Grill case Essay

In this case, we can appreciate the Sunset Grill at Blue has operational failures on management of capacity and demand which should be considered to solve to get success. Also it explains how the Sunset Grill at Blue was a restaurant which his aimed was to provide affordable meals that appealed to the entire family during their vacations. This restaurant offered breakfast items and lunch menu through the day. The franchisor of this restaurant always was focused on how he could save waiting time to the client when they come to eat in the restaurant instead of customer’s satisfaction. For this reasons, the owner evaluated important points about the service he has on the restaurant. First, he had a strict police of no-substitutions plates even when they brought the wrong plate and he knows that was bringing complains from the customers. In addition, the franchisor thought that maybe he could reduce items from the menu. Also, he realized they have more clients during the weekend and for that reason he decided to hire one runner staff who just delivers the food from the kitchen to the tables, allowing serves to serve customers more efficiently. No concern for the client No waiting area The Sunset Grill was not able to making a special area for the clients give them a place more comfortable at the restaurant if they need to wait. As the case mentioned, the client had to wait around 40 to 50 minutes to get the table and order their food. The lack of this waiting area, was affecting directly to the clients. They could be losing some of them because they can find another place without waiting that time. Also, nobody wants to wait 50 minutes for a table on an uncomfortable place. No customer feedback â€Å"The relationship with the customers is of paramount importance because it is a source of innovation and differentiation† (service management, operations strategy, Information Technology, Fitzsimmons. J, 7th edition ). The franchisor of Sunset Grill shows he didn’t have any relationship with the clients in order to get feedback to improve the restaurant. He focused his business on reduce the time to their clients, instead of worry about client’s satisfaction. The first point the owner of a company or business should do, is create a close relationship with the customer in order to give them what they need or what they want.

Rico Act Essay

The RICO Act has been an important component in addressing organized and white collar crime. Write a five page (double-spaced) essay that summarizes the RICO Act and its impact on organized and white collar crime. Be sure to support your thoughts with information from our readings. Rico Act Essay The term â€Å"Rico Act† stands for the Racketeer Influenced and Corrupt Organizations (RICO) Act, Codified as chapter 96, Title 18, of the United States Code which was passed by Congress in 1970. The purpose of the Act was to eliminate the ill-affects of organized crime on the nation’s economy. The Rico Act provides for extended criminal penalties and a civil cause of action for acts performed as part of an ongoing criminal organization. The RICO Act focuses specifically on racketeering, and it allows for the leaders of a syndicate to be tried for the crimes which they ordered others to do or assisted them in doing. It closed a perceived loophole that allowed someone who told a man to commit a crime such as murder, to be exempt from the trial because they did not actually do it or were physically involved. Racketeering is defined as the process of forming or running an organization to operate or commit or otherwise execute ongoing criminal activities. For example the drug mafia planning and executing drug traffic in an organized manner. Such crimes are generally illegitimate business when a person commits crimes such as extortion, loan-sharking, bribery, and obstruction of justice in furtherance of illegal business activities. The definition of a â€Å"racketeering activity† means any act or threat involving murder, kidnapping, gambling, arson, robbery, bribery, extortion, dealing in obscene matter, or dealing in a controlled substance or listed chemical (as defined in section 102 of the Controlled Substances Act), which is chargeable under State law and punishable by imprisonment for more than one year. There are a number of illegal and prohibited activities listed in the act and are as follows: Prohibited activities listed in Section 1962 of the Rico Act. a) It shall be unlawful for any person who has received any income derived, directly or indirectly, from a pattern of racketeering activity or through collection of an unlawful debt in which such person has participated as a principal within the meaning of section 2, title 18, United States Code, to use or invest, directly or indirectly, any part of such income, or the proceeds of such income, in acquisition of any interest in, or the establishme nt or operation of, any enterprise which is engaged in, or the activities of which affect, interstate or foreign commerce. A purchase of securities on the open market for purposes of investment, and without the intention of controlling or participating in the control of the issuer, or of assisting another to do so, shall not be unlawful under this subsection if the securities of the issuer held by the purchaser, the members of his immediate family, and his or their accomplices in any pattern or racketeering activity or the collection of an unlawful debt after such purchase do not amount in the aggregate to one percent of the outstanding securities of any one class, and do not confer, either in law or in fact, the power to elect one or more directors of the issuer. (b) It shall be unlawful for any person through a pattern of racketeering activity or through collection of any unlawful debt to acquire or maintain, directly or indirectly, any interest in or control of any enterprise which is engaged in, or the activities of which affect, interstate or foreign commerce. c) It shall be unlawful for any person employed by or associated with any enterprise engaged in, or the activities of which affect, interstate or foreign commerce, to conduct or participate, directly or indirectly, in the conduct of such enterprise’s affairs through a pattern of racketeering activity or collection of unlawful debt. (d) It shall be unlawful for any person to conspire to violate any of the provisions of subsection (a), (b), or (c) of this section. Under RICO, a person who is a member of an illegal enterprise or organization that has committed any two of 35 crimes including 27 federal crimes and 8 state crimes, within a 10-year period, can be charged with racketeering. Those found guilty of racketeering can be fined up to $25,000 and sentenced to 20 years in prison per racketeering count. In addition, the racketeer must forfeit all ill-gotten gains and interest in any business gained through a pattern of â€Å"racketeering activity. RICO also permits a private individual harmed by the actions of suc h an enterprise to file a civil lawsuit and collect monetary damages. Despite its harsh provisions, a RICO-related charge is considered easy to prove in court, as it focuses on patterns of behavior as opposed to criminal acts. Although some of the RICO predicate acts are extortion and blackmail, one of the most successful applications of the RICO laws has been the ability to indict or sanction individuals for their behavior and actions committed against witnesses and victims in alleged retaliation or retribution for cooperating with federal law enforcement or intelligence agencies. Unfortunately, due to the complexity of bringing organized crime members to justice, ten years passed before the first RICO convictions were obtained. Throughout the 1970s crime families continually fought for power over the many racketeering enterprises that brought in huge sums of money. The National Conference on Organized Crime in 1975 estimated that mob related racketeering reached about $50 billion a year in the United States. An example of a popular case where the Rico Act was used to bring down a criminal organization was the numerous arrests of members of the Gambino Crime Family. The Carlo Gambino family was one of New York's most powerful in the American Mafia. It was successfully weakened by convictions obtained under the RICO Act of 1970. Under Gambino’s leadership, family rackets spread into new areas. Starting in the late ’50s, they engaged in large-scale drug trafficking. The Gambino and Lucchese families put a stranglehold on illegal activities at JFK International Airport, effectively boxing out all competition. Gambino bought into all kinds of legitimate businesses such as pizza parlors, meat markets, restaurants, construction companies, trucking firms, dress factories, and nightclubs, and used them as fronts to facilitate illegal operations. Battles for power and control between crime families resulted in numerous murders. Members of one family would assassinate another's boss. The family of the assassinated boss sought revenge by murdering a member of the offending family. Murders were also committed to prevent a crime member from testifying in a trial. The first convictions of American Mafia members under RICO began in 1980. Numerous gangsters were convicted for a variety of racketeering offenses. In 1985 the bosses of all five New York City Mafia families were convicted under RICO and each received at least one hundred years in prison. In 1992 Salvatore â€Å"Sammy the Bull† Gravano testified in court against his boss, John Gotti, head of the Gambino crime family at that time. In doing so he broke the sacred code of the Mafia, the code of silence barring every Mafia member from ever testifying against another Mafia member. Gotti was sentenced to life in prison. His brother Peter Gotti took over the family but was sentenced in April 2004 to nine years in prison. From our reading, we also learned that Rico can provide other benefits to local, county, state and federal law enforcement. As stated by Osterburg and Ward, page 632, â€Å"Through asset forfeiture provisions the government can confiscate money, houses, cars, boats, planes, electronics and weapons. This has not only impacted on the specific criminals targeted, but in many jurisdictions has been used as a means for law enforcement to expand their own efforts. In my own department, we use the proceeds from asset forfeitures to purchase vehicle equipment and bullet proof vests. Summary For decades, law enforcement strategies have focused on identifying and prosecuting the leaders of criminal enterpris es. Members may be charged or arrested for relatively minor infractions. Charges for even small infractions can provide prosecutors with the leverage to conduct further investigations of the group. The goal is to get â€Å"smaller fish† to â€Å"flip† and testify against the heads of the organization. The ultimate aim is to disrupt the group as a whole. Since the inception of the Rico Act, thousands of arrests and convictions have been handed down against members of organized crime. All five New York crime families have been disabled by Rico convictions and numerous other crime families have felt the sting. There has been mixed reviews on the total effectiveness of the Rico Act, but most will agree that there seems to be no end to organized crime and those willing to engage in criminal activity and enterprise. References www. ricoact. com/ricoact/nutshell. asp RICO – What Happened Next . . . – Crime, Family, Mafia, Families, Organized, and American http://law. jrank. org/pages/12394/RICO-What-happened-next. html#ixzz1XrNLl9Gg http://www. trutv. com/library/crime/gangster_outlaws/family_epics/gambino/3. html www. justice. gc. ca/eng/pi/rs/rep-rap/2005/rr05_5/p5. html. Osterburg and Ward. , Criminal Investigations, A Method for Reconstructing the

Economic Development and Industrialization Essay

The process in which a society or country (or world) transforms itself from a primarily agricultural society into one based on the manufacturing of goods and services. Individual manual labor is often replaced by mechanized mass production and craftsmen are replaced by assembly lines. Characteristics of industrialization include the use of technological innovation to solve problems as opposed to superstition or dependency upon conditions outside human control such as the weather, as well as more efficient division of labor and economic growth. Industrialization is most commonly associated with the European Industrial Revolution of the late eighteenth and early nineteenth centuries. The onset of the second World War also led to a great deal of industrialization which resulted in the growth and development of large urban centers and as well as suburbs. Industrialization is an outgrowth of capitalism. Before India was introduced to the industrialization or the industrial revolution, india was largely an agricultural country. Before the british invasion India became famous for her handicrafts and textiles too. During the Mughal Period, India had a considerable variety of arts and handicrafts and the products commanded wide range of foreign markets. At that time no other country produced products that could be imported to India in exchange for cotton and silk goods which were in world-wide demand. Europe had to pay in billions for the increasing volume of Indian exports. India was also famous for jewelry of exquisite quality made out of gold, silver, copper, brass and bell-metal.Many urban centers were famous for carving work in ivory, wood, stone and marble. In bigger towns each handicraft was organized into a guild which safeguarded the professional interest of its members. The emergence of modern industrial enterprises can be traced back to the end of the 18th century. The new industrial activity took two forms, plantations and factory industries. Real and satisfactory progress in the factory industries began only after 1875. During the next two decades, two textile units – cotton and jute- flourished. Initially, India’s domestic economy depended mostly on the agriculture. Globally, its textile and jewelry industry were very famous, but since all the industries were fully controlled by man, the speed of the produce could not match the growing demands of foreign merchants. Then began the industrial revolution in india, which was introduced by the british. The use of machines in the industries brought about great progress and economical growth to the country. One of the main reasons why India is a member of the BRICS nations[->0] and is tipped to be the next global superpower is its rapid pace of industrialization. India’s industrial growth was recorded in 2010 at 16.8%, highest in 20 years. Thus it has a major contribution to India’s economic growth rate in 2010-2011 which is measured at about an impressive 8.6%. The rate of investment in India has been found to have exceeded 36% of the country’s GDP and this has happened because India is making progress in the industrial sector by leaps and bounds. On the technology front, the biggest advancements were in steam power. New fuels such as coal and petroleum, were incorporated into new steam engines. This revolutionized many industries including textiles and manufacturing. Also, a new communication medium was invented called the telegraph. This made communicating across the ocean much faster. But, along with this great leap in technology, there was an overall downfall in the socioeconomic and cultural situation of the people. Growth of cities were one of the major consequences of the Industrial Revolution. Many people, who initially practiced agriculture, were imposed on with heavy taxes and unable to pay taxes to the british officers were forced to move to the cities. With the new industrial age, a new qauntitative and materialistic view of the world took place. This caused the need for people to consume as much as they could. This still happens today. The negative impact of industrial revolution on india is due to two major facto rs. ââ€" ªIndia’s large population and Introduction of alternative machinery which were more efficient than man– These two factors are closely interrelated:- ââ€" ª the introduction of finer machinery improved the production of goods and reduced the number of employees. Since a large number of indians who were once practicing agriculture were led to the factories, a major population was now going with the swing of the industrial revolution, i.e.. working in the factories.the introduction of finer machinery improved the production of goods and reduced the number of employees and adversely affected the middle class and lower sections of the society. One machine could perform what ten men could and eventually machine replaced man. Lots and lots of people were jobless. Indians suffer from the industrial revolution even today as a major portion of the indian population is unemployed. Industrialization plays a significant role in the process of economic development. The examples of developed countries indicate that there is a direct relationship between high level of income and industrial development. Industrialization has its own merits as well demerits. The merits are –job creation, development in science and technology,better infrastructure, better healthcare, more amenities and comfort to the masses, more affluence, better educational levels of the masses, good help to agricultural sector in terms of farm equipments, tractors, irrigation tools,pesticides, fertilizers so the country can achieve self sufficiency in food grains. The less developed countries are generally primary producers and import industrial output. With industrialization of their own economy they need not import industrial product from outside and this helps in reducing the trade gap. The question that now arises is â€Å"Is india a developed country?† The answer lies within, whether india is a primary producer or has a industrial economy. In fact, India has a balance of both kinds of economy because agriculture forms a major part of india’s occupation, which is primary produce but, of late, many industries are spreading from cities to villages like wildfire hence, increasing the industrial economy. India is actually developing at a very fast rate in the industrial sector, and at this rate of progress, India is estimated to be a developed superpower. Looking at India’s GDP, India is already a well developed nation, but the lack of well-maintained infrastructure and unorganized roads has prevented it from being titled as a ‘developed nation’. Industrialization also helps in satisfying a variety of demands of the consumer’s. With modernization of the economy the demand for industrial product has increased considerably. Industrialization brings a change in the socio-cultural environment of the economy. It makes people dynamic, hard-working, mobile, skillful, efficient, and punctual. It brings a change in the way-of life of the people and makes people more commercial. It also provides security to the economy by making it self-dependent. India has seen a rapid rise in industrialization in the past few decades, due its expansion in markets such as pharmaceuticals, bio-engineering, nuclear technology, informatics and technology-oriented higher education. These latest trends have made India more globally-minded as their desire to trade with the world increases. It is said that India has deliberately targeted markets they know they can make instant in-roads into. Industries such as pharmaceuticals and bio-engineering have been seen as ideal in increasing the national income using the country’s new-found expertise. Also, India now exports a whole variety of products and knowledge, including petroleum products, textile goods, jewelry, software, engineering goods, chemicals, and leather merchandise. There are a lot of comparisons drawn between India’s industrialization model and that of China. Both countries have realized the importance of the export market and how to capitalize on their huge workforces – allowing them to become leading powers in the global market on several fronts. Western countries look favorably to countries such as India and China due to their low production costs in comparison to European and US prices; again a favorable characteristic allowing the countries to build their economies. The industrialization of India looks set to continue for some time and the result could well be that India becomes a major player in many global markets in the future. Industrialization plays a vital role in the economic development of an underdeveloped country. The historical facts reveal that all the developed countries of the world broke the vicious circle of underdevelopment by industrialization. 1. Raising Income: The first important role is that industrial development provide a secure basis for a rapid growth of income. 2. Changing the Structure of the Economy: In order to develop the economy underdeveloped countries need structural change through industrialization. History shows that in the process of becoming developed economy the share of the industrial sector should rise and that of the agricultural sector decline. This is only possible through deliberate industrialization. As a result, the benefits of industrialization will ‘trickle down’ to the other sectors of the economy in the form of the development of agricultural and service sectors leading to the rise in employment, output and income. 3. Meeting High-Income Demands: Beyond certain limits, the demands of the people are usually for industrial products alone. After having met the needs of food, income of the people are spent mostly on manufactured goods. This means the income-elasticity of demand for the manufactured goods is high and that of agricultural products is low. To meet these demands and increase the economy’s output underdeveloped countries need industrialization. 4. Overcoming Deterioration in the Terms of Trade: Underdeveloped countries like India need industrialization to free themselves from the adverse effects of fluctuations in the prices of primary products and deterioration in their terms of trade. Such countries mainly export primary products and import manufactured goods. The prices of primary products have been falling or are stable whereas the prices of manufactured products have been rising. This led to deterioration in the terms of trade of the LDCs. For economic development such countries must shake off their dependence on primary products. They should adopt import substituting and export oriented industrialization. 6. Increased employment opportunities. Industrialization provides increased employment opportunities in small and large scale industries. In an agrarian economy, industry absorbs underemployed and unemployed workers of agricultural sector and thereby increases the income of the community. 5. Stimulates progress in other sectors.  Industrialization stimulates progress in other sectors of the economy. A developments of one industry leads to the development and expansion of other industries. For instance the construction of a transistor radio plant, develops the small battery industry (backward linkage). The construction of milk processing plants adds to its line of production ice cream. cone cream plants etc.. (forward linkage). 8. Rise in agricultural production. Industrialization provides machinery like tractors thrashers harvesters, bulldozers, transport, aerial spray etc, to be used in the farm sector. The increased use of modern inputs has increased the yield of crops per hectare. The increase in the income of the farmers has given boost to economic development in the country. 16. Increase in the Government revenue. Industrialization increase the supply of goods both for internal and external markets. The export of goods provides foreign exchange. The customs excise duties and other taxes levied on the production of goods increase the revenue of the State. The income tax received from the industrialists adds to the revenue stream of the Government which eventually is spent for the welfare of the people as a whole.

Cultural analysis Essay Example | Topics and Well Written Essays - 750 words

Cultural analysis - Essay Example Drawn from three different clusters according to the GLOBE culture clusters, the research will involve interviews on three cultural dimensions as discussed by both Hofstede and GLOBE cluster. The three clusters include Latin American, the Middle East and the Sub-Saharan Africa clusters. Evidence from the interviews conducted on the two clusters indicates that people acquire their cultural traits as they grow up. Regardless of the number of years they have been away from their places of birth, culture abandonment is unlikely. Results from the interviews revealed significant similarities and differences from the three cluster communities. Respondents in the interviews had been in the United States for over two years, which means they had adopted the American lifestyles. However, to determine whether the responses from the interviews were true, I will make a comparison with the cultural dimensions discussed by Hosftede and GLOBE. Finally, I will draw conclusions with references from the study findings. Individualism â€Å"Geert-Hofstede.Com† (web) defines individualism as the degree of interdependence that a society maintains among its members. Both respondents saw signi8ficant differences between the level of socialization in the United States and their places of origin. ... He associated this separation with the capitalism in the United States. According to the Middle East respondent, people in the United States are too busy to consider social lives, or take part in any form of social events. According to him, the American society, being too individualistic, people tend to indulge in other people’s lives. For him, this is opposite in their culture, especially whenever involved in any form, of religious groupings. These two tend to regroup with people of their origin even in the United States, as they cannot avoid having a belonging, which are people of their culture. Hofstede and GLOBE agrees with these responses. According to Hofstede, there is a higher level of individualism in the United States, than in the Middle East. However, the Sub-Saharan African countries score low in the level of individualism. United States rank at 91 on the level of individualism, while Middle East scores 25 and Sub-Saharan Africa scores 20. Power distance Hofstede d efines power distance as the extent to which less power people in the society’s institutions and organizations expect and accept unequal distribution of power Geert-(â€Å"Hofstede.Com† web). Power distance argues that both the followers and leaders endorse inequality. There is a higher level of power separation between leaders and subordinates in the Middle East than in Africa and United States. According to my interview with the Middle East respondent, they accord high respect to their leaders, and treat them, with respect and humbleness. To them, leadership is divine and religious. He agrees that there is a huge difference between the rich and the poor, with the rich being the most respectable people in the society. Although Africans share similar sentiment, he points

Comparative Law Essay Example | Topics and Well Written Essays - 1250 words

Comparative Law - Essay Example It is a necessary element of a contract that is intended to be legally binding. In cases where a party is attempting to prove the existence of a contract, evidence of consideration often proves useful. However, "the onus is on the party seeking to prove the contract to demonstrate intention and the nature of the relationship between the parties." (Clarke, 2008). Additionally, in order to prove that both parties intended to enter into legal relations with one another, the agreement must have been very specific in its material components. "An agreement which is 'vague or ambiguious', incomplete or constitues a mere 'agreement to agree' will not be enforceable." (Clarke, 2008). In terms of proving a contract's validity, it is important to note that contracts do not always have to be written; they can be oral. Certain types of contracts, as protected by the 1677 Statute of Frauds, do have to be signed. And it is certainly much easier to prove the validity of a contract with a signed docu ment. (Clarke, 2008). German contract law is known to place an emphasis on citizens' rights to govern their own affairs with no or little interference from the government. According to the Principle of Abstraction, "contracts only create an obligation, but there are no actual changes to the legal correlation concerning the object of the contract." (Wikipedia, 2008). In recent years, however, Germany has been moving toward a trend of greater regulation. According to Germany's Civil Code 157, "contracts are to be interpreted in accordance with good faith and fair dealing having regard to commercial practices." (Lando, 1996). Contracts are often voided if an unfair weight is placed on one of the involved parties, especially if that party is somehow weaker, such as a minority or a consumer rather than a professional. In contemplating the validity of a contract, also to be considered are the issues that were involved in the initial formation of that particular contract. (Wikipedia, 2008). Germany is a member of the European Union, which has its own set of regulatory principles regarding contracts. (Wikipedia, 2008). The Principles of European Contract Law is a lengthy document detailing regulations of contracts to be governed by law of the European Union. Some of the articles in this set of principles, to be addressed subsequently, pertain to contract terms, revocation of an offer, and unfair advantages. The European Union includes, as of January 1, 2007, Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. (Rosenberg, 2007). Chinese contract law holds both parties involved in a contract to be legally equal. Similar to contract law in Germany, those contracts in which one party unfairly takes advantage of another party may be voided. Contracts in China may be oral or written but similar to both Australia and Germany, there are certain circumstances in which a contract must be written and signed. One of these cases is that of a lease. Whether oral or written, contracts must include which parties are involved, the object or subject of the contract, quantity and quality specifications, remuneration, time limit, method of performance, legal

Effect of Christianity in The Byzantine Empire Essay

Effect of Christianity in The Byzantine Empire - Essay Example As is well known, the Byzantine Empire derives its name from the central Byzantium that formed the core of the empire area, and was more prone to be called a Roman empire if people of the 300 century were to refer to it today. However, since our historians call it the Byzantine Empire, we know that the Greco-Romanian faith was what dominated the scenario in Byzantium and surrounding states. Let us not forget that other than Romanian and Christian faiths, there were Pagan temples which had a cult following in the common people too (Liebeschuetz, 2003, 4). As a result, the preference of the emperors played an important role in determining the dominant faith in the empire, which ultimately led to a competition between ancient Roman faith and Christianity while Pagan temples were closed and other forms of religious activities were banned from the empire. With Christianity’s prevalence, practices of charity, compassion and social upheaval was reintroduced in the self content societ y that the Byzantine empire boasted of. It is very important to note here that the Byzantine empire had members of the aristocracy who had seen the war stricken days and had opted for a peaceful life after the war. They took immense pride in self contentment and preferred to spend wealth and wine on social frivolities and games, which showcased the prosperity of the land. Teachings of Jesus, brought in a certain amount of calmness and finesse into the behaviors of the otherwise barbaric nature of Romans.

Unit 1 Lab 2 Using Command Line Help Case Study Example | Topics and Well Written Essays - 250 words

Unit 1 Lab 2 Using Command Line Help - Case Study Example It shows the general commands including the tools and utilities. These commands mostly comprise of the BSD user environment (Lewis, 2013). Most are command shell interpreters, commands for manipulating files, commands for the mail, and tools for formatted output and text editors. All of these commands set a value for status so that it can be used to ascertain if the command executed successfully upon completion. The above is in line that a value of zero shows a successful conclusion of the command while, and a value is greater than zero means that an error occurred. Note: With Solaris, it is necessary to run the catman utility before search the man pages by keyword. This can take considerable time on some systems and is generally completed by the instructor prior to class. Enter the following command: $ man –k grep a. List some of the man pages where the grep command was found . Step 10. Interpret man Page Headings There are a number different headings or informational areas in a typical man page. The more common ones are: NAME Name accomplish the same thing SYNOPSIS Shows the syntax arguments DESCRIPTION Gives an overview of what the what the command will take effect on such that can change the function or effect of They are by a dash (-) or minus sign SEE ALSO Refers the user to other related commands and subjects These headings are displayed in the man page output using all capital letters. Depending on the command and its purpose, the man page may not contain all headings. For instance, the pwd (Print Working Directory) command does not have Options or Operands information heading since there are no options or operands that can be with the command. All commands will have at least a Name, Synopsis, and

The Role of Duty in Morality in Kants Work Essay

The Role of Duty in Morality in Kants Work - Essay Example In fact, other philosophers such as John Locke and Thomas Hobbes agreed with Kant on this perception of morality, especially his basing of morality on the CI standards of rationality. As mentioned, according to Kant, the fundamental of morality as contained in the CI is the law of an autonomous will and a self-governing reasoning in which people are viewed as possessing equal worth and as deserving equal respect. A rather useful work of Kant’s on morality is â€Å"The Groundwork of the Metaphysics of Morals†. This work of his covered morality-related issues such as the aims and methods of moral philosophy, good will, moral worth and duty, and duty and respect for moral law among others (Kant, 1998). He would later refine, develop, modify, and enrich some of his views in this piece of work in later writings such as â€Å"The Critique of Practical Reason, The Metaphysics of Morals, Anthropology from a Pragmatic Point of View and Religion.†Ã‚   In his discussion of good will, moral worth, and duty, Kant insists that describing and defining people as good hearted alone does not make their actions moral, insisting that only ‘good will’ qualifies as moral. Thus, good heartedness in the ordinary sense does not make people or their actions moral. Good will is thus closer to the notion of good person or a rational person. In the opinion of Kant, the possession of a good will is the cornerstone of what makes a person and his/her action moral. In addition, such a good will should make one to base decisions on the moral law.

History 2 Essay Example | Topics and Well Written Essays - 500 words

History 2 - Essay Example "Keep fear away from me, Varuna, and hold fast to me, O emperor of Order" (Rig Veda 28:6). This line proves that Aryans believed in things that cannot be physically proven like metaphysics and God. Believing in such things can't be adopted as a result of discovering physical evidence in the universe. The Aryan mythology believes that God appears "as embodiments of natural phenomena" and as "allegories of the internal forces in the human bosom" (Schroeder, 1938, p. 60). This idea results in the idea that humans and other natural phenomena are similar to each other (Schroeder, 1938, p. 60). Since god appears as natural phenomena and internal forces, this view made Indo-Aryans love god without the fear that can be found in other religions like Islam. Varuna isn't praised in the Rig Veda as much as God is praised in the Quran. Paul Deussen (n.d.) supports this theory. About this theory he says: "While with the Semites God is above all master and mankind his servant, with the Indogermans [Indo-Aryan] the idea of God as father and mankind as his children prevails" (Schroeder, 1938, p. 61). The 6th line mentions that Aryans fear something and they ask God Varuna to take that fear away. Some lines mention the things that Aryans feared including the 9th line: "Move far from me what sins I have committed: let me not suffer, King, for guilt of others.

Recovery Period Essay Example | Topics and Well Written Essays - 500 words

Recovery Period - Essay Example The institute of law enforcement runs on the basis of mutual respect; the civilian respects the officer and the officer respects the civilian, not considering him/herself superior because of his uniform. An officer must, at all times, remain unbiased so as not to obstruct his judgement during his duty. The above stated behaviors are, to me, the most likely to incite the opposite feelings. Biases arise because there is no respect for one’s fellows. Prejudice leads to hatred, which then manifests itself into hate crimes. And these crimes simply grow in magnitude. An automatic termination would set an example. The second behavior shows a lack of respect for the very job. By not respecting the profession of law enforcement, one cannot be considered an officer – it becomes contradictory in nature. This sort of behavior leads to bullying and taking advantage of others. The â€Å"recovery phase provides a ‘window of opportunity’ for risk reduction† (Christoplos). The recovery period simply refers to the phase, after the occurring of any crime, where the victims involved recover from their losses. This does not necessarily mean emotional losses. If, for instance, a theft took place in a shop, the recovery phase/period would include the recovering from the financial loss, the traumatic experience of being held at gun point (perhaps), and the relief and rehabilitation (not necessarily in mobile terms) of the victims. This period is often called the window of opportunity for risk reduction. Risk reduction refers to the actual trimming down of the risk of any crime. What this statement, thus, means is this: when a crime occurs, a situation arises in which the involved actors (victims, civilians or the cops) are given an opportunity to reduce risk for future such happenings. Mr. Christoplos wrote a report on the window of opportunity

Palestinian embroidery Research Paper Example | Topics and Well Written Essays - 1250 words

Palestinian embroidery - Research Paper Example Embroidery in Palestine was used to portray the woman’s social class at that time. Currently, there are different styles and designs are applied in the embroidery trade. The different embroidery pattern can be traced back to different cultures. For example, the traditional designs were made by the village and Bedouin women. The designs were drawn from simple geometry and other shapes that governed their daily lives. The designs can be categorized into four main categories, namely ritual, technical, geographical, and structural.The techniques used included appliquà ©, weaving and dyeing. Palestine embroidery was divided into regions and this reflected the different cultures. An example is in the wedding dresses where the motifs of the Bedouin and village dresses differed. The fabrics used in embroidery were specific. Before the Palestine’s began importing materials, they used the locally available fabrics. These include linen, cotton, silk, and linen. These materials at times would be mixed in different percentages to give a new material. For example, the royal wedding dress used in Bethlehem weddings was made up of linen mixed with a high percentage of silk (malak). The most famous fabrics were white linen or cotton. In the villages and Bedouin, un-dyed linen and Indigo blue were the preferred colors for both sexes. For the mens clothes, soft wool and atlas silk was used to make their clothes. Before the production of synthetic dyes, the Palestine women used colors derived from insects and local plants. For example, the color red was derived from the insect cochineal. Indigo was mainly obtained from plants (Indigofera tinctoria) 1.Even with the arrival of synthetic dyes, many women preferred using naturally obtained dyes as they did not fade away even with numerous washing as compared with synthetic dyes which fades off after washing. Motifs were of special importance in Palestine. This is because the way a woman

Young Goodman Brown Essay Example for Free

Young Goodman Brown Essay â€Å"Young Goodman Brown† is a short story written by Nathaniel Hawthorne about a young man who has to endure the experience of temptations of evil and dance with the devil. Goodman Brown is a young adult who has influences all around him swaying him towards evil that he felt were reliable role models. Hawthorne uses literary devices to display many different meanings in this story. In the story, the most common devices are imagery and symbolism. The imagery used is to help the reader understand the symbolism he is portraying. He uses these devices to develop a theme to the story and provide different aspects of good and evil. Many people now a days fall under the temptation of sin, even Christians. Having faith with God is commonly seen as a good relationship to have and gives you a positive outlook on life, but after losing that faith, your world darkens and not everything seems as bright as it did. Hawthorne’s use of symbolism and imagery helps to develop the theme of Christians losing faith through temptation and peer pressure as Goodman Brown does. Hawthorne uses symbolism throughout the whole story to imply influences of evil around Goodman Brown. The young man decides to take a journey one night because he feels compelled to. His wife Faith begged him not to go, but to stay there with her and hold off the journey until the morning. Hawthorne uses his wife’s name as Faith not by accident; she symbolizes his Faith in God and the innocence left in Goodman Brown. Faith has on her person pink ribbons; these ribbons represent the innocence in Faith because the color pink is known as innocence. Brown does not agree to his wife’s wishes and departs on his journey right around sunset. Brown must leave Faith behind while he goes on his adventure, by that Hawthorne means he not only leaves his wife behind, but also his spiritual faith. He travels through the forest which in itself is symbolism. He walks through the forest at night when it’s dark; Brown not having much visibility the further into the forest he goes is representing his confusion with life right now, not knowing where to go or what to do. Throughout the story, the forest grows darker and darker, representing God’s light fading away and Brown losing his faith. â€Å"The village is a place of light and order, while the forest is a place of darkness and unknown terrors. † (Xia-Chun) Brown then meets a man on his journey; this man is very influential in the story. The man is the devil carrying a staff that Hawthorne describes as serpent-like symbolizing the biblical reference of a serpent being an evil demon. In the Book of Genesis, the serpent is the main temptation Eve has to try the fruit of the forbidden tree. Similar to that, Goodman Brown accepts the devil’s offer of his staff, or serpent, in order to travel quicker. Brown fell under the temptation of the devil. The further into the forest Brown goes, the more he learns about his peers and elderly and the deals with the devil that they have made, thus causing Brown to lose faith. Once he is able to get back into the town of Salem, although he was able to resist the devil, he is still a changed man. Before his journey, he thought the world was a perfect place and no one was capable of hurting anyone or committing the act of sin. The relationship between Creator and creature, and between man and fellow man, is destroyed by sin†¦Ã¢â‚¬  (Fairbanks 25) After the journey, he realized that there is a lot of darkness and sin in the world and that more people than he realized were capable of unthinkable things and sinning in ways he never would have dreamt of. Hawthorne uses a good amount of symbolism in this story, most of it is obvious symbolism that he wants any reader to understand, not by analyzing deeply but just by having some common knowledge. Therefore, he uses imagery to really help the reader realize the symbolism he is implying. At the beginning of the story, Hawthorne notes that Brown is starting this journey right at sunset; the thought of sunset is considered light fading away and eventually becoming darkness. The use of this imagery provides the thought of symbolism that the young man is going into the unknown darkness and his light, which is a symbol also for his faith, is fading. Another good use of imagery is in the beginning of the story when Hawthorne writes â€Å"And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons of her cap, while she called to Goodman Brown† (435). Hawthorne is using the wind to not only emphasize the pink ribbons Faith wears and help readers understand that those ribbons have meaning and is a symbol to her innocence, but also to explain the beauty of nature in Salem before his mind turns pessimistic and the town fades to darkness. Brown’s view of the town at the beginning before he was revealed all of the sin was a bright, pleasant town full of true-spirited people. The experience of this one night in the forest changes Goodman Brown for the rest of his life, for it poisons his relationship with his wife, isolates him from his neighbors, and destroys his ability to worship God. † (Easterly 55) After his trip with the devil, he was a changed man and saw the town with blackened eyes, only able to see the wrong in people and the capabilities of the devil. Hawthorne develops multiple themes during the story of Young Goodman Brown using the literary devices of symbolism and imagery. In telling the story of the journey Brown embarks on, Hawthorne brings the young man through the forest explaining to him that he is not the only one that has fell under the temptation of the devil and sin. For example, Goodman Brown looked up to his father and grandfather just as any young adult man would. When he was informed of the unimaginable thought of them making a deal with the devil: I have been as well acquainted with your family as with ever a one among the Puritans; and that’s not trifle to say. I helped your grandfather, the constable, when he lashed the Quaker woman so smartly through the streets of Salem. And it was I that brought your father a pitch-pine knot, kindled at my own hearth, to set fire to an Indian village, in King Philip’s war. (Hawthorne 436-437) The devil telling Brown about this was a surprise to Goodman because he always looked up to his father and grandfather and never imagined that either of them would be associated with the devil. The devil shows Goodman Brown the acquaintances, loved ones, public figures of the town who have all fallen into the devils trap and have sinned even when Brown looked up to them and thought none of them had evil in them. †¦young naive man who accepts both society in general and his fellowmen as individuals at their own valuation, is in one terrible night presented with the vision of human Evil, and is ever afterwards â€Å"A stern, a sad, a darkly meditative, a distrustful, if not desperate man†¦Ã¢â‚¬ Ã¢â‚¬  (Fogle 207) The unbelievable knowledge given to him led him into the devil’s trap and no longer saw the world as a pleasant place; he now only saw the evil in people. Just as anyone today would do, Brown fell under temptation and peer pressure and became a figure of sin. Hawthorne explains throughout the story about the temptations and peer pressure of evil that Brown faces. The thought of seeing childhood idols that were perfect in your mind involved in deals with the devil could lead you to feel differently about those people and question your own lessons learned from them. Seeing these people around you engaged in sin and falling into temptations brings a lot of peer pressure to you and leads you to rethink your lifestyle and make you vulnerable to doing things you wouldn’t normally. He explains that Christians lose faith easily and fall into sin through the story of young Goodman Brown using symbolism and imagery.

Resources to Support Childrens Language Development

Resources to Support Childrens Language Development Task 1 An annotated resource list detailing stories, books, rhymes, songs, finger-plays, story props, puppets, resources and classroom contexts which can be used to support and extend literacy for real life purposes in their setting. You must take into account the particular needs of bilingual learners. In doing this you will realise that what you are doing is describing what you will provide in the role-play context and why. This amounts to a very basic plan together with a rationale for the resourcing. Resource List Following much discussion about poor standards of English teaching, the Literacy Hour was introduced into all English primary schools through the National Literacy strategy during the school year 1998/99. The daily literacy hour is divided between 10-15 minutes of whole class reading or writing; 10-15 minutes whole-class session on word level work (e.g. phonics, spelling) and sentence level work; 25-30 minutes of directed group activities; and a plenary at the end for pupils to revisit the objectives of the lesson, reflect on what they have learnt and consider what they need to do next. The resource list that has been complied has been designed to support activities that take place during the literacy hour. The educational resources market is huge and there is a great deal of choice available. There are many new publishers. For example, Badger Publishing Ltd (www.badger-publishing.co.uk) was established in 1989 and provides a range of books, which are designed to improve children’s literacy skills. The company’s publications are divided into three categories. Badger History for Foundation and Key Stage 1 uses bright and colourful images to stimulate the interest of children in historical concepts. Badger History uses nursery rhymes, changes in everyday life, stories and legends, and significant people and past events drawn from the history of Britain and the rest of the word. Each year of Foundation and KS1 has its own Big Book and Teacher Book. Each Big Book has 10 themes. Details of the book for nursery / reception classes are listed below. Big Book 1 for Nursery / Reception Old Mother Hubbard 12 days of Christmas London Bridge is falling down Boys and girls come out to play Miss Polly had a dolly Ride a cock-horse Mary had a little lamb Sing a song of sixpence Oranges and lemons Rats Badger Nursery Rhymes introduces the first sight words for reception classes. They also provide a literacy course, which aims to fulfil the early learning communication, language and literacy goals and the National Literacy Strategy. The publication contains 24 popular nursery rhymes, coverage of all 45 high frequency words and a range of objectives (word, sentence and text level work). Badger also has another range of publications, which are called Storyteller. This is a new series which uses 36 familiar stories to support the writing, speaking and listening objectives of the National Literacy Strategy in Reception, Year 1 and Year 2. This publication allows children to hear and learn about traditional stories, develop comprehension skills, develop speaking and listening skills, use drama to explore themes and characters, and increase their experience of the language and structure of stories. Each book has its own focus. For example, the publication for Reception uses stories, (The Gingerbread Man) with rhyme and repetitive phrases. Fingerplays are a fun way of introducing poetry to children. Fingerplays are also useful tools for practicing fine motor skills, following directions and introducing concepts. They also provide the opportunity to strengthen children’s language experiences and improve their literacy skills. The following fingerplays can be added to the list of resources: Balls (size, counting) Grandmother’s Glasses Choo! Choo! Two Little Blackbirds (counting) Funny Bunny Up, Up, Up (spatial concepts) Jack in the Box (spatial concepts) Unwind the Thread Riding in a Wagon A Teeny Weeny Spider Pat-a-cake Hickory, Dickory, Dock Grand Old Duke of York Literacy Connections (www.literacyconnections.com) is an American based organisation, which provides a vast array of information on reading, teaching and tutoring techniques, ESOL literacy, and adult literacy. Whilst, its resources etc, obviously cater for the needs of the American educational market, many of the items can be readily adapted to meet the literacy needs of children in the UK. A variety of songs can be accessed from this website. They can used to promote and develop a range of literacy skills. A selection of these songs is shown below. â€Å"Alphabet† is an interactive rap song. It targets the comprehension and manipulation of the alphabet and various words in the English language. Using this rap for Reception classes, challenges the children’s abilities to listen, respond, and demonstrate awareness of language patterns and sounds. The â€Å"Alphabet† Song A, B, C, D, E, F, G H, I, J, K, L, M, N, O, P Q, R, S, T, U, and V W, X, Y, Z A Boy Caught Danny Eating Father’s Groceries A like ant, B – boy†¦. The â€Å"Alphabet Animals at the Zoo† song allows children to develop the following skills and gain a greater understanding of a number of concepts. Notably – identifying letters of the alphabet, learning the order of the letters of the alphabet, recognising symbol sound correspondence, and increasing vocabulary movement. The children stretch, shake and bounce to warm up during the opening verse. Next, they create motions which go with a word for each letter of the alphabet. For example, arch, reach up and bend backwards, bend, bend forward, clap, clap hands, droop, let head, arms and spine sag forward, expand, make the body tall and wide. After completing the alphabet, each child faces someone and does the motion that goes with the first letter of his / her name. Alphabet Animals at the Zoo Learn the abc’s with ease While getting fit and having fun Aphabetise your exercise And do your moves one by one At the store or in the car park You’ll cause a small commotion If you suddenly stand and start The alphabet in motion Scholastic, the global children’s publishing, education and media company, provides a wide range of resources, which can be accessed from its website (www.teacher.scholastic.com). It provides information on how children can create pet puppets and use them interactively in their play. Pet Puppets The creation and use of pet puppets in their play, helps children to develop their social, language and literacy skills. The following materials are required: socks (one for each child), fabric markers, children’s safety scissors, white craft glue, materials to decorate puppets (e.g. feathers, buttons, fabric scraps etc), chart paper and marker. The children work together to create sock puppet pets. In making the puppets the children will be engaged in the following activities: Read stories to children about pets or animals and then engage them in a conversation about different types of pets. Do they have pets? What types of pets do they have? What types of pets do they have? What types of pets do they wish they had? Tell the children that they make sock pet puppets out of socks. When the puppets are complete – the children should be encouraged to participate in activities to develop dramatic-play and language skills. The Role of Parents In Developing Their Children’s Literacy Skills The most important benefit that parents can give to their children is their undivided attention. In a classroom situation a teacher will have to deal with 30 or more children. Therefore, the scope for a teacher to work one-to-one with a pupil is highly restricted. Thus parents play a crucial role in developing their children’s language, literacy and social skills. Adams, M, (1990), estimated that by the time her son was six, he had received 1700 hours of stories being read to him. He had also spent 1000 hours watching the literacy-focused television programme â€Å"Sesame Street†. By contrast, she calculated that in the first year of schooling he would have received 360 hours of literacy instruction, and less than 18 hours were given in individual attention. Toomey, D, (1993), reported studies, which demonstrated that, without help and guidance, parents were much less likely than teachers to praise, and pause and therefore encourage guesses or self-correction, or to give clues if children were hesitant. He suggested that careful thought, and appropriate resources, needed to be given to ensure that this invaluable potential support was channelled effectively. To deal with this issue the government has launched a number of initiatives e.g. Sure Start. This is designed to encourage parents to play a proactive role in their children’s learning. Resources For Bilingual Children There is a huge selection of resources available for developing the language and literacy skills of bilingual children. The use of such resources in the Literacy Hour depends heavily upon the make-up of the Reception class. For example, let us assume that a reception class contains 24 children. If the class contained 20 bilingual children and four native English speakers, this would clearly need a completely different teaching strategy, if the numbers were reversed. In both situations the literacy needs of the two groups most be accommodated. This is why the role of Teaching Assistants has become very important in terms of helping Reception Class teachers deliver a teaching strategy that meets the learning requirements of the children in a specific set. In Task 2, this issue is revisited – as the observation of the children entails analysing the effectiveness of the teaching and resources used in the delivery of the Literacy Hour. In the activity that was observed a specialist bilingual resource was not used. A First Experience book was used Tidy Up – this introduces children to the everyday activity of tidying up. A list of household objects (e.g. coat hanger etc) are involved. No matter how good the teacher, the support and resources are, bilingual speakers are always going to have major problems, if their parents do not make a significant contribution towards developing their children develop their English language and literacy skills. Young children have the monumental task of learning their native language. However, more non-English speaking children are now entering UK schools and are required to develop skills in English as well. Many teachers are now finding that some pupils are not proficient in any language. This is because children are pushed into learning a second language without continuing development in their native language. According to Fillmore, W, (1991), this is happening because children are pushed into learning a second language without continuing development in their native language. Research has shown that children that develop adequate language skills are more likely to experience success when they begin reading (Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998). Early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. Summary An extensive resource list has been developed. The source and purpose of the items in the list has been explained. If children are going to learn – they must be encouraged to participate. In other words they need to be engaged in a positive and progressive. The contents of the resources list are designed to become fully involved with role play. For example, a teacher can read a short story to group of children. The children will become completely in tune with the experience, when they dress up and act the storyline themselves. Resources provide the opportunity for children to use their imagination. Literacy skills do not sit in isolation. Reading, writing, speaking and listening all interact with social interaction and new learning experiences. Further to this, as highlighted, is the importance of parents becoming actively involved in developing their children’s literacy and language skills. For bilingual children different teaching strategies are required to facilitate their particular learning needs. Specialist resources do exist – but more often than not – the key to success, is using readily available learning resources in new and imaginative ways to meet their needs. Task 2 The second piece of coursework is an evaluation of how well the planned activity meet the intended outcomes – i.e. did the role play area, support and extend the reading, writing, speaking and listening of all the pupils, including bilingual pupils. Introduction This task involves the observation of a number of activities that took place during place Literacy Hour. The children that were observed are in a Reception Class. Communicative competence provides a theoretical framework within, which these observed activities will be reviewed and critically evaluated. Also research findings relevant to the areas under investigation will also be considered. Educational Theory Underpinning Literacy Skills Communicative competence is a concept introduced by Dell Hymes and discussed and redefined by many authors. Hymes’ original idea was that speakers of a language have to have more grammatical competence in order to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes. There are eight aspects of communicative competence. They are grouped together into two groups of four: Linguistic aspects: Phonology and orthography – Phonological competence is the ability to recognise and produce the distinctive meaningful sounds of a language, including; consonants, vowels, tone patterns, intonation patterns etc. Orthographic competence is the ability to decipher and write the writing system of a language. Grammatical competence – This is the ability to recognise and produce the distinctive structures of a language and to use them effectively in communication. Lexical competence – This is the ability to recognise and use words in a language that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collections of words. Discourse competence – This is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts etc. Learning a language involves learning how to relate these different types of discourse in a way that is coherent to the readers and listeners. If you like, the linguistic aspects of learning a language are the theoretical aspects that have to be mastered. In terms of learning how to read and write, the starting point is phonology. Mastering phonetics is at the very heart teaching Reception Class pupils how to read. The other three aspects are developed over a longer term period. Although by the end of the Reception Year – the children must have made some progress towards becoming effective in terms of the grammatical and lexical competencies. Pragmatic aspects: Functional competence – This refers to the ability to accomplish communication purposes in a language. For example, the ability to use language to greet someone. Sociolinguistic competence – This is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate meaning of the communication situation. Interactional competence – This involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. Cultural competence – This is the ability to understand behaviour from the standpoint of the members of a culture and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done. Practice makes perfect – is a phrase that all school children will be familiar. If a child is going to become a proficient reader, writer and speaker of English, then they must be provided with endless opportunities to practice their skills and knowledge of the language. Herein lies the real importance of role-play in learning – it provides children with the opportunity to master the pragmatic competencies. As already stated, in Task 1, parents must become actively involved in developing their children’s literacy skills. Observation Of The Literacy Hour This was a Reception Class in a primary school. The class has 24 pupils. 20 of who are native English speakers. The other 4 are bilingual. The literacy hour is spread throughout the day and is covered in a number of sessions. Session 1 – Whole Class Reading (15 minutes) Session Objectives: The pupils will extend their vocabulary, exploring the meanings and sounds of new words Hear and say initial and final sounds in words and short vowel sounds in words Read a range of familiar and common words and simple sentences independently Know that print carries meaning and, in English, is read from left to right and top to bottom Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. This session involved using the story (The Gingerbread Man) from the Storyteller range of books produced by Badger Publishing Ltd. The teacher read a line from the book and asked the whole class to read the line aloud. For those children who struggled with a line they were assisted by the teacher or the teacher’s assistant to complete the task. This process lasted for about five minutes. The teacher then asked questions to help the class to recap on what they had read so far. The children were then put into pairs and were asked to read alternate lines to their partners. For those pupils who struggled with this task – they were aided by the teacher or the teacher’s assistant to complete their sentence. The teacher then moved the session beyond the book and asked the pupils to consider what materials they would like to be made of. This generated a wide range of interesting and amusing responses – ranging from rubber to chocolate. The children were asked to consider what special power they would like to have and why, in their new characterisation. The repetition of the reading aloud of sentences from the story book did not really motivate the pupils. However, when they were allowed to use their imagination and develop their own characterisation in a new format, the majority of the group found this stimulating. The reading aloud and repetition of the sentences was designed to allow the pupils to further develop their lexical competence. The relaxation of the structured rigidity, that is a by-product of reading aloud, provided the pupils with much greater freedom to use their imaginations and consequently develop the pragmatic aspects of the communicative competence framework. As with everything in life, the educational system suffers from two major constraints. That is, a lack of time and a lack of resources. As outlined, in Task 1, there is very little scope for offering individual pupils a sufficient amount of one-to-one contact with the teacher. The average size of Reception Classes in the UK is greater than 24. The bigger the class size and the greater the diversity in language skills (i.e. how many bilingual children are in the class?) then more pressure is placed on the teacher. The Literacy Hour has been in operation for nearly 8 years and its impact has been extensively researched. According to researchers from the University of Newcastle – whole class teaching has not encouraged opportunities for pupils to question or explore ideas to help them regulate their own thinking. The researchers have identified the problem of teachers adapting to the new curriculum without changing their old teaching styles or patterns. Consequently, many of the innovations of the National Literacy Strategy are not implemented as a result. Session 2 – Fingerplays – Directed Group Studies (25 minutes) Session Objective Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. The class was divided into six groups of four. Each group was presented with a different fingerplay (e.g. Unwind the Thread, Riding in a Wagon, Hickory Dickory Dock etc). The teacher was assisted by a teacher’s assistant and a volunteer worker. Working their way round the groups – the children were instructed on how to participate in the fingerplay and were encouraged to work as a group to generate ideas on what they thought the words contained in the rhymes, actually. The children were then asked again to work as a group and think of a storyline that could be developed using a fingerplay. This session was adequately staffed and this meant that no group of children had to wait long for assistance, in terms of getting answers to their questions. This role-play element of the session proved to be very successful and the children on the whole worked well within the groups to which they had been allocated. This session provided opportunities for the children to develop their proficiency with regard to the pragmatic aspects of the communicative competence. Session 3 – Developing The Language Skills Of Bilingual Pupils (20 minutes) Session Objective – By the end of the session the pupils will show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about, where, who, why and how. Two of the bilingual students have only recently joined the school. Both of them are new to the UK and to English. Although their parents read to them in Urdu, they are used to a different writing system and print which goes from right to left, rather than from left to right. The TA (Teacher’s Assistant) is using a book which the teacher used at the beginning of the academic year (ie Tidy Up). It is a picture story with no words. The TA had been working with the two new pupils for two weeks and had established a good rapport. She worked her way through each picture and explained to the children what was happening in each scene. A volunteer worker, who was fluent in English and Urdu was on hand. The TA had a number of items (e.g. a clock, a coat hanger, a drinking mug, a torch etc) which featured in the story. As she produced each object she encouraged the children to handle it and say its English name. She asked questions about the objects – what they were for, where might you find them, and so on – and asked the children to find them in the pictures. She talked about the each item’s part in the story. The volunteer remained silent throughout and only interjected when the children did not understand what was being asked of them. Speaking briefly in Urdu to clarify and issue, and then allowing the TA to resume contact with the children. She then asked the children to take on roles of characters in the book, and she also took on a role. Together they acted the story out, using the household objects as props and she encouraged the â€Å"characters† to talk about what they were doing. She then asked the children to â€Å"read† the book in English, and supported (with help from the volunteer worker when appropriate) them individually as they did this. At the end of the session, she reviewed the session, the progress the two children had made. Overall the session was a positive experience for all of the concerned parties. The volunteer worker is helping the children to develop literacy skills within their first language i.e. Urdu. The parents of the children are attending ESOL classes at the school and are actively involved in helping their offspring develop their language skills in Urdu. This is having a positive impact on their ability and willingness to learn English. The use of role-play both at school and at home is increasing their proficiency in both languages. Thus in this instance the use of role-play has generated positive benefits. The objective for the session was achieved. The successful completion of this activity reinforces the factors which are at the heart of the educational theory stated at the beginning of this task. It is counterproductive to fast track the two new arrivals into the class. They need to be helped to master their native language as well as being slowly introduced to English. Their confidence with regard to speaking their own language and becoming more exposed to English, will be increased by the use of role-play activities as observed and by being positively engaged by their parents and extended family, within their home and domestic surroundings. The results of this observation provide a clear link to the previously stated research of several authors (i.e. Fillmore, W, 1991; Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998) that early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. References Research Evaluation of the National Literacy Strategy – Academic Findings and Recommendations (www.literacytrust.org.uk/research/liteval.html) Literacy Improvement Programme – Developing Literacy in the Early Stages (www.ltscotland.gov.uk) The National Literacy Strategy – Guidance on the organisation of the NLS in Reception classes (Department for Education and Employment, September, 2000) Parental Tips for Enhancing Print Awareness, Phonological Awareness and Oral Language Skills in Young Children Learning English as a Second Language – Crystal Torti, Yvette Carrasco (Top Tips on Parenting, Fall, 2004, Volume 6, Number 3) Beginning to Read: Thinking and Learning About Print – Adams, M. (Cambridge, MA: MIT Press – 1990) Parents hearing their children read: a review – Toomey, D. (Rethinking the lessons of the Haringey Project – Educational Research, 35/3, 223-236, 1993) Cluster 1 – Thinking about children as learners – What role do parents play in children (www.abdn.ac.uk/education/research-and-initiatives/RTR) Early Childhood Today – Pet Puppets (http://teacher.scholastic.com/products/ect/Petpuppets.htm) Fingerplays Index Page (http://falcon.jmu.edu/ramsey/fingerplayindex.htm) Aspects of communicative competence – (www.sil.org/lingualinks/LANGUAGELEARNING/OtherResources) First Experiences (http://books.kelkoo.co.uk/b/a/cpc) How Most Children Learn To Read – Derry Koralek, Ray Collins (Reading Rockets, 1997 – www.readingrockets.org/articles/386) Various pages from Literacy Connections (www.literacyconnections.com) Various pages from Badger Publishing Ltd (www.badger-publishing.co.uk) Literacy Reception Module (Department for Education and Employment, September, 2003)

Health Care Program Evaluation Plan Health And Social Care Essay

Health Care Program Evaluation Plan Health And Social Care Essay The question of how to treat people who are mentally ill is highly controversial. In the not-so-distant past, people with mental illness were confined in insane asylums, where they lived in conditions of degradation, physical abuse and squalor. Mental health professionals now agree that such treatment was barbaric and that patients should receive supportive care. Opinions differ sharply, however, on what kind of treatment best serves this population of people interests. How mental illness is treated varies in every civilization, culture, century, and religion. Some religions encourage its members to do well even towards mentally ill people. The treatments carried out go from dancing to chants to tortures and exorcisms, and some treatments do more damage to the patient than good. As time passes by, the term mental illness carries with a stigma that affects not only the patient, but also his/her family. With the increasing prominence of the health promotion theory, there exists a shift towards emphasizing wellness, empowerment, and empirically supported treatment. Mentally ill people are treated more humanely at present than when compared to the only several decades ago. Adjustments are being strategized in order to address the increasing demand of mental health education and ensure the implementation of new programs in order to maintain common ground among stakeholders. Drastic changes and the need for mental health reform based on recurrences of violence within communities have played a vital role in stakeholders rethinking mental health issues, particularly what treatments are appropriate. Historically, practices of health promotion can be incorporated into evidence based with the treatment being used in programs that have been implemented for those co-morbid health conditions with mental health problems. Background of the Problem Mental health programs require a set of skills that are accessible and different from traditional programs that have been set in place but have failed the system. Through the use of monograph, a method of research or literature written about a single, specific subject, it can be deduced that the pathways to effective care are often unclear and extremely difficult to negotiate, especially for young people and their families, and for people from backgrounds that are not part of the dominant mainstream culture (National Health Strategy, 2000, p.7). In other words, there exists a disparity between social classes in the effective distribution of health care, that regarding mental health notwithstanding. This socio-economic disparity is no longer a new issue. Even in other instances, especially in the realm of healthcare, care services are not equally distributed among those who need it. It is usual that patients from low socio-economic classes are the less privileged, subjected to public humiliation and unconventional treatment; while those with a secure financial capacity are more likely to receive immediate and humane treatment. Intervention approaches into mental health vary depending on the disorder and severity of symptoms. Integrating programs and new policies in the decision-making intervention is in the forefront objective of the National Institute of Mental Health (NIMH). According to the NHS (2000, p.89), the main actors in the delivery of health care should have a pervasive awareness of the diverse cultural and linguistic backgrounds of the people, as differences in culture and language, among others, can be a hurdle in the design and implementation of a health care program. This is not to say that efforts were not carried out to create programs to address mental health problems. However, some programs are either lacking in content or is not applicable to a particular group of people. Therefore, a program may produce significant results for adult patients, but may fail when applied to younger patients with the same mental illness. As such, the need for holistic and specific programs for mental health is high. Several measures should be taken into consideration first before a particular mental health program is to be designed and implemented. The severity of the illness and its symptoms, as well as the patients capacity to maintain treatment, among others, should be well taken into consideration. Literature Review This literature review has been prepared for evaluation of Mental Health programs, which will focus on the following topics: definition of mental health; mental health issues; treatments and therapy; global mental health policies, and legislation; and the process of evaluating a health care program, particularly that of mental health. Available literature on mental health focuses on programs that are in place and the implementation of new programs through integrating health promotion where a review of literature illustrate how the field of health promotion can be mainstreamed into all aspects of community mental health care, in policies, principles, and practices. It contains an array of clinical cases, historical analyses, assessment models, evidence-based interventions and evaluation tools, and strategies for policy reform. Definition of mental health The World Health Organization (2013) defines mental health as the state of complete physical, mental and social well-being, and not merely the absence of disease. Furthermore, it is defined as a state of well-being where an individual can realize his potential as a person, adopt measures in coping with lifes stressors, work productively while staying emotionally well, and contribute to the development of the community with which he belongs to. Mental health issues Mental health treatments Mental illnesses are developed due to various and sometimes interrelated factors, making it difficult to clearly predict the progress of a mentally ill person (SANE, 2010). Sometimes, the symptoms are so confusing that the patient himself is not aware that they are already experiencing a mental disorder. Initial assessment is done to identify whether the patient is suffering from a mental disorder. The diagnosis will be derived from a particular pattern of symptoms that the doctor will have to observe in the patient. Symptoms include (SANE, 2010, in Better Health, 2012): 1) feeling down for a long period of time; 2) insomnia or inability to sleep; and 3) easily distracted and inability to concentrate. From there, the doctor will decide how to best treat the symptoms and then further observe the patient for any other more specific symptoms. In the field of mental health, diagnoses can change several times as the symptoms change, progress, or disappear. Likewise, it can change as more information surfaces from the patient himself through their sessions together. The doctor then should be able to critically delineate the differences between symptoms and suggest a treatment that would best help the patient. In other words, there is no fixed treatment or medication for a single individual with a mental disorder until all the needed criteria appears in the patients behaviors (SANE, 2010, in Better Health, 2012). There are, however, several ways in treating mental health disorders and helping patients cope and recover from mental illness. There are two main types of treatments: psychological treatments and medication. Psychological treatments are carried out on patients with anxiety disorders or depression as it helps reduce stress levels brought about or has resulted to the symptoms experienced by the patient. These treatments, or therapies, are based on how an individual react to, think about, and perceive things (SANE, 2010, in Better Health, 2012). Therapies are also called talking cure (Discovery Health, 2013) because emotional and physical pain is alleviated by talking about it. Medications are provided to patients who have a more serious form of the disorder. There is a specific type of medication for a specific type of disorder, and they are usually highly prescriptive. Sometimes, it is given with a combination of other prescriptive drugs or with psychological therapies. It includes (Better Health, 2012): 1) antidepressants, which is given to patients with depression primarily and, with psychotherapy, to those with phobias, panic disorders, obsessive compulsive disorder (OCD), or eating disorders (bulimia, anorexia); 2) antipsychotic medications, which is used to treat illnesses such as schizophrenia and bipolarism; and 3) mood stabilizing medications, which regulates the occurrence of major depression and high episodes in patients with manic disorder. Care should be extended, however, when using medications for mental health disorders. Although the benefits are high, there are still some harmful side effects that might affect the patient especially when used for a long term at variable doses (SANE, 2010). If available, newer generations of medications are to be given to the patient, as this has lesser side-effects (Better Health, 2012). Apart from these two major types of treatment, the concept of community support as a way to help patients cope and recover from mental illness is fast becoming a choice for professionals and patients alike. Community support efforts include information, accommodation, help with finding suitable work, training and education, psychosocial rehabilitation and mutual support groups (SANE, 2010; and Better Health, 2012). Global mental health policies Kiresuk and Sherman (1968) have identified the rather contrasting two-fold identity of the goals of the mental health enterprise: a) highly philosophical in that theories are formulated in distinct relationships; or b) highly objective and focuses mainly on patient-therapy goals. These goals may be used to calibrate a mental health program to better cater to a wider group of concerned people. Furthermore, understanding the elements interacting between the patient and therapist in various stages of their relationship can aid in designing programs for community mental health. Mental health policies are rules and regulations written by the Government or its corresponding Health Ministry or Department. It includes the goals, priorities, and the main direction stakeholders have to take in order to effectively implement the services enclosed therein. Some of the components of a mental health policy include (WHO, 2005): advocacy, which is the individual and social action on raising public awareness and policy support; promotion, enabling patients to take control of and improve their mental well-being; prevention or the immediate application of measures to promote individual and community well-being and educational and informational campaigns; treatment and the carrying out of relevant care, whether clinical or non-clinical, to reduce the negative impacts of mental illness and improve patients quality of life; and rehabilitation where knowledge and skills learning are provided to mentally ill patients to help them achieve a higher and better quality of life despite of their disorder. Mental health policies are the main guiding framework in the design of mental health programs. Each of the components specified above can have its own health program that will help achieve its goals. In fact, mental health programs is to take into consideration both general and specific plans of action required by all stakeholders to undertake in order for the policy to take effect (WHO, 2005). It identifies what actions are to be done, who must do it, what specific timeframe should be followed, what resources are needed, and where can it be found. According to the WHO (2005), 90.9 percent of countries in the Eastern Mediterranean have national mental health programs in place. More than three quarters, or 76.5 percent, of North and South Americas have such mental health programs while only 52.9 percent of Europe does. Community care is the most basic unit to perform and provide healthcare services to citizens. Therefore, their presence is vital in supporting patients with mental disorders at the community level. About 75 percent of North and South American countries have existing community care facilities (WHO, 2005). On a global scale, however, a wider disparity is discovered. Only half of low-income countries have established community centers while 90-97 percent of high-income countries have such community centers. Some examples of these community centers are daycare centers, therapeutic and residential services, crisis residential services, sheltered homes, clubhouses, community mental health services which cater to all age groups (children, adolescents, elderly), and agricultural psychiatric rehabilitation villages, among others (WHO, 2005). Global mental health legislation Mental health legislation should not be confused with health policies. These are legal provisions for the protection of the basic human and civil rights of people with mental disorders (WHO, 2005). Mental health legislation deals not only with how dangerous mentally ill patients are to be restrained and protected, but also with the maintenance of treatment facilities and personnel, training of professionals, and the whole structure of providing mental health services. It also dictates and regulates the procedures in compulsory admissions, discharge procedures, and appeals, among others. Laws on mental health are present in 75 percent of North and South American Countries. This is still low in contrast to 91.8 percent of European countries. Eastern Mediterranean countries have the smallest coverage at only 57.1 percent. Knowing the coverage of mental health laws is vital in understanding how mental health is prioritized on a global scale. The timeliness of the laws needs to be considered as well. More recently existing laws may be more encompassing than older laws in the sense that evaluation processes have already been applied to it. Older laws may not be able on track with the fast changing pace of culture, society, and technology. As such, laws enacted earlier than 1990 may be ineffective because evidence-based treatment methods are not yet available during that time (WHO, 2005). More than half of existing legislation across the globe is enacted between 1990 and 2004. North and South American countries with mental health laws have enacted 58.4 percent their most recent legislatures within this time frame. There still lies the fact, however, that half of the existing legislations were designed and enacted all the way back to the 60s (WHO, 2005). One of the major facets of mental health legislations is the provision of disability benefits for mentally ill patients and their families. In some cases, the disability benefit is incorporated in mental health laws. In others, particularly in countries without specific mental health legislation, the disability benefit is part of a wider scale of health legislation. Half of low-income countries have disability benefit provisions, while a hundred percent of all high-income countries are covered (WHO, 2005). There are, however, less researches delving into the degree of implementation and the spread of coverage of mental health legislations and its accompanying provisions. Moreover, there is a need to identify what services or benefits do particular countries provided for individuals with mental health disorders. As such, these areas need to be researched into more to better accommodate to the needs of individuals and families who need it. Evaluating mental health programs Atkisson, et al (2010) has a conceptual model laying out the three components involved in evaluating a community mental health program. These three components are: a) levels of evaluative activity; b) functional roles of the evaluator; c) and the capability of the program information. This working model may be used in the assessment of the evaluation capability of mental health problems. Proper use of the model could generate a better evaluation strategy. Although outdated, Hagedon, et al. (1976) has written a reliable manual on determining appropriate evaluation strategies and in planning evaluations. Evaluations, as the authors have suggested, should be done in cycles. Monitoring and evaluation should be schedule annually or bi-annually. This allows the program to be constantly updated, making it easily be adopted into a community. Changing cultural and technological elements could pose threats or opportunities to the conduct of the program. Hargreaves, et al. (1977) states that addressing issues in a programs information system and adequately assessing outcome studies eventually act on the programs processes and integrity, as well as the stakeholders welfare. An effective mental health program should have a similarly effective system of collating and analyzing feedback, which may be used to further improve the program. The evaluation plan describes in detail how a program will be monitored and evaluated. The intention of using the results for program development and decision-making should also be made clear (Centers for Disease Control and Prevention, 2011). A program evaluation must be carried out with a clear purpose in mind. In fact, in designing a plan for program evaluation, the expectations to be derived from the conduct of the evaluation should be already considered. However, the evaluation design and the actual implementation should not be carried out by just anybody. The evaluation should be done by someone knowledgeable of the processes of evaluation and must also have an understanding of the program being evaluated. Otherwise, the evaluation process might not be able to achieve its objectives. The evaluation design should be able to identify the specific group or group of people for which the program is intended for and would have access to. The methods to be used should be able to capture the needs of the stakeholders while maintaining excellence in the delivery of health care. The Minnesota Department of Health (2010), identified six reasons on why there is a need to monitor and evaluate the processes of a program: 1) to determine whether the objectives of the program is being achieved in the short-term; 2) to improve how the program is being implemented; 3) to provide a degree of liability to the funding agencies and the community with which the program is intended for; 4) to increase the stakeholders awareness of the program and encourage support; 5) to contribution to the current pool of knowledge and practices in the scientific undertaking of public health interventions; and lastly, 5) to inform and influence the decisions of the higher policy-making body, e.g., the government. A scientifically-sound evaluation has similarly scientifically-sound program objectives. According to Wilburn and Wilburn (n.d.), program objectives should be S-M-A-R-T: specific, measureable, achievable, realistic, and time-specific. It is ideal that an evaluation design is all-encompassing; however, as was said in the introduction, that it has to be specific to be able to fit the needs of the stakeholders better. Measureable concepts should be incorporated into each objective to aid in the attainment of quantifiable variables. It should also be realistic, not idealistic, and should follow a practical timeframe. The right questions should be able to answer the questions what, how, and why it matters (Centers for Disease Control and Prevention, 2011). The evaluation design should be able to: 1) state the need for the implementation of the program and its relation to the intended effects (clarify the purpose and anticipated outcomes); 2) lay down the processes in the program implementation and identify whether it works well with the overall evaluation design; 3) clarify with short-term information if changes need to be done in the existing processes of the program; and 4) provide a rationale about the programs importance and impact to the field of mental health. The evaluation must apply not only to the program per se, but also to how the application of changes will affect the programs intended outcomes. There are other variables to be considered for evaluation. One is the nature of the stakeholders. Is the program able to capture the stakeholders and address their needs? Are they the right ones with whom to apply the program? Identifying the right stakeholders for the implementation of the program is vital in ensuring that the message is carried across. As such, the location where the program was implemented should also be evaluated. Cultural, social, and political issues must be considered as these could have an effect in the distribution of the program. Likewise, time should also be evaluated. This pertains not only to the timeframe or schedule of implementation of the program activities, but also on the timeliness of the program implementation. The last thing that should be subjected to evaluation is the output. Is it what the program intends to achieve? What went wrong? All the information from the monitoring and evaluation will be collated and considered as vital feedback. Feedback needs to be gathered to be used in the further development and improvement of the programs design. After the step-by-step process of evaluation is completed, the results will be integrated into the original mental health program. Recommendations for future researchers will be produced, such as the conduct of a second evaluation on the same program after it had been subjected to changes as a result of the initial evaluation. The design and methodological processes to be followed in the evaluation of a mental health program will be discussed in detail in the succeeding paragraphs. Goals and Objectives This research study primarily aims to identify a method that will be used to effectively evaluate mental health programs. Specifically, this research aims to: Identify the socio-demographic characteristics of the patients and families using the mental health program; Identify their information needs; Determine their attitudes and perception towards the mental health program; and Determine the strengths and weaknesses of the program through a professionals perspective. Theoretical Framework The main reason for conducting a program evaluation is to determine the efficiency of a program, particularly in terms of whether physical and financial resources are being used wisely, the programs performance and objectives are working with the design, and is following the processes set for it (Lindeman, 2010). Based on the literature review gathered for this research, mental health program evaluations mostly focus on how the program could better adapt to certain situations. Certain social conditions call for a more customized program, given that the current specifications of a program may not be suitable for another individual or group of individuals. Therefore, interventions must be carried out to ascertain the effectiveness of a mental health program. By using a program theory, the evaluation of the program may be guided accordingly. The program theory is only recently integrated into the field of public health, as it is mainly used in social science research. The program theory, by definition, is a conceptual plan, with some details about what the program is and how it is expected to work (Issel, 2009). The program theory has two main components: 1) process theory; and 2) effect theory. Process theory is concerned with the program per se, while the effect theory is concerned with the use of interventions. Similar programs, like in the realm of public health and its programs against obesity, consider evaluation as a very important process. It follows the same way of formulation of objectives and the creation of sound evaluation plan. Evaluation Model Design This research will follow a multi-design evaluation. It will make use of the responsive evaluation, followed by the participatory/collaborative form of evaluation, and then the utilization-focused evaluation. The use of a multi-design evaluation allows the researcher to better make use of the information that will be gathered for evaluation. The first design is the Responsive Evaluation type of evaluation model and approach, which is concerned with identifying how the program would look like to different people. This design must take into consideration what stakeholders need to satisfy their thirst for information. In relation to responsive evaluation design, the participatory/collaborative form of evaluation may be used to further identify how the stakeholders view the program and what they could suggest be done to improve it. Their information needs will then be enumerated and considered. Once the information needs are identified, this will undergo utilization-focused evaluation. This allows stakeholders to take part in the evaluation process, which will be used ultimately in the decision-making phase of the evaluation. The information will also be integrated into the program itself so as to better calibrate it to fit the specific needs of the stakeholders. The model below shows how these evaluation designs will be utilized to be able to evaluate a mental health program better. INPUT OUTPUT PROCESS STAKEHOLDERS How does the program look like to different people? PARTICIPATORY/COLLABORATIVE What are the information needs of those closest to the program? CONSUMERS EXPERT INFORMATION NEEDS What are the information needs of stakeholders, and how will they use the findings? Figure 1. The Multi-Design Evaluation Model The study aims to create a viable evaluation model to use in evaluating mental health programs. For this research, both primary and secondary research will be utilized. The primary research will be conducted with the use of a survey questionnaire and interview for research instrument to gather both quantitative and qualitative information. Respondents will be identified and the questionnaire will be distributed to them. Interviews will be scheduled accordingly. Quantitative methods will be employed as this is a flexible and iterative approach in researching information. Consecutively, the research will also make use of qualitative information which will be used to locate and develop theories that would explicate the relationship of one variable with another. As such, behavior, attitudes, opinions, and beliefs on the subject matter at hand will be identified and quantified easier. Secondary research will also be carried out as well. Statistics and results from previous studies will be incorporated into this research and then compared with the results of this study. Evaluation Methods Respondents of the Study Following the evaluation designs stated above, this research will identify stakeholders to help in evaluating the program. Consumers and professionals will be asked to assess the program and their attitudes and perceptions toward it will be gauged. It is vital to determine and identify the respondents to be used for this study. The consumers may be the direct beneficiaries of the program to their close relatives who have personally observed how the program was implemented. Their personal experience on the program implementation would paint a picture of the applicability and fit of the program to various demographic. On the other hand, the professionals will be third-party experts who are knowledgeable in the field. These may be psychiatrists, psychologists, or program implementers. Their expertise on the field would contribute to the identification of whats lacking or missing in the program. Sampling Method The researcher will use two sampling strategies: random and purposive. The purposive type of sampling allows for a more flexible way of choosing respondents, given that the classifications needed are not entirely that applicable to a general group of people. Likewise, this is easier to carry out by the researcher without compromising the results of the study. Psychologists, psychiatrists, and program implementers will be purposively identified based on their availability on the subject matter at hand. On the other hand, the program consumers will be identified randomly. A list of the program beneficiaries will be retrieved from authorities. Then, random sampling will be used to identify who among the beneficiaries will be interviewed. If ever the patient beneficiary will be unavailable for interview, their immediate family members will be contacted in their place. Research Instrument To gather pertinent information from the respondents, the researcher will create a questionnaire, one set for each of the respondents. The instrument will include socio-demographic characteristics, identification of attitudes and perceptions towards the program, suggestions for improvement, among others. The major objective of using a survey questionnaire is to gather both quantitative and qualitative information from the respondents. The research instrument will use a combination of open and closed questions. Closed questions will be used at the most, especially in identifying the socio-demographic characteristics of the respondents. Through the use of closed questions, the choices will be limited within the scope of the study; thus, allowing the researcher to easily encode the answers. Moreover, using closed-ended questions would help keep the results in line with the researchs problem statement and objectives. As such, open-ended questions will nonetheless be used. Using this type of questions will allow the researcher to gather qualitative data. For example, their experiences on how the mental health program was implemented on them are better off detailed than limited to a set of questions. Themes are captured as they emerge from the respondents accounts. The attitudes of the respondents toward the mental health program will be gauged with the use of a five-point Likert scale. The Likert scale is a rating scale that allows the respondents to indicate his/her level of agreement or disagreement towards a particular event, situation, or part of the program. The equivalent weights that would correspond to the degree of agreement or disagreement are as follows: RANGE INTERPRETATION 4.50 5.00 Strongly agree 3.50 4.49 Agree 2.50 3.49 Uncertain 1.50 2.49 Disagree 1.00 1.49 Strongly disagree To test its reliability, the one-shot research administered survey instrument will be pre-tested to a group of individuals. The instrument will then be revised as per the comments and suggestions derived from the pre-testing. The survey questionnaire is chosen as a research instrument since they are easy to construct. Likewise, questionnaires may be easily reproduced and can be delivered to the respondents by mail or by hand. Data Collection For this research, data will be gathered; information will be collated from previously published studies from local and international universities. The researcher will then summarize the secondary information, make a conclusion and a generalization, if applicable, and then provide recommendations which may be useful for this research. The researc