17 17 17 18 18 18 20 23 23 24 25 25 26 26 27 27 29 30 30 31 32 33 34 34 35 36 38 39 41 2. 0 3. 0 4. 0 5. 0 6. 0 7. 0 8. 0 9. 0 _____________________________________________________________________________________ 3 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 1. 0 B AC K G R O UND O F P RO B LE M 1 . 1 Personal Motivation The social and educational cont ext of this research proposal is directed towards increasing parent-teacher-child interactions and changing parental participation towards educational requirements of the child. Very few of the parents of the students in my class participated in the school-related activities which I experienced at the first year of transfer to this school. The parental participation was very limited to report signing. As a new ‘recruit’ to this organisation, I anticipated for parental participation as compared to the previous school. The parental ‘touch’ which I felt at previous school was somehow missing in the current location. As such, the need for this study will ‘open the door’ to the community interaction. The action process will journey through the challenges and possibilities. While no single meeting is especially memorable, I have noted several recurring problems: (1) parents do not attend scheduled meetings; (2) parents appear to be unaware of the purpose of Community Parent Support (CAPS) working; (3) parents only ask questions; (4) parents ask others to make decisions on their behalf; (5) parents rarely refute statements made by educators; and (6) parents seldom ask for services. 1 . 2 Need for Study Rather to give perception on parental participation, the study is much needed in providing naturalistic approach to understand ‘real world setting’ where the phenomenon of interest unfolds naturally. Though the research does not compare between two different settings preferably rural and urban community however through personal experience as a teacher in both settings primarily differences can be identified. In addition, communication is a key to any relationship and so is the case with parents and teachers. The parent and the _____________________________________________________________________________________ 4 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 teacher relationship are dynamic. Therefore, what one does affects the other, but in any educational community the most impacted is the child. As Class 8 is a transition point from primary school to high school, parental participation is a must to enable them better understand the reforms in education from 2011. Most parents are quite unfamiliar on its implementation of internal assessment and school zoning and requirements and through this research intervention; parents can be made more aware of their roles and responsibilities. However, internal assessment and school zoning can be taken account into another research finding. Parents need to be facilitated and challenged to ‘shift’ their thinking from ‘exams results’ to child-centred learning. Moreover, the absence of Parent Teacher Association was largely felt this year as ‘bulk’ of burden lies on our shoulders rather than having a shared responsibility. In a much more holistic term, parents are to be made aware to taking ‘ownership’ of the school in their community. 1. 3 Description of the Community The setting where the study will take place is urban community about 4 kilometres from Lautoka City and it largely consists of Indo-Fijian and Fijian ethnic groups. It is densely populated housing area adjacent to the Tavakubu Industrial Area. The residents range from low-income earners to moderate income earners. Public services (transport, health care) are easily accessible along with shops, religious centres, Public Park, and police post. In each household, at least a member is self employed, part time employee or full time employee. _____________________________________________________________________________________ 5 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 1. 4 Description of the Work Setting The Vision Statement of the school is; To provide wholesome holistic education in partnership with the community. The Mission Statement of the school is; To educate the students holistically to become directed, lifelong learners who can create a positive future for themselves, . the community and the nation. School Annual Plan (2010) The primary school where this research will be conducted is classified as follows: CLASS KINDERGARTEN 1 2 3 4 5 6 7 8 NUMBER OF STREAMS 1 2 2 1 2 2 1 2 2 The school in which research will be conducted is Gandhi Bhawan Primary School in Lautoka with 384 students enrolled as of 2010. Due to increasing number, plans for building extension are in the pipeline. See Appendix for School Location as in Home Zone Classification School Ethnic Classification. _____________________________________________________________________________________ 6 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 1. 5 Researcher’s Role I, as the teacher researcher graduated from Lautoka Teachers College in November, 2001. This is my ninth year as a teacher. Currently, teaching Class 8 and got posted to the school in Week 8, Term I 2010. First year, I taught in a remotely located rural school (Bulabula Indian School), seven years in another rural school (Teidamu Primary School) and a year in urban school (Arya Samaj Primary School). During this year, I have held responsibilities, as Athletics Coordinator, Quiz Coordinator, Scouts Leader and Coordinating School Based Programmes as delegated by the Head Teacher. Because of these activities, I was able to interact with few parents and the in many cases poor responds has ignited the quest to pursue with this study. ____________________________________________________________________________________ 7 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 2. 0 P UR POSE AN D AI M O F S T U D Y 2 . 1 Purpose The intended purpose of this study is examine how parental participation changes to school-related activities (such as reviving of Parent Teacher Association, attending to family support programs, volunteering and involving in general obligations at home includi ng school supplies, general support and supervision at home) through home visits, class meetings and family support programs. The strategies defining ways to change parental participation in this study to some extent runs parallel to the developed framework of defining six different types of parental involvement by Epstein (1995, p. 703). It also intends to help parents understand that the school desires their participation. Finally, by having parents involved in school-related activities, it is hoped that there will be lot of challenges. 2 . 2 Aim The present study aims; ? ? To see how parental participation to school activities change through processes of increased parent-teacher interactions. To identify the challenges and possibilities towards achieving increased parental participation. To achieve this twofold aim, the study will consider the extent to which parental involvement is maximized in relation to school related activities. The study will involve qualitative case study of naturally occurring events during parentteacher and parent-teacher-child interactions at a primary school environment in Fiji. _____________________________________________________________________________________ 8 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 2 . 3 Research Question The compelling issue guiding this case study mirrors in some respects to Greenwood Hickman’s (1991, p. 279) idea of six types of parental involvement: (1) Parent as a volunteer What do parents contribute towards the success of school events? (2) Parent as an audience How well do parents meet the basic obligations at home? (3) Parent as decision maker How does PTA participate in decision making about schools program and activities? (4) Parent as a learner How do the parents value the family support programs? ____________________________________________________________________________________ 9 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 3. 0 T HE RE OTI C AL F R AME WO R K 3. 1 Defining Parental Involvement â€Å"Parent involvement† and â€Å"parent participation† are nebulous terms because there is an array of parent behaviors that these could include. As Carol Ascher (1986, p. 109) has stated, â€Å"Of all education issues, parent involvement is one of the vaguest and most shifting in its meanings. Parent involvement may easily mean quite different things to different people†. To define parent involvement more operationally, Hoover-Dempsey, Bassler, and Brissie (1987) theorized a two-way breakdown into home-based activities (e. g. , parent home tutoring) and school based parent involvement activities (e. g. , parent volunteering, attendance at parent-teacher conferences). Adding to this distinction, Ascher (1988) finds that â€Å"the meaning of parent involvement in this new era [the 1980’s] has shifted from the affairs of the school to the home site. † (p. 120). In his journal, Smith (n. d, p. 44) discusses parental involvement relating to Lareau (1987) as an integration of home and school. He continues to define it as a practice that encourages parents to participate in the life of the school, as well as attend to the learning of their children at home with respect to the work of Epstein, Sanders, Simon, Salinas, Jansorn, Van Voorhis, 2002. He elaborated that many educators believe that creating a community of families, students, teachers, and school administrators provides additional support for children’s learning. Furthermore, evidence suggests that academic success may be predicted by the quality of these connections (Booth Dunn, 1996. The work of Comer and Haynes (1991), Epstein (1995), and other researchers’ points out that family, school, and community are three major interrelated spheres of influence on a child’s life. They are parts of a larger whole that can either work toward academic success or, conversely, can impede progress. Because they are part of a larger whole, these spheres are themselves influenced by societal factors, such a s cultural values and economic conditions. _____________________________________________________________________________________ 10 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 The following figure shows how the three components interrelate. It is based on the concepts of Urie Bronfenbrenner (1979) and their subsequent adaptation by James Garbarino (1992). As discussed by Onikarna, Harnmond Koki. the inner most core is the individual child. The child has face-to-face interactions with those most influential in his or her life, including parents, other family members, teachers and church members. There are also important interactions between home and school, school and community, and community and home. These are strongly influential in the life of a child, depending on the frequency and quality of the interconnections. Negative or conflicting relationships may place a child at risk in all three settings. 3. 2 Why Parental Involvement In an article titled, â€Å"Listening to Parents’ Voices: Participatory Action Research in the school† by Christine Ditrano, the author stated, â€Å"Family-school collaboration is an approach that virtually everyone supports but few know to implement successfully. † School and parents will need to assess the best avenues to take in maintaining a positive, consistent interaction between the two entities. Gandhi Bhawan Primary School took some steps to improve parent interaction in Term 2 when Community Parent Support Workshop (CAPS) was held. Teachers were located their classrooms to discuss with parents on the pertaining issues. As suggested by Ditrano (n. d, p. 7) an open parent-teacher conference night can be held where parents can move freely from one teacher-to-teacher. As responded by parents in this situation that this was first time they had seen their child’s teacher in four years (Ditrano n. d, p. 8), a totally opposite _____________________________________________________________________________________ 1 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 had been responded by teachers at Gandhi Bhawan Primary School, some parents hardly turn up to school activities. Besides, the ideas presented in the article supports it is vital for schools and parents to develop a community of learners to best serve their students. Ideas for teachers to support parent al involvement include keeping parents informed and call home immediately when academic problems appears; send home a newsletter telling parents of class activities and deadlines; and give parents valuable study ips (McDonald, 2007. ) Though McDonalds above perspective is quite influential in parental participation, however, the study will look into home visits as to get face-to-face contact with the parent so that first hand information is sought. In their article, Avvisati, Besbas Guyon (2010, p. 3) states, â€Å"we review about levels, determinants and effects of parental involvement in school, and what we could learn from the current wave of reforms. † They tend to elaborate further on parental involvement being instrumental to student achievement. It is quite remarkable how they discussed on the influences that make parents get involved. These influences include parents’ understanding of their roles in the child’s life, parents’ sense of efficacy for helping their child succeed in school and general invitations, demands and opportunities for parental involvement by both the child and the child’s school. These arguments were also milestone to developing the current research questions. â€Å"Parental involvement practices also vary with the child characteristics† Avvisati et al. (2010, p. 3) explains on study by Muller (1998) in his data from the US National Educational Longitudinal Study showed that parents are involved slightly differently in their sons’ and daughter’s school life, in ways which are consistent with the general literature on gendered education. That is, parents are more nurturing and restrictive towards their daughters but may discipline their sons more. During h ome visits, class meeting, this trend be argued further as agreeable or disagreeable from personal observation, reflection and interactions. However, to Ostby (2010) at the launch of the Millennium Development Goals Second Report 1990-2009 for Fiji Islands revealed that Fiji has succeeded in achieving gender equality in primary and secondary school _____________________________________________________________________________________ 12 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 enrolments but is lagging behind in empowering women in decision making and professional jobs. Besides these impact of gender of parental participation can be taken as separate piece of study with detailed findings. One of studies that have assessed the relationship between parental involvement and school performance longitudinally was by (Izzo, Weissberg, Kasprow and Fendrich 1999, p. 387). This research is greatest contribution to current study as it provided additional evidence that parental involvement is worth pursuing and may actually yield measurable improvements in children’s school functioning. They later recommended on experimental and quasi-experimental studies in order to move from basic research about school-family collaboration to assessing their impact directly on children’s school performance. . 3 Frequency of Parent-Teacher Interactions A significant study that examined the ways in which parental involvement in children’s education changes over time and how it relates to children’s social and academic functioning in school was carried out by Charles V. Izzo, Roger P. Weissberg, Wesley J. Kasprow and Michael Fendrich in Chicago. For the purpose of this study teachers provided information on parental involvement and school performance for 1,205 urban, kindergarten through third grade children for 3 consecutive years. As predicted and results suggested the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. While discussing their research, Izzo et al (1999, p. 833) explained that the study explored three important issues regarding school-family partnerships: current practices of parental involvement in children’s education, changes in parental involvement over time, and the relationship between parental involvement and children’s later school performance. They also found partial support for their hypothesis that parental involvement declines over time. There were small, but significant declines in the number of parent-teacher contacts and parents’ participation in school activities. Declines were also found for quality of parent-teacher interactions. _____________________________________________________________________________________ 13 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 As related to current study parental participation needs to be increased in relation to school activities. The frequency of parent-teacher interaction at the school concerned will also be outcome to reflect upon. Though the research will look into a particular class involving 26 parents, the frequency at which this interaction changes will be a matter of concern. 3. 4 Type of Parental Involvement Some researchers’ views on types of Parental Involvement include; ? Although most parents do not know how to help their children with their education, with guidance and support, they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children. (Roberts, 1992) ? When schools encourage children to practice reading at home with parents, the children make significant gains in reading achievement compared to those who only practice at school. (Tizard, Schofield Hewison, 1982) ? Parents, who read to their children, have books available, take trips, guide TV watching, and provide stimulating experiences contribute to student achievement. (Sattes, n. d) According to Henderson (1983), families whose children are doing well in school exhibits the following characteristics. ? Establish a daily family routine. Provide time and a quiet place to study, assigning responsibility for household chores, being firm about bedtime and having dinner together. ? Monitor out-of-school activities. Setting limits on TV watching, checking up on children when parents are not home, arranging for after-school activities and supervised care. ? Model the value of learning, self-discipline, and hard work. Communicating through questioning and conversation, demonstrating that achievement comes from working hard. _____________________________________________________________________________________ 14 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 ? Express high but realistic expectations for achievement. Setting goals and standards that are appropriate for children’s age and maturity, recognizing and encouraging special talents, informing friends and families about successes. ? Encourage children’s development/progress in school. Maintaining a warm and supportive home, showing interest in children’s progress at school, helping with homework, discussing the value of good education and possible career options, staying in touch with teachers and school staff. Encourage reading, writing, and discussion among family members. Reading, listening to children read and talking about what is being read. Existing programmes to better teacher-parent-child interaction can be classified along a variety of dimensions and differ in many ways from each other. An influential classification distinguishes programmes according to the type of involvement that schools try to foster. Avvisati, Besbas and Guyon (2010, p. 14) refers to Joyce. L. Epstein’s (1991) as a frequently cited scholar in this area distinguished six types of involvement from parents. Epstein’s Six Types of Parent Involvement Joyce Epstein of Johns Hopkins University has developed a framework for defining six different types of parent involvement. This framework assists educators in developing school and family partnership programs. â€Å"There are many reasons for developing school, family, and community partnerships,† she writes. â€Å"The main reason to create such partnerships is to help all youngsters succeed in school and in later life. † Epstein’s framework defines the six types of involvement and lists sample practices or activities to describe the involvement more fully. Her work also describes the challenges inherent in fostering each type of parent involvement as well as the expected results of implementing them for students, parents, and teachers. _____________________________________________________________________________________ 15 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Epstein’s Framework of Six Types of Involvement Type I Parenting Help all families establish home environments to support children as students. E. g. Family support programs to assist families with health, nutrition, and other services. Type II Design effective forms of school-to-home and home-to-school Communicating communications about school programs and children’s progress. Such as conferences with every parent at least once year. Language translators to assist families as needed. Type III Volunteering Recruit and organize parent help and support. Such as school and classroom volunteer program to help teachers, administrators, students, and other parents. Parent room or family center for volunteer work, meetings, and resources for families. Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. Such include Information on homework policies and how to monitor and discuss schoolwork at home. Involvement in school decision-making, governance and advocacy. Includes active PTA/PTO or other parent organizations, advisory councils, or committees for parent leadership and participation. Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Such as Information for students and families on community health, cultural, recreational, social support, and other programs/services. Type IV Learning at Home Type V Decision Making Type VI Collaborating with community Izzo et al. (1999, p. 817) also rated the following four dimensions of parental involvement: frequency of parent-teacher contact, quality of the parent-teacher interaction, participation in educational activities at home, and participation in school activities. In addition, these distinguished participation mirrors in some respects to teacher’s role, particularly in the primary school, interacting with 6 types of parental involvement: (1) parent as audience, (2) parent as volunteer, (3) parent as paraprofessional, (4) parent as teacher of own child, (5) parent as learner and (6) parent as decision maker. Greenwood, G and Hickman, K (1991, p. 279). By developing awareness of the levels _____________________________________________________________________________________ 16 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 of family involvement, schools can let family members know that there are many different ways in which they can participate in the education of their children. 3. 4. 1 Parent in ‘Involvement’ Process The subtitles later follow integrated educationists view on different types of parental involvement as discussed earlier in detail. 3. 4. 1. 1 Parent as audience As Chavkin (1993, p. 76) defines, â€Å"parent as audience supports child by going to school performances, open houses and so on. † The parent as supporter of child’s activities gets involved. Active parents may be more likely to have active children because they encourage that behavior through the use of support systems and opportunities for physical activity, but there is no statistical evidence that a child is active simply because they see that their parents exercise,† said Trost. (2010). Activities that may see parent as audience annual functions, school athletics and sports and other school based competitive or participatory events. 3. 4. 1. 2 Parent as volunteer School-program supporter can be involved by parents coming to school to ssist in events. Volunteering in school enables to contribute towards progress and development of the school and its pupils and this brings happiness and satisfaction. Brinton, B. (1991) in an article ‘Parents’ Source’ shared reflected on her experience as parent volunteer. Her duties varied according to the needs and styles of the teacher. Assistance were in forms of supervising art projects, signing out homework books, running off copies, and working one on one with students who might need a little extra help with a certain subject. As for qualifications for parent volunteers, the NEA recommended that parents enjoy working with children, have an interest in education and the community, feel committed to the goals of parent involvement, have the desire to help, and are dependable and in good health. Based on her observations, she also recommend that a parent volunteer be flexible, and expect the unexpected. _____________________________________________________________________________________ 17 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Parents can volunteer in our local schools through organizing and arrangements for religious festivals, fund raising drives, school development projects, school outings and assist in meeting educational meets of extremely needy students in class. 3. 4. 1. 3 Parent as paraprofessional Paraprofessionals have many different roles, duties and responsibilities, and expectations that often vary among individuals who work as the same school. Paraprofessionals provide aides and support to teachers in classrooms and colleges. Even without being lead teachers, paraprofessionals work responsibly assisting head of departments and senior teachers. In the recent years, owing to stress and pressure on teachers in schools and colleges, paraprofessionals have been recruited to provide assistance in variety of educational set ups. As discussed by Hankerson (1983, p. 75), this development incorporated many concepts: (1) new careers, (2) growth of educational technology, (3) cultural assimilation and diversity, (4) team teaching, (5) personal improvement of teacher aides, (6) parents as partners, and (7) home and school focus on achievement. The research findings on teacher aides and parent involvement in early childhood and elementary school programs showed that with this additional support, children make significant cognitive gains. In his ‘The Urban Review’ he summed up relating to the work action theorists (Mead, 1934; Brookover, 1959; Smith, 1978; Smith and Brache, 1963) have postulated that, â€Å"the child’s motivation and achievement performances are influenced by his/her primary interactions with parents and ‘significant others’. Smith defines â€Å"significant other† as persons (such as teachers, teacher aides, community members) other than natural parents who are important to the individual. Thus, with parents serving as teachers aides, both motivating factors are met. 3. 4. 1. 4 Parent as a Teacher of Own Child Homework can be an effective way for students to improve their learning and for parents to communicate their appreciation of schooling. In the article, No Child Left _____________________________________________________________________________________ 18 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Behind Report 2003 states that, â€Å"research shows that if a child is having difficulty with homework, parents should become involved by paying close attention. † Furthermore, it argues that parents’ interference in learning can confuse child such as completing tasks that the child is capable of completing along. Peterson (1989) states, â€Å"children spend much more time at home than at school. Their parents know them intimately, interact with them one-to-one, and do not expect to be paid to help their children succeed. The home environment, more familiar and less structured than the classroom, offers what Dorothy Rich (1985) calls â€Å"‘teachable moments’ that teachers can only dream about. † 3. 4. 1. 5 Parent as Decision Maker This fifth type of parental involvement as explained by Epstein (n. d) stated that parents’ voices must be heard when it comes to decision making at the school. This enables families to participate in decisions about the school’s programs and activities that will impact their own and other children’s educational experiences. All parents must be given opportunities to offer ideas and suggestions on ways to improve their schools. Having families as true stakeholders in the school creates feelings of ownership of the school’s programs and activities. Sample Activities Examples of activities schools could conduct to promote decision making include, but are not limited to:




Encouraging parents to attend school improvement team meetings. Assigning staff members to help parents address concerns or complaints. Inviting staff and parent groups to meet collaboratively, providing space and time to do so. Helping families advocate for each other. Involving parents in: o planning orientation programs for new families, o developing parenting skills programs, and o hiring staff members. _____________________________________________________________________________________ 19 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 This current research on ‘Changing parental participation in a primary school in Fiji’ will give critical insight into ‘Parent as volunteer’, ‘Parent as an audience’, Parent as a decision maker’, and ‘Parent as a learner. Epstein’s (1995) and Greenwood Hickman’s (1991) distinguished parental involvement will be well challenged in the sense the settings and time factor being a variable. As related to current education system in Fiji what impact it has and doors of possibilities can be looked into. Engaging as a reflective practitioner will be very vital tool to analyse and discuss the researc h findings. 3. 5 Significance of the Parental Participation Constructive interactions as recommended earlier in Izzo et al findings is well supported by the article, ‘Parents and Learning’ by Dr. Sam Redding who is the president of Academic Development Institute. Dr. Redding’s article (n. d. p. 7-27) under each chapter is summarized as following; ? ? ? Identifiable patterns of family life contribute to a child’s ability to learn in school. Children benefit from parent / child relationship that is verbally rich and emotionally supportive. Children do the best in school when parents provide predictable boundaries for their lives, encourage productive use of time, and provide learning experiences as a regular part of family life. ? ? Parents set standards for their children, and these standards determine what children view as important. Students learn best when homework is assigned regularly, graded, returned promptly and used primarily to rehearse material first presented by the teacher at school. ? ? Children benefit from communication between their parents and their teachers that flows in both directions. Parental involvement includes parents’ involvement with their own children, involvement with parents of other children, and involvement with their children’s school. ____________________________________________________________________________________ 20 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 ? Programmes to teach parents to enhance the home environment in ways that benefit their children’s learning take a variety of forms and may produce substantial outcomes. ? ? Because families vary in their relationship to schools, schools must use different strategies to engage all families in the learning lives of their children. When the families of children in a school associate with one another, social capita is increased, children are watched over by a large number of caring adults, and parents share standards, norms and the experiences of child-rearing. On the same context, Dr. Redding’s integrates and states a commonly accepted typology into categories as it was discussed by Joyce. L Epstein’s (1991) distinguished types. As mentioned earlier, this current research will focus on these types. Dr. Redding (n. d. p. 18-19) provides a selection of communication examples between school and homes. These include parent-teacher-student conferences, report cards, school newsletter, happy-grams (complementing students for specific achievement and behaviour), open day parent / teacher conferences, parent bulletin board, home links from classroom and assignment notebooks. Dr. Redding’s principles as discussed herein needs to be assessed with reference to local conditions and adapted accordingly. Leaping into local context, parental participation in school management in most countries, including Fiji, generally lies between consultation/pseudo-participation and involvement / partial participation levels. This is mainly because the statutory power in most schools lies largely with school heads and they determine the types of parental participation in their schools as viewed by Dr. Sharma (n. d. p. 60). Furthermore, Sharma (n. d. p. 61) noted, The Fiji school curriculum is based on the centre-periphery model, and it is designed largely to secure the passing of external examinations. It is inevitable that in such a system of education, preparation of examination becomes the preoccupation of pupils, teachers and parents. As a result, there is little concern for parental participation in school management and curriculum development because of the fear of not completing the syllabuses. ______________________________________________________________________________ _______ 21 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 However, the shift from exam oriented curriculum to internal assessment as of 2011 which also marks the new era in Education System in Fiji by introducing 12 year basic education (as circulated through EDU Gazette, Term 1, 2010) calls for great challenges and possibilities on teachers and parents role. This current study on parental participation at Class Level will integrate the shift to assessment procedures and implications. The research shall address on this issue also. In addition to this, Sharma (n. d. p. 70) concluded that the parental participation is central to democracy, strengths parents-autonomy and welfare of child. He also emphasized that parent involvement in management helps improve pupils’ learning environment and prepares them for a democratic society. In addition another challenging issue raised by Koki Lee (1998) argued on perceived value of parental involvement in the Pacific. According to their perspective as Education Program Specialists discussed a fundamental barrier to increasing family involvement in the Pacific education is that it is not closely aligned with Pacific cultures. They pointed out that attending school functions is of considerably less social value than holding titles and receiving public recognition and that participation in school activities does not carry as much credence as attendance at a village feast, where participation is expected. It also compares private and public schools in view point that parents who pay tuition for private education assume greater responsibility for their children’s education and play more active role. Because public schooling is not an inherent part of the traditional culture, many parents now see themselves as outsiders, rather than as significant stakeholders in the school. The challenging question posed at Pacific Resources for Education and Learning centre was, â€Å"Is there a Pacific way of involving parents in their children’s education? † This question was investigated the uestion by surveying Pacific educators in order to develop parental involvement profile and identify promising practices. Three successful practices identified were Hawaii Parent-Community Networking Centre (PCNC) Program, Belau Family School Community Association (BFSCA) and Chuuk Teacher, Child, Parent and Community (TCPC) Project. _________________________________________________________ ____________________________ 22 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Applicable observable facts though with different names were discussed based on the three successful practices. PCNCDeveloped a sense of community in and among the home, classroom, school. and neighbourhood, so that supportive networks of personal development and student academic achievement and performance are created and nurtured. The program followed a four-phase sequence. BFSCARepresented a partnership among individuals and organisations – school, families, community, and students – in order to improve education and the quality of life for future generations of Palauns. The association worked to assertive parenting skills, and make parents comfortable in reinforcing school policies at home. TCPC The project demonstrated a strategy often overlooked by Pacific schools in parental involvement – first involve traditional leaders, and get their support. Then parental involvement in schools will become a reality. Koki Lee (1998) recommended the intent of their paper was not be exhaustive, but rather to feature promising practices and a successful mean in bringing parents and schools together. They advised on adapting it to other areas of Pacific in order to increase parent’s involvement in education. 3. 6 Barriers to Parental Involvement in Schools 3. 6. 1 Socioeconomic status Socioeconomic status has been recognized as an nfluential factor concerning parental involvement. â€Å"The Coleman (1966) report, which stated that the best predictor of student achievement is the socioeconomic status of the parents, led to a flurry of investigations on student achievement† (Bulach, et al. , 1995) Muller(1991), in Schneider and Coleman, (1993) stated that several researchers have found that parent qualities typically associated with socioeconomic status are positively related to parental involvement. For example, Lareau (1987) found that upper middle class parents were _____________________________________________________________________________________ 23 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 typically engaged in school activities and influential in school decision, while working class parents took on a more supportive role with respect to their involvement with their children’s school. As a result of his personal experiences, reading, and research, Motsinger (1990) asserted that â€Å"the developers of Teacher Expectation Student Achievement (TESA) workshops found that teachers do tend to give high achieving students more attention than those who lag behind† (p. 5). Underachieving children feel disliked by the instructor. Parents then feel, â€Å"it is because we are poor (p. ). † and resentment grows. According to Brantliner and Guskin (1987), some low income parents feel schools discourage their involvement and view them as the problem, and they believe that stereotypes of poor parents as inadequate care givers and uninterested in their children’s education persist among educators . Although low income families may feel unneeded or unable to be involved with their children’s school, Henderson (1988) states that children of low income families benefit the most when parents are involved in the schools and parents do not have to be well educated to make a difference. . 6. 2 Cultural background The cultural background affects the relationship between home and school. As cited in Rudnitski (1992), Litwak and Meyer (1974) found that â€Å"parents from racial, ethnic and cultural minorities, especially those of low socioeconomic status, tend to feel less affinity for the school than those in the mainstream middle class† (p. 15). This shows that schools in the United States have different values than those of the family as well as inability to communicate with culturally diverse families effectively. Also in Rudnitski (1992), Liontos (1991) writes that: Low income, culturally different parents have traditionally been marginalized through an inability to communicate with schools and through the inflexibility of the school as an institution. This tradition has fostered the feelings of inadequacy, failure, and poor self-worth which are cited as reasons for low participation of parents from marginalized groups (p. 15). _____________________________________________________________________________________ 4 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 It is proven in this research that these traditions of ineffective communication and cultural differences are the factors that prevent parents from becoming involved in their children’s education. 3. 6. 3 Language A language barrier happens when a lack of English proficiency prevents communication between immigrant families and the school system. Ascher’s (1988) work discussed the language barrier that affec ts Asian/Pacific American parents. Since English is not the native language of this group, parents think their language skills are so poor that they cannot be useful as participants in assisting their child in school. â€Å"Involving parents from any background is no easy task and in light of cultural and language differences, linguistic minority parents present a special challenge† (Constantino, et al. , 1995, p. 19). In a study by Zelazo (1995) it was found that more English than Spanish speaking parents are involved at the school site as volunteers and in attending school meetings. Parents whose English proficiency is limited may find it difficult or intimidating to communicate with school staff or to help in school activities without bilingual support in the school or community† (Violand-Sanchez, 1993, p. 20). Lack of language skills became an intimidating factor when parents and schools could not communicate effectively. 3. 6. 4 Parent literacy Students cannot expect parental support in their home sc hooling when their parents are not literate. As stated by Liu (1996), â€Å"Students’ academic performance at school is closely related to the family literacy environment and their parents’ educational levels† (p. 20). Children need families that can provide literacy rich environments that often foster readers in the school (Edwards, 1995). Unfortunately, not all students can have literacy rich environment at home because many parents did not receive an adequate education and therefore are unable to provide academic support for their children. This issue is severe with many parents whose English proficiency and education level is low (Liu, 1996). Parents who dropped out of school needed to support the family or care for _____________________________________________________________________________________ 25 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 siblings. Limited schooling impaired parental help on homework beyond the primary level. A compound problem exists when the dominant language in the home conflicts with assignments in English (Finders and Lewis, 1994). If parents are not literate, they cannot assist their children with school work at home. 3. 6. Family structure These days, the changing structure of the family affects parental involvement and student achievement. According to Lee (1991) the structure of the American family has undergone significant changes over the past thirty years, and as a result of this, it is clear that many children experience multiple family compositions resulting from the transitory nature of the modern family. Students who have complete families may have problems that e ffect parental involvement, but according to Motsinger (1990), â€Å"having two parents will give a student a 200% better chance at success in school. This does not mean that students who do not have two parents cannot succeed, but they have a more difficult time or have to struggle harder to succeed. 3. 6. 6 Working parents I found that working parents can still participate in parental involvement programs, but it is harder than those who do not have a job. Unfortunately, many parents hold down two or three jobs in order to cope with economic realities, and quite frequently work schedules prevent these parents from attending meetings and other events at the school (Onikama, 1998). According to King(1990), â€Å"in the United States, more than half of the women with children under six years of age are in the labor force† (Onikama, 1998, p. 21). How can educators effectively involve working parents in children’s education, especially in families where both parents are working, is a major issue today. As stated by Onikama (1998), working class parents want their children to do well, but tend to give educational responsibility to the teacher. _____________________________________________________________________________________ 26 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 3. 6. 7 Teacher attitudes Teacher attitudes can be one of the barriers in parental involvement. According to the State of Iowa Department of Education (1996), â€Å"School staff interest may vary in terms of commitment to family involvement, and may generate mixed messages to parents† (Onikama, 1998, p. 2). Many schools believe that classroom learning is best left to the professors. They also argue that involving parents is a time consuming â€Å"luxury† that places yet another burden on already overworked teachers and principals (Henderson, 1988). These worries make parents feel that the teachers don’t want them around, which drops off the level of parental involvement. 3. 6. 8 Parents When discussing parental involvement, the most commonly appearing-word will be â€Å"parents†. Before introducing parental participation strategies, it is necessary to define the meaning of â€Å"parents†. As Lockette (1999) mentions, â€Å"When we use the term Lunts (2003) includes parents, ‘parents’ involvement, we need to remember that ‘parent’ can also mean other adults who play an important role in a child’s life† (p. 1). uardians, stepparents, siblings, members of extended family, and any other adults who might carry the primary responsibilities for a child’s health, development and education into the meaning of â€Å"parents†. In the article by Bal and Goc (1999), they indicate that: Numerous methods to increase parent involvement have been suggested. Such strategi es include increasing communication between teacher and parents, involving parents with limited English proficiency, providing information regarding how parents can enhance learning at home, and encouraging parental academic engagement at home (p. 7). In spite of this fact, many teachers still show their concerns about the lack of parental involvement at schools and its negative effects on students’ academic performances on grades. Parents are also dissatisfied that they are not well informed about their students’ behaviors or test grades conducted in the classroom and admit that they are not actively involved in these school activities and it affects on their own students’ _____________________________________________________________________________________ 7 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 performance. Knowing about the most state-of-the-art strategies of parental involvement and taking them into practical actions are essential no t only for parents and their students but also for everybody who is involved in education such as teachers, educators, practitioners, and community. Onikarna et al in a promising article based on ‘A synthesis of Research for Pacific Educators,’ stated specific barriers to effective family involvement dentified by case studies and these included; ? Lack of time — Many parents hold down two or three jobs in order to cope with economic realities. Work schedules prevent these parents from attending meetings and other events at the school. ? Language barrier — Lack of English proficiency often hampers communication between immigrant families. Cultural differences — Differences in cultural values affect family involvement. In some cultures, family involvement at school is valued; in others, its priority is lower. ? ? English as a second language — In immigrant families as well as among the local population, lack of English proficiency often makes it difficult for parents to read with their children at home. ? Student attitude — Students, especially at the secondary level, may not welcome their parents’ presence at the school and may discourage their parents’ participation in school activities. Other researchers that identified some barriers to family involvement in education across all cultures and groups are cited as below; ? Families may lack the means to help their children learn and become socialized. They may not know how to approach schools in order to become involved (Mannan Blackwell, 1992). ? Schools may not know how to effectively encourage families to participate (Ortner, 1994). _____________________________________________________________________________________ 28 EDU 410: THE TEACHER AS RESEARCHER ? THE RESEARCH PROPOSAL 2010 School staff interest may vary in terms of commitment to family involvement, and may generate mixed messages to parents (State of Iowa Department of Education, 1996). Outreach procedures that are not sensitive to community values can hinder participation (Ortner, 1994). Changing school system policies may create instability in the area of soliciting family involvement (Mannan Blackwell, 1992). ? Events outside the home, school, and community are also important in a child’s life as emphasized by Onikarna et al. Examples include parents’ work obligations, s chool board priorities, recreational pursuits, and religious activities. A decision made by a school board might directly affect the school curriculum. If it conflicts with family values and beliefs, then the support a family gives to education might be decreased. As Pacific educators look at barriers to family involvement, they must acknowledge the complexities of home, school, and community interactions and realize that events at all levels can and do affect the lives of children, directly or indirectly. This article is quite remarkably summed up with the statement, ‘as barriers are overcome, school, home, and community can once again find common ground. They can be woven together, like pandanus mats, into a foundation that supports and fosters student learning. † 3. 7 The Possibilities There are many parents who want to become involved but do not know how to translate that desire into effective involvement. (Baker, 2000b; Eccles Harold,1993; Epstein Connors, 1992). They may feel they lack the skills to participate in such activities as school advisory councils or classroom volunteering (Greenwood Hickman). This is an unfortunate state of affairs given that it has been suggested that parent involvement programs will meet with limited success unless they address parental efficacy for helping their children succeed in school (Hoover-Dempsey Sandler, 1997). Teachers need to be informed of the importance of parental efficacy for involvement, and they need to have some understanding of communication and parent involvement strategies that will increase such efficacy. _____________________________________________________________________________________ 29 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Finally, yet more than thirty years before Ramirez’ research in 1999, the Plowden Report in1967stated: â€Å"What matters most are the attitudes of teachers to parents and parents to teachers whether there is genuine mutual respect, whether parents understand what the schools are doing for their individual children and teachers realize how dependent they are on parental support. † 4. 0 RESE AR C H DES IG N 4. 1 Rationale The approach of this research study is on changing parental participation to school activities. ‘School activities’ in this approach is defined as ocial, educational, physical and spiritual development through teaching and learning in collaboration with its stakeholders particularly the parents. The participation of parents, teachers and students makes it more of participatory in nature. As such, Participatory Action Research (PAR) or Action Research, as it is sometimes known, will be implemented for the action pu rpose. Lewin (1946), as a social psychologist, felt ‘that the best way to move people forward was to engage them in their own enquiries into their own lives’. The other difficult issue for PAR is the research end date. Unlike most other research methods, which tend to be timed undertakings with clear start and stop periods, the iterations of PAR continue until the problem is resolved. In addition, contextual findings will emerge after close observation, careful documentation, and thoughtful analysis of the research topic. This inquiry process will be more of qualitative research approach. Denzin and Lincoln (1994) defined qualitative research: Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials case study, personal experience, introspective, life story interview, observational, historical, interactional, and visual textsthat describe routine and problematic moments and meaning in individuals’ lives. _____________________________________________________________________________________ 0 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 4. 2 Study Design The methods and strategies used in this research process need triangulation to maintain validity and reliability of research and findings. Mathison (1988, p. 13) elaborates this by saying: â€Å"Triangulation has risen an important methodological issue in naturalistic and qualitative approaches to evaluation [in order to] control bias a nd establishing valid propositions because traditional scientific techniques are incompatible with this alternate epistemology. The proposed methodology for this study is illustrated as follows: Action Research Methods Putting PAR into Place Home Visits Meetings Family Support Programs Strategies to Promote School/Home Interaction The iterative cycle of participatory action research Observation Observation Observation Cycle continues until issue is resolved or agreed by all parties Action Action Action ISSUE Initial Planning Reflection Informed Planning Reflection Informed Planning (Adapted from Wadsworth, 1998) _____________________________________________________________________________________ 1 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 4. 3 Data Collection In order to maximize validity of findings, the data collection process will involve:  · Data triangulation (Collecting accounts from different participants involved in the chosen setting, from different s tages in the activity of the setting and †¦ from different sites of the setting’, Tindall, 1994, p. 146) Participants in each case will be ? Children ? Teachers ? Parents  · Method triangulation (The use of different methods to collect information’, Tindall, 1994, p. 47) This will include; Naturalistic Observation – will entail the collection of field notes and will include a focus on the interactions occurring parent – teacher – children towards school activities. Digital photographs – will similarly focus on the interactions occurring between parents, teachers and children around notes and audio-recordings. Naturally occurring conversations with adults and children – These conversations are intended as those spontaneously occurring (unplanned and unstructured) between myself and adults and children. Selected conversations will focus on the experience and interpretation of documentation, and will be taped and transcribed in full. Interviews with children, other staff and parents – This semi-structured format is the most appropriate to ensure that significant questions posed by the study are addressed, while allowing for participants’ views and perspectives to be revealed through an open-ended documentation. facilitation of discussion. Interviews with both adults and children will occur in small groups, and will focus on uses and interpretations of the processes of collecting, observing, and interpreting documentation. Photos will be collected to supplement and extend field _____________________________________________________________________________________ 32 EDU 410: THE TEACHER AS RESEARCHER THE RESEARCH PROPOSAL 2010 Researcher’s reflective journal – The reflexive journal will focus on recording my feelings, perspectives and experiences within the context, in order to assess how these may have influenced data collection and analysis. Case Study – a qualitative descriptive research approach that will look at parent participants using interviews, conversations and direct observations. Theoretical triangulation (The embracement of multi-theories, Tindall, 1994) The study is not locked in one theoretical tradition, but instead it develops and relates insights from: educational theory, research, and practice and developmental theory. In addition, the study interprets and integrates scholarly and practitioner theory, research and practice from the diverse sources. 4. 4 Data Anal ysis It is predicted that data will be divided into five subgroups according to its nature: 1. Sub-group 1 will include data from: observations and digital photographs. The data collected through these methods is considered to be closely related, due to its naturalistic essence and to the focus on processes of documentation (audiorecordings and photographs supplement field notes). 2. Sub-group 2 will include data from: naturally occurring conversations and interviews. The data collected through these methods is considered to be closely related, due to my own involvement in questioning and in facilitating discussion. 3. Sub-group 3 will include data from reflective journal. The data collected through this method is considered to be closely related, due to its narrative and ‘documentative’ nature. . Sub-group 4 will include data analyzed from questionnaires. The data will be derived from other staff members at the school. 5. Sub-group 5 Analyzing the case through the following steps; 1. 2. 3. 4. 5. 6. 7. Defini