Association football and substitute goalkeeper Essay

The goalkeeper is the most specialised position in football. A goalkeeper’s job is mainly defensive: to guard the team’s goal from being breached (to not let the other team score). Goalkeeper is the only position defined in the Laws of the Game. Goalkeepers are the only players allowed to touch the ball with their hands and arms, however they are restricted to doing so only within their penalty area; for this reason, they must wear jerseys that distinguish them from other outfield players and the referee. If a goalkeeper is sent off or injured, and there is no substitute goalkeeper available, an outfield player must take the goalkeeper’s place and put on the appropriate identifying uniform.[3]. The discipline of goalkeeping is so specialised that it is very rare in the professional game for a goalkeeper to play in any other position. One notable exception is Jorge Campos of Mexico, who played effectively as a striker when called upon.[4]. A goalkeeper with good technical skill may opt to take his team’s penalties and free kicks though this is rare as the goalkeeper would be caught out of position if possession is conceded immediately after the kick. Josà © Luis Chilavert, formerly of Và ©lez Sà ¡rsfield and Paraguay, and Rogà ©rio Ceni of Sà £o Paulo and Brazil are well-known free-kick and penalty specialists with over 100 goals to their names. Hans-Jà ¶rg Butt is the goalkeeper to have scored in the most different competitions, having scored in all of Germany’s top four divisions, the German cup and the UEFA Champions League. [5][6][7] Physical strength, height, jumping ability and judgement are valued qualities for goalkeepers to have in order to deal with aerial balls and agility, quick reactions and a good positional sense are all needed for shot stopping.[8][9] The standard football skills of ball control, tackling, passing and dribbling are not usually required in a goalkeeper, although the introduction of the back-pass rule in the early 1990s has necessitated improvement on such skills.[10].

Overseas Education: Opportunities, Experience and Quality

Vol. 6, No. 2. ISSN: 1473-8376 www. heacademy. ac. uk/hlst/resources/johlste ACADEMIC PAPER Service Quality in Higher Education: The Experience of Overseas Students Maria Pereda (deceased) David Airey (d. [email  protected] ac. uk) and Marion Bennett (m. [email  protected] ac. uk) Faculty of Management and Law, University of Surrey, Guildford GU2 7XH  ©Journal of Hospitality, Leisure, Sport and Tourism Education Abstract The higher education of students has become increasingly internationalised, with an evergrowing proportion of students originating from overseas.However, research to date suggests that overseas students are often less satisfied with their courses than other students. Consequently, there is a burgeoning need for universities to understand what students value in their university experience. This paper reports on a study that establishes and tests dimensions for measuring service quality in higher education, focusing on full-feepaying postgraduate students from no n-EU countries at one institution in the UK. The institution concerned has a particular reputation in tourism and hospitality and a significant proportion of the respondents were studying these subjects.Adopting Lehtinen and Lehtinen’s 1991 framework, a Q-sort was undertaken followed by factor analysis. The results of the research highlighted four factors of service quality: recognition; quality of instruction and interaction with faculty; sufficiency of resources; and aspects of physical quality. Arguably, the most significant finding here is the importance that these students attach to their institution’s reputation. Keywords: Service quality; Higher education; International students Maria Pereda died in May 2006 shortly after completing her PhD thesis. The degree was awarded posthumously.A native of Venezuela, Maria graduated from Venezuela Central University and held an appointment at Simon Bolivar University in Caracas. She completed her MSc at the University of S urrey in 2000, focusing on tourism and hospitality education. This paper is based on her PhD research. David Airey is Professor of Tourism Management and Pro-Vice-Chancellor at the University of Surrey. He has spent 30 years involved in tourism education in various capacities: with government, with the European Commission and with universities. He is co-editor, with John Tribe, of the recently published International Handbook of Tourism Education.Marion Bennett is Associate Lecturer in Tourism and Marketing at the University of Surrey. She has held lecturer positions since 1991 with the Universities of Strathclyde and Surrey, where her interests have focused on information technology and marketing in relation to tourism distribution, heritage and air transport. Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students Introduction The education of full-fee-paying international students has become of major importance for universities in Western nations, particularly in major English speaking destination countries.Barron (2005: 353) has suggested that â€Å"international education is one of Australia’s largest industries† and that the fees generated by international students are important to the budgetary health of institutions. In the UK, according to HESA (2006) and UKCOSA (2004), about 320,000 or 13 per cent of students in 2004-2005 came from overseas, with about 10 per cent from outside the European Union (EU). This figure more than doubled from about 160,000 in 1994-1995. For some institutions, international students currently represent more than 25 per cent of their student population (UKCOSA, 2006).The main countries of domicile of international students in the UK are China (32,000 or 12 per cent) and Greece (9 per cent), with at least a further 20 countries each providing more than 2,500 students. As far as tourism is concerned, equivalent total figures (UCAS, 2006) suggest that overseas stu dents represent about 16 per cent of acceptances onto programmes, rising from 11 per cent in 1996. Clearly this level of enrolment has represented a major opportunity for institutions, particularly at a time when public funding for higher education has been constrained; but it has also presented challenges.Barron (2005: 355) has pointed to the extent to which most universities have designated international departments responsible for marketing and recruitment, but goes on to highlight the need to ensure that such students are properly supported after arrival, providing evidence to suggest that this does not always happen, leading to frustration and disappointment. A recent report by the Higher Education Policy Institute (Bekhradnia et al. , 2006) confirms this, suggesting that non-EU overseas respondents were considerably less satisfied than others with the value for money received on their course.Against this background, it is clearly important for universities to understand what s tudents value in their university experience, including those from overseas. It has been common practice for many years for higher education institutions to provide opportunities for students to evaluate their learning and teaching experience, typically in the form of end-of-semester or end-of-course evaluations. Many institutions also gain feedback from students about services such as the library or computing.A recent addition to these information sources in the UK has been the National Student Survey (NSS), which focuses on learning and teaching experiences. However, surveys of the overall experience or overall quality have been more rare (Aldridge and Rowley, 1998). This paper reports on a study (Pereda, 2006) that was designed to establish and test dimensions for measuring service quality in higher education, with specific reference to students following postgraduate taught programmes for master degrees, over one year, from countries outside the EU.Many of these were following p rogrammes in tourism and hospitality. Specifically, the study aimed to identify from the literature three dimensions of service quality (physical, interactive and corporative), which were then validated with a Qsort. This provided the basis for a survey of 330 students at one institution in the UK, designed to measure their views of the quality of service received. This provides insights into the items that students value in their educational experience at this institution.It also provides a basis for redefining the dimensions of service quality. Service quality for international students The migration of international students is by no means a new phenomenon. Schachner (1962: 25), for example, refers to the students in medieval times who â€Å"poured in an increasing flood to the centres where they could literally sit at the feet of the great teachers and absorb wisdom†. To some extent, the search for knowledge remains an important driver for international ovement in educati on today, but, in other ways, motives, influences and indeed origin and destination countries have changed radically. During the most recent and biggest expansion of international education, the USA, UK and Australia have become the main destination countries and the countries of South East Asia have joined those of Europe as large providers of students. The search for knowledge has been joined by a range of other Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 56Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students factors in driving this growth. These include: the marketing campaigns of receiver universities; the perceived value of a foreign degree in terms of employment enhancement or ‘snob value’; the absence of sufficient university places at home; government policy in relation to student fees; and more extraneous factors such as opportunities for emigration (Pereda, 2006).As fa r as individual institutions are concerned, Allen and Higgins (1994), from a study of 82 institutions in the UK, report that the most important factors for international students when selecting a university were academic reputation, course content and entry requirements. But perhaps the biggest change, driven in part by the need for Western universities to maintain numbers of international students, particularly where these pay full tuition fees, has been the recognition of such students as an important ‘market’ that needs to be satisfied in an increasingly competitive world.Wright and O’Neill (2002), for example, point to the extent to which an assessment of students’ perspectives has become a crucial requirement if universities are to remain competitive. More than 20 years ago, Glisan (1984) highlighted the special interest in overseas students, while Mortimer (1997) emphasised the need to examine and understand the decision-making process undertaken by these students and for institutions to respond to their needs.To this extent, universities have become increasingly involved in defining service quality and measuring customer satisfaction in ways that are familiar to service marketing specialists (Gronroos, 1984; Kotler, 1985), who themselves were developing measures of service quality from the 1980s. As noted by Patterson et al. (1998) and Conant et al. (1985), the most important customers, namely students and their parents, and the university providers have progressively changed towards a customer service orientation.Against this background, there has been a rapid expansion in the literature about this aspect of service quality. However, the way in which it has typically developed – by identifying the attributes from consultation with the students and then evaluating these (Bourke, 1997; Gatfield et al. , 1999; Joseph, 1998; Thompson and Thompson, 1996) – has meant that there has been a great diversity and lack of c onsistency in methodological strategies and in the variables employed to assess the service quality (Leonard et al. , 2003).Some researchers in education have used SERVQUAL, which is the most popular model to measure service quality, sometimes specifically adapted for the education sector (Wright and O'Neill, 2002; Gatfield, 2000). Orr (2000) identified five groups of organisational determinants of success in the provision of fee-paying graduate courses. Pate (1993) split the literature on student satisfaction into three perspectives: psychological-wellness-type satisfaction (related to personal characteristics); job-type satisfaction (related to future aspirations); and consumertype satisfaction (related to daily experience).However, the general picture is of a profusion and indeed a confusion of measured variables, some replicated across different studies, others unique to a particular study. In an initial attempt to understand the underlying patterns of service quality variables from these previous studies in higher education, a framework proposed by Lehtinen and Lehtinen (1991) was used. The framework was considered to offer a useful preliminary way to structure information relating to education as a service.Lehtinen and Lehtinen separately identified three dimensions of service quality: the physical quality (both products and support); the interactive quality (interaction between consumer and service provider); and the corporative quality (the image). Using these three dimensions, some 24 studies specifically related to quality in higher education were reviewed to establish whether these dimensions could be identified from the variables considered in earlier studies of higher education. For a dimension to exist it had to be included in more than three studies (Ekinci and Riley, 2001).The results and the studies are given in Table 1. From this it is clear that the physical quality dimension (general services, teaching and learning facilities, accommodation ) and the interactive quality dimension (academic instruction, guidance, interaction with staff and students) are well included in the existing studies. The corporative quality dimension (recognition, reputation, value for money) is also present, but is less fully covered and mainly appears in papers concerned with marketing orientation (Bourke, 1995; Wilkinson, 1993). Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 7 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students Study (author year) Mavondo et al. , 2004 Wiers-Jenssen, 2003 Wright and O'Neill, 2002 Elliot and Shin, 2002 Wiers-Jenssen et al. , 2002 Clemes et al. , 2001 Gatfield, 2000 Oldfield and Baron, 2000 Gatfield et al. , 1999 Ford et al. , 1999 Patterson et al. , 1998 Joseph, 1998 Aldridge and Rowley, 1998 Athiyaman, 1997 Bourke, 1997 Tomkovick et al. , 1996 Soutar and McNeil, 1996 Rogers and Smith, 1993 Hampton, 1993 Lapidus and Brow n, 1993 Stewart, 1991 Ortinau et al. 1989 Polcyn, 1986 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Physical quality X Interactive quality X X X X X X X X X X X X X Corporative quality 22 22 8 Table 1: Higher Education Evaluation Matrix Physical quality – general services, teaching and learning facilities, accommodation Interactive quality – academic instruction, guidance, interaction with staff and students Corporative quality – recognition, reputation, value for money This study focused specifically on students from non-EU countries following postgraduate taught programmes.The fact that they are both international and postgraduate identifies them as a particular segment of the student market, and, as noted, it is one that has been showing significant growth and fee-earning potential. In many ways, their needs and responses are similar to those of other students but in significant ways they are also different. For example, as inte rnational students, the 2004 study by UKCOSA (2004) indicated that both postgraduates and undergraduates showed high levels of satisfaction with their academic experience (87 per cent), lthough, at 91 per cent, the undergraduates were rather more positive than their postgraduate counterparts at 85 per cent. This broad similarity is reflected in the other items included in the UKCOSA survey, with a notable exception that, at 85 per cent, undergraduates were more likely than postgraduates (65 per cent) to be offered university housing at the beginning of their stay. Other differences identified in the literature (Pereda, 2006) are that postgraduates are likely already to have been exposed to academic life, are older, with more work experience and experience of living independently.International students have similar issues to their domestic counterparts but additionally they face some specific issues, the most commonly cited being knowledge of English, inadequate financial resources, social adjustment, problems of daily living, loneliness and homesickness (Kennedy, 1995; Wilkinson, 1993; Burns, 1991; Samuelowicz, 1987). These, combined with the fact that they, or their families, are normally paying full fees, may partly explain the extent to which they are more critical of their experience and more demanding (Pereda, 2006). The study by the Higher Education Policy Institute (Bekhradnia et al. 2006) relating to English Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 58 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students universities showed that nearly 30 per cent of such students found their courses represented poor value for money compared with 15 per cent of home and EU students. The fact that this study relates to this particular segment provides information about an important group, but the extent to which the results can be related to all international students or to st udents in general needs to be tempered by these differences.Methodology Having reached a point of identifying from the literature the ingredients of and preliminary structure for service quality in higher education, the research strategy was developed to identify statements and dimensions that would capture the students’ experiences of service quality and to measure these at a particular institution with a large cohort of international students. The students included in the survey were all from non-EU countries taking taught master degree courses, typically over one year, in different aspects of management.Admittedly, this approach contains limitations, being confined to particular students studying a particular group of courses at one institution. The advantage of this approach was partly one of convenience and logistics, but also that it permitted the identification of a sufficiently large and coherent group of students with roughly similar experiences, hence avoiding diffe rences between institutions, subjects, ages and experience. The institution concerned is based in the South of England and achieved university status in the 1960s. It has a strong research reputation as well as strong links with the world of work.Specifically for this study it has a long-standing and strong international reputation for hospitality and tourism education. It regularly ranks as one of the leading centres both for teaching and research in these areas, and is one of only two institutions in the UK accredited by the UN World Tourism Organisation. It has a developing reputation for other management programmes, with recent accreditations by the American body, the Association to Advance Collegiate Schools of Business (AACSB) and the Association of MBAs (AMBA), placing it among leading business schools.For more than 20 years it has attracted a large number of international students, and currently more than 90 per cent of its postgraduate students in management are from outsid e the UK. A dedicated international office provides specific support for these international students. The fieldwork was organised into two main parts. First, a Q-sort was used to establish the validity of the three dimensions and to establish statements related to the dimensions.A selection of these statements was then used both to explore the response of international students to their experience and to conduct an exploratory factor analysis, which ultimately identified four factors of service quality. Q-technique has its origins in the work of Stephenson (1935; 1953) and provides researchers with a systematic and orderly means for identifying the dimensions of subjective phenomena from the viewpoints and experiences of individuals. In brief, it attempts to convert subjective responses into measurable dimensions, which can then be formally evaluated by statistical applications.To this extent it is a preliminary method. It makes the study of human subjectivity amenable to ‘ob jective analysis’, hence combining the strengths of both quantitative and qualitative research (Sexton et al. , 1998). This versatile procedure is well suited to cases where the existence of concepts has not been established (Ekinci and Riley, 2001). The evaluation of students’ experiences comes into this category and was used here as a first step. Stergiou (2004) had earlier, and for similar reasons, followed this approach in relation to students’ views about teaching.The Q-sort was carried out in two phases. In the first phase, a bank of statements was created to represent the dimensions suggested by Lehtinen and Lehtinen (1991). The initial set of statements was generated from previous questionnaires in the area of higher education, including unpublished dissertations (Leonard et al. , 2003), as well as from discussions with researchers in related areas. An initial pilot test was conducted with five subjects in order to check the instructions and any wording problems with the statements that Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 9 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students were generated. For the first Q-sort, a total of 104 statements were used, related to physical quality (34 statements), interactive quality (38 statements) and corporative quality (32 statements). Respondents for the study were confined to students enrolled in a postgraduate programme at the researchers’ university for at least one semester. The experience in the university is a basic requirement to evaluate the service.The Q-sort was completed by a total of 30 students from 28 different countries, including two from the UK, six from other EU countries and 22 from other parts of the world. These students were asked to sort the statements, which had been printed onto separate cards, into the three dimensions and then, for each group of statements, to clas sify them into: ‘most important’ (the kind of service you would expect to have); ‘least important’; and ‘not relevant’. In order to qualify, a statement needed to be allocated to the same heading by at least 60 per cent of the sample (Ekinci and Riley, 2001; Hinkin and Schriesheim, 1989) and a minimum f four qualified statements was required to validate the existence of a dimension. The result of this Q-sort was a set of 85 validated statements distributed as follows: physical quality 38; interactive quality 29; corporative quality 18. For the second Q-sort, in order to have a better balanced representation among the three dimensions, the best 20 statements that obtained a degree of consensus of 70 per cent or more were used for the first two dimensions, physical quality and interactive quality.However, further adjustments were also made both to avoid omitting likely determinants of student satisfaction – for example, library services â €“ and to remove statements that essentially had the same meaning. For corporative quality, which only achieved 18 validated statements, three of which did not reach the cut-off of 70 per cent, five new statements were added. Hence, the second Q-sort took place with 60 statements, 20 related to each dimension.The respondents for this second round were 30 non-British full-fee-paying students enrolled on PhD (12) and master (18) degree programmes in different departments of the university. They were asked to sort the cards in the same way as in the first Q-sort. The output from this round was a set of 59 validated statements. One item was rejected from corporative quality. The second stage of the study involved further exploration of the statements to establish how they impacted on student views of the quality of service provided and how well they confirmed the existence of the three dimensions.For this, a research instrument was implemented with students taking taught postgraduat e master level programmes at the institution. The final response was from 330 students taking a range of programmes in management and related areas. Eighty-four of these were on programmes related to hospitality and tourism, although it should be noted that this underestimates such students because a number of them identified themselves as studying ‘management’, omitting to mention their particular specialism. All were overseas students paying full fees.The research instrument was distributed personally in spring 2005, in most cases at the end of classes, and self-completed in the researcher’s presence. Forty statements in total were used from the second Q-sort to measure student views of the quality of service. Fifteen of these related to physical quality, 11 to interactive quality and 14 to corporative quality. The statements are given in Table 2. Physical quality The gardens and open areas on the campus are kept clean Students’ rooms are provided ith ad equate internet connections The classrooms have up-to-date teaching support equipment The university has modern computers with the latest programmes Student accommodation is safe The university has sufficient residential accommodation The library has a wide range of book and periodicals in my area of studies The rooms in the student residential accommodation are comfortable Mean 5. 22 5. 14 5. 10 5. 06 4. 66 4. 66 4. 57 4. 55 SD 1. 17 1. 90 1. 05 1. 30 1. 31 1. 41 1. 51 1. 28 Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 60Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students Adequate printer facilities are available The campus computers are sufficient for the student population The communal areas in each student residence are adequate for the number of students The university has plenty of sports facilities The sport centre offers modern equipment The university offers modern accommodation at affordable prices The university provides adequate parking areas for students Interactive quality My course is intellectually challenging Staff react politely to students’ queries It is easy to make friends on campus The administrative staff are helpful Lecturers stimulate critical analysis There are clear and reasonable requirements for each module Lecturers can be easily contacted individually It is easy to get involved in campus social organisations Lecturers have adequate time for consultation Feedback from coursework is adequate It is easy to interact with local students Corporative quality The university takes the lead in research A degree from this university improves my employment prospects The university maintains links with international education networks A degree from this university is well recognised internationally The university is well recognised for the academic programmes The university offers a high quality of teaching performance The ranking of my school is high Graduates from this university achieve considerable success in finding excellent employment A degree from this university has an excellent reputation in my home country The university maintains excellent links with local industry The university has contacts ith international employers The university has been extensively recommended by my friends in my home country Lecturers in my home country recommended this university to me There are excellent links between my home country and this university Table 2: Students’ views of the quality of service provided 7= strongly agree; 1= strongly disagree 4. 85 4. 85 4. 70 4. 69 4. 66 4. 57 4. 57 4. 45 4. 32 4. 23 4. 18 3. 92 3. 84 3. 45 1. 04 1. 02 1. 16 1. 14 1. 20 1. 17 1. 32 1. 20 1. 38 1. 33 1. 29 1. 37 1. 48 1. 30 5. 02 4. 71 4. 70 4. 60 4. 56 4. 55 4. 48 4. 35 4. 28 4. 23 3. 62 1. 04 1. 19 1. 23 1. 32 1. 19 1. 10 1. 19 1. 28 1. 22 1. 12 1. 50 4. 43 4. 31 4. 29 4. 20 4. 17 3. 94 3. 70 1. 38 1. 41 1. 45 1. 36 1. 32 1. 33 1. 4 8A seven-point Likert scale was used for this purpose, and respondents were asked to indicate the extent to which they agreed or disagreed with the statements relating to their experience. The instrument also collected data on satisfaction, value for money and demographics. These are not reported here. The analysis included the preparation of descriptive statistics, cross-tabulations against various independent variables, and exploratory factor analysis with Varimax rotation. An Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 61 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students overall Cronbach alpha coefficient of . 875, results from more than 300 respondents, a Kaiser-Meyer-Olkin measure of sampling adequacy of more than . 0 and the Bartlett’s test results all gave support that the set of data was adequate for factor analysis, with a factor loading of . 35. Results and discussion The students’ views on the quality of service provided under the three dimensions are given in Table 2. These, together with the reasons for enrolling in the particular programme presented in Table 3, provide an indication of the elements of service quality that are of importance to these international students. The reputation and content, including the English language provision, of the programme are clearly important to the students in making their decisions about where to study. Reason Degree accepted internationally English language spoken Content of the courseReputation of this university back home Facilities Entry requirement Getting an offer of a place Influence of friends/family Know someone studying there Degree not available at home Scholarship award Sponsor’s decision Level of fees Difficulty of getting into university at home Table 3: Reasons for enrolling No (n=308) 184 152 142 103 91 63 62 54 52 52 42 19 13 11 The most important finding of the research to be reported here was that the factor analysis did not entirely support the structure proposed by Lehtinen and Lehtinen. Indeed, as set out in Table 4, four dimensions are identified, and of these, Factor 1 is by far the most important, accounting for the largest proportion of the variance (34 per cent), with eigenvalues greater than 3. 00 (6. 156).This factor includes a group of statements related to research, rigour and reputation, and is labelled here ‘recognition’. Factors 1 Factor 1: recognition The ranking of my school is high (corporative quality) A degree from this university is well recognised internationally (corporative quality) The university takes the lead in research (corporative quality) A degree from this university has an excellent reputation in my home country (corporative quality) My course is intellectually challenging (interactive quality) Factor 2: quality of instruction and interaction with faculty Lecturers have adequate time for consultation (inter active quality) . 765 . 772 . 702 . 659 . 652 . 609 2 3 4 Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 62Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students Lecturers can be easily contacted individually (interactive quality) There are clear and reasonable requirements for each module (interactive quality) Lecturers stimulate critical analysis (interactive quality) Feedback from coursework is adequate (interactive quality) Factor 3: sufficiency of resources The campus computers are sufficient for the student population (physical quality) Adequate printer facilities are available (physical quality) The communal areas in each student residence are adequate for the number of students (physical quality) The university has sufficient residential accommodation (physical quality) Factor 4: quality of facilities The university has plenty of sport facilities (physical quality) The sports centre has m odern equipment (physical quality) The classrooms have up-to-date teaching support equipment (physical quality) The gardens and open areas on campus are kept clean (physical quality) . 863 . 802 . 526 . 483 . 724 . 689 . 657 . 642 . 758 . 663 . 611 . 454 Eigenvalue 6. 156 1. 527 1. 375 1. 72 Explained variance by factor (%) 34. 199 8. 481 7. 640 7. 069 Table 4: Service quality scale: factor loading structure Extraction method: principle component analysis. Rotation method: Varimax with Kaiser Normalisation. Rotation converged in five iterations To some extent this reflects how the university positions itself as a demanding and competitive body. The other three factors did not reach eigenvalues of 3. 00, and the percentage variance together only accounts for 23 per cent of the total. The second factor roughly relates to Lehtinen and Lehtinen’s ‘interactive quality’ and here is labelled ‘quality of instruction and interaction with faculty’.The items he re emphasise the importance of the lecturer in his or her intrinsic role as a teacher, willing to guide, teach and motivate students. The variables included in this factor also provide evidence of the responsibilities of the lecturer towards the students in terms of providing clear instructions, accurate and punctual feedback and private consultation. Factor 3 includes four items from ‘physical quality’, and although they only explain 7. 64 per cent of the common variance, all the items have high loadings, ranging from . 642 to . 724. Interestingly, they all relate to the adequate provision of services by the university and hence are labelled here ‘sufficiency of resources’.The last factor, although composed of four items from ‘physical quality’, does not show a clear pattern – two of the items refer to sport facilities (both of which have high loadings), the modernity of classroom facilities and cleanliness of the campus. This recasting of the dimensions provides an interesting step in translating service quality thinking into the arena of higher education. In particular, it emphasises the point that the provision of services is not only about the actual facilities (classrooms, computers, etc) and the ways in which they are delivered (by the teachers), both of which find correspondence in any service; it also highlights the fact that there is another, in this case overriding, dimension for students in the ways in which they judge their institution.This is the standing or recognition of the university, which in itself is a combination of achievements often over many years in the wide range of activities covered by universities – teaching, research, invention and knowledge creation. In the case of this particular study, this may be partly explained by the fact that the institution concerned has an outstanding and long-established reputation for Journal of Hospitality, Leisure, Sport and Tourism Education 6(2) , 55 – 67 63 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students tourism and hospitality studies, and a significant proportion of the respondents were taking these programmes. In the same way, ancient universities, some with histories over many centuries, offer ‘reputation’ as a key element in attracting students.This ‘recognition’ dimension, of course, also finds expression in other services and goods, but arguably its explanatory strength for universities in distinguishing between institutions, particularly for overseas students, is more powerful than in other areas. It is difficult to generalise from this to all universities. Given the rapid expansion of the sector in recent years, there has been little time for many institutions to have developed their reputations. This may explain why in earlier studies (Gatfield et al. , 1999; Tomkovick et al. , 1996) which have included ‘reputationà ¢â‚¬â„¢ it has not consistently appeared as the most important factor. Indeed, ‘academic instruction’ has more typically explained most of the variance (Gatfield, 2000; Elliot and Shin, 2002; Patterson et al. , 1998).However, what it does point to potentially is the sheer importance of reputation once it has been achieved and, as a corollary, the imperative to maintain reputation. Against this background, league tables and world rankings take on a crucial role and hence become a vital part of the development and survival strategy for institutions in an increasingly competitive world. As international recruitment and international competition in higher education increases, this is likely to figure increasingly prominently in the strategies of universities. Conclusion Three important issues come out of this work in relation to the things that students value in their university experience.First, in line with previous studies, the evaluation of higher education includes a c omplex and diverse range of variables, from classroom experience to library and computing provision, from social and sporting activities to international recognition. Second, the work in measuring service quality provides a good starting point for understanding the basic structure of the variables that students take into account in evaluating their experience. And third, there is, at least for some universities, including the one where the study took place, a fourth dimension related to reputation; in this case, a reputation in hospitality and tourism may have influenced the results. This then points to a key feature of higher education provision, which is that universities are not a uniform range of institutions.They vary enormously by, for example, age, size, structure, specialism and orientation, and any form of evaluation will be likely to reflect these differences. In this case, it is reputation and recognition that has come through. In other universities and with other student groups there may well be other dimensions in the variables. This study was based on one institution and sought the views of the international, postgraduate, full-fee-paying students who had already taken a decision about where to study, and the configuration of the variables reflects this. Primarily, it has brought the reputation of the institution into prominence; but it has also provided a further basis for understanding the issues that international students value.Given the likely continued growth in international student movements, there are key lessons here for institutions, not least in the importance of developing and maintaining reputation. As already noted, in an environment of globalisation, international competition and league tables, reputation is likely to increase in importance. Of course, given the sample of a particular group of students studying particular subjects at one institution, there are some important limitations in the extent to which it is possible to gen eralise the results. However, notwithstanding this weakness, both the approach and the findings in terms of the key variables and dimensions provide pointers o approaches to understanding the views of students and the ways in which this important group of students view their experience. There are clearly many further avenues for research in this area. A wider range of institutions with different priorities, a wider range of subject areas and coverage of undergraduate and domestic students would all provide further insights to the views of students about their Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 64 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students experiences and about the dimensions that they value. But perhaps most important for tourism and hospitality specialists would be a specific focus on students studying these subjects.While they are a significant cohort among the students included in the survey, and this study can provide pointers, their number was not sufficient to draw final conclusions about their particular characteristics, if any. This work remains to be done. References Aldridge, S. and Rowley, J. (1998) Measuring Customers' Satisfaction in Higher Education. Quality Assurance in Education, 6, 197-204. Allen, A. and Higgins, T. (1994) Higher Education: The International Student Experience. Leeds: HEIST. Athiyaman, A. (1997) Linking Student Satisfaction and Service Quality Perceptions: the case of university education. European Journal of Marketing, 31, 528-540. Barron, P. (2005) Cultural Issues in Learning. In: D. Airey and J. Tribe (eds. ) An International Handbook of Tourism Education. Oxford: Elsevier, 353-366. Bekhradnia, B. , Whitnall, C. and Sastry, T. 2006) The Academic Experience of Students in English Universities. London: Higher Education Policy Institute. Bourke, A. (1995) A Model of the Determinants of International Trade in Higher E ducation. Service Industries Journal, 20. Bourke, A. (1997) The Internationalisation of Higher Education. Higher Education Quarterly, 51, 325-346. Burns, R. (1991) Study and Stress among First Year Overseas Students in an Australian University. Higher Education Research and Development, 10, 61-77. Clemes, M. , Ozanne, L. and Tram, L. (2001) An Examination of Students' Perceptions of Service Quality in Higher Education. Journal of Marketing for Higher Education, 10, 1-19. Conant, J. , Brown, J. and Mokwa, M. 1985) Students are Important Consumers: assessing satisfaction in a higher education context. Journal of Marketing Education, 7(2) 13-20. Ekinci, Y. and Riley, M. (2001) Validating Quality Dimensions. Annals of Tourism Research, 28, 201-223. Elliot, K. and Shin, D. (2002) Student Satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24, 197-209. Ford, J. , Joseph, M. and Joseph, B. (1999) Importance-Performan ce Analysis as a Strategic Tool for Service Marketers: the case of service quality perceptions of business students in New Zealand. The Journal of Services Marketing, 13, 171-186. Gatfield, T. 2000) A Scale for Measuring Student Perception of Quality: an Australian Asian perspective. Journal of Marketing for Higher Education, 10, 27-41. Gatfield, T. , Bakker, M. and Graham, P. (1999) Measuring Student Quality Variables and the Implications for Management Practices in Higher Education Institutions: an Australian and international perspective. Journal of Higher Education and Management, 21, 239-252. Glisan, G. (1984) A Marketing Approach to Student Evaluation of a Department of Marketing. Journal of Higher Education, 54, 159-163. Gronroos, C. (1984) A Service Quality Model and its Marketing Implications. European Journal of Marketing, 18, 139-150. Hampton, G. 1993) College Students' Satisfaction: marketing's approach for evaluating higher education. Journal of Professional Services Ma rketing, 9, 115-128. HESA (2006) Higher Education Statistics for the United Kingdom 2004-05. Cheltenham: Higher Education Statistics Agency. Hinkin, T. and Schriesheim, C. (1989) Development and Application of New Scales to Measure the French and Raven Bases of Social Power. Journal of Applied Psychology, 74, 561-567. Joseph, M. (1998) Determinants of Service Quality in Education: a New Zealand perspective. Journal of Professional Services Marketing, 16, 43-71. Kennedy, K. (1995) Developing a Curriculum Guarantee for Overseas Students.Higher Education Research and Development, 14, 35-46. Kotler, P. (1985) Strategic Marketing for Educational Institutions. London: Prentice-Hall. Journal of Hospitality, Leisure, Sport and Tourism Education 6(2), 55 – 67 65 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students Lapidus, R. and Brown, J. (1993) Assessing Satisfaction with the University Experience: an international perspective. Journal of Consumer Satisfaction, Dissatisfaction and Complaining Behaviour, 6, 187-192. Lehtinen, U. and Lehtinen, J. (1991) Two Approaches to Service Quality Dimensions. The Service Industries Journal, 11, 287-303. Leonard, D. , Pelletier, C. nd Morley, L. (2003) The Experiences of International Students in UK Higher Education: A Review of Unpublished Research. London: UKCOSA. Mavondo, F. , Tsarenki, Y. and Gale, T. (2004) International and Local Student Satisfaction: resources and capabilities perspective. Journal of Marketing for Higher Education, 14, 4160. Mortimer, K. (1997) Recruiting Overseas Undergraduate Students: are their information requirements being satisfied? Higher Education Quarterly, 51, 225-238. Oldfield, B. and Baron, S. (2000) Student Perceptions of Service Quality in a UK University Business and Management Faculty. Quality Assurance in Education, 8, 85-95. Orr, S. 2000) The Organisational Determinants of Success for Delivering Fee-Paying Graduate Courses. The International Journal of Educational Management, 14, 54-61. Ortinau, D. , Bush, A. J. , Bush, R. P. and Twible, J. (1989) The Use of Importance Performance Analysis for Improving the Quality of Marketing Education: interpreting faculty-course evaluation. Journal of Marketing Education, 11(2), 78-86. Pate, W. (1993) Consumer Satisfaction, Determinants and Post-Purchase Actions in Higher Education. College and University Journal, 68, 100-107. Patterson, P. , Romm, T. and Hill, C. (1998) Consumer Satisfaction as a Process: a qualitative, retrospective longitudinal study of overseas students in Australia.Journal of Professional Services Marketing, 16, 135-157. Pereda, M. (2006) An Examination of the Impact of Service Quality Dimensions on Students' Satisfaction in Higher Education in the UK. Thesis, (PhD). University of Surrey. Polcyn, L. (1986) A Two-Instrument Approach to Student Satisfaction. College and University Journal, 62, 18-24. Rogers, A. and Smith, P. (1993) Identifying the N eeds of Overseas Students: a monitoring exercise at the University of Southampton. Journal of International Education, 3, 7-24. Samuelowicz, K. (1987) Learning Problems of Overseas Students: the two sides of a story. Higher Education Research and Development, 6, 121-133. Schachner, N. 1962) The Medieval Universities. New York: A. S. Barness and Co. Sexton, D. , Snyder, P. , Wadsworth, D. , Jardine, A. and Ernest, J. (1998) Applying Q Methodology to Investigations of Subjective Judgements of Early Intervention Effectiveness. Topics in Early Childhood Special Education, 18, 95-107. Soutar, G. and McNeil, M. (1996) Measuring Service Quality in a Tertiary Institution. Journal of Educational Administration, 34, 72-82. Stephenson, W. (1935) Correlating Persons instead of Tests. Character and Personality, 4, 17-24. Stephenson, W. (1953) The Study of Behaviour: Q-technique and its Methodology. Chicago: University of Chicago Press.Stergiou, D. (2004) Knowledge and Teaching: an investigation on what makes good teaching in tourism higher education. Thesis, (PhD). University of Surrey. Stewart, K. (1991) Applying and Marketing Orientation to a Higher Education Setting. Journal of Professional Services Marketing, 7, 117-124. Thompson, H. and Thompson, G. (1996). Confronting Diversity Issues in the Classroom with Strategies to Improve Satisfaction and Retention of International Students. Journal of Education for Business, 72, 52-58. Tomkovick, C. , Al-khatib, J. , Badawaj, B. and Jones, S. (1996) An Assessment of the Service Quality Provided to Foreign Students at US Business Schools.Journal of Education for Business, 71, 130-135. UCAS (2006) Universities and Colleges Admissions Service Statistics. Available from: http://www. ucas. com/figures/index. html UKCOSA (2004) Broadening our Horizons: International Students in UK Universities and Colleges. Report of the UKCOSA Survey. London: UKCOSA, The Council for International Education. Journal of Hospitality, Leisure, Sport an d Tourism Education 6(2), 55 – 67 66 Pereda, Airey and Bennett (2007) Service Quality in Overseas Education: The Experience of Overseas Students UKCOSA (2006) Higher Education Statistics. Available from: http://ww. ukcosa. org. uk/pages/hestats. htm Wiers-Jenssen, J. 2003) Norwegian Students Abroad: experiences of students from a linguistically and geographically peripheral European Country. Studies in Higher Education, 28, 391-411. Wiers-Jenssen, J. , Stensaker, B. and Grogaard, J. (2002) Student Satisfaction: towards an empirical deconstruction of the concept. Quality in Higher Education, 8, 183-195. Wilkinson, J. (1993) Marketing Australian Universities to Overseas Students. Australian Marketing Journal, 1, 71-79. Wright, C. and O'Neill, M. (2002) Service Quality Evaluation in the Higher Education Sector: an empirical investigation of students' perceptions. Higher Education Research and Development, 21, 23-39. Journal of Hospitality, Leisure, Sport and Tourism Education 6( 2), 55 – 67 67

Assisted Suicide Mercy Or Murder Essay Research

Assisted Suicide: Mercy Or Murder? Essay, Research Paper Assisted Suicide: Mercy or Murder? It is good recognized that there are ethical, moral and legal differentiations between assisted self-destruction and mercy killing. Like abortion or racism, mercy killing is a hot issue that is long debated. Unfortunately, there is no easy solution. There are many factors driving the assisted self-destruction argument. Should people be free to make up ones mind for themselves if they wish to decease? Does the patient have the right to do that determination for himself? In Oregon, mercy killing has been accepted morally and lawfully. Western Torahs have by and large # 8220 ; considered the act of assisting person to decease a signifier of homicide topic to legal countenances. Medical moralss have been stuck in the center of this het argument, as physician assisted self-destruction is incompatible with the doctors function as a therapist. For physicians, # 8220 ; the lone option to allowing the patient to decease is to coerce intervention on them. # 8221 ; Euthanasia is non a simple or individual issue, but really involves four distinguishable state of affairss: voluntary active mercy killing, nonvoluntary active mercy killing, voluntary passive mercy killing, and nonvoluntary inactive mercy killing. This paper will concentrate on voluntary active mercy killing, peculiarly assisted self-destruction. I think the job with aided self-destruction is that many people are unnecessarily losing their lives, hence assisted self-destruction should be illegal.For the intent of treatment, it is critical to specify footings. Euthanasia # 8220 ; besides mercy killing # 8221 ; , is the # 8220 ; pattern of stoping life so as to let go of and single from incurable disease or unbearable suffering. # 8221 ; Assisted suicide # 8220 ; the proviso of aid ( medicine, kiping pills, deadly injection, etc ) with the purpose that the patient will utilize these agents to perpetrate suicide # 8221 ; , this can be done by a doctor, household member , or some other individual. Many terminally sick patients, who encourage assisted self-destruction, experience that the right to take aided self-destruction should be based on freedom of pick, such as the right to acquire married or have an abortion. Every individual does merit the right to do picks for themselves. # 8220 ; Peoples have an involvement in doing of import determinations about their lives in conformity with their ain construct of how they want their lives to go. # 8221 ; Possibly if the attention of these patients becomes more efficient, the patients would non experience like such a load to society. The patients could perchance hold less subjective believing about self-destruction. Some terminally ill besides feel that when they are faced with decease they want to be involved in the determination of how their decease will come approximately. The argument of this peculiar issue is will the patient be able to do a rational determination, will their province of head ( f or illustration, are they depressed ) let them to do a clear opinion. Is the deceasing individual able to warrant their petition for decease? It is hard to happen grounds to find if the patient is being rational or irrational. I do non believe that agony is good in itself. The terminally ailment should be spared hurting every bit far as possible. This includes the power of drugs. Much more can be done, and should be done to extinguish the hurting of those who are deceasing. Given these considerations it is urged that aided self-destruction is unneeded. At the nucleus of this issue, What does the Bible state? If slaying and self-destruction were incorrect, would help suicide be incorrect? The first commandment # 8220 ; Thou shalt non kill # 8221 ; is the most basic of God-orientated commandments. Before building a hierarchy of human value, we must see, what is God # 8217 ; s sentiment? In his eyes, are people # 8217 ; s lives, no affair how short or hard is life worth populating? Principles that are of import in this statement are value of human life , death, pain and pain relief, and compassion and mercy. Though we are not directly told God’s view of the whole issue, it is obvious that any form of euthanasia is condemned in the Bible. It comes down to the value of human life, and as a Creator and Sovereign, God alone has the ultimate prerogative of giving and taking human life. The worth of each human being is determined by its intrinsic God-given nature, the fact that it is created by him and in his image. Unfortunately today, we live in a somewhat secular society. Not everyone believes in God, therefore if you do not believe in God, this argument is irrelevant. With this in mind, remember that death is still a universal experience of mankind. To me every person is an image and likeness of God, entrusted by God with the gift of life, and sustained into being by the action of God. In view of these principles we have examined regarding God’s sovereignty over life and death, however, the relief of pain could never justify actively taking a human life. Assisted suicide is wrong because it infringes on clear biblical principles. Life is a valuable gift that has been bestowed on all living creatures we must respect it and be thankful. To think that we should be able to write the script of our whole life is to deny God’s commandment: â€Å"I am the Lord your God.† In birth and in death we follow the Lord. To follow the crucified Lord means give us trustfully into God’s hands. After all God freely accepted a death that he did not choose, and he showed us the path to life. It is important to recognize that if pain is controlled, as it can be in virtually all cases, very few terminally ill people ask to be put to death. The patients benefit by having a shorter pain-free life rather than a longer, even more painful life. â€Å"The greater good for the patient is relief of pain, and the lesser evil is loss of life† , â€Å"a person has worth in and of itself and is not mer ely a means to an overall balance of others goods over evils in the person’s life.† To me a request for assisted suicide is a cry for help, a call for assistance to positive alternatives as solutions for very real problems. Modern medicine has the ability to control pain, and should be used to help ease the pain of a dying patient. Helping a patient kill themselves is to claim that we are a law unto ourselves, and that every possible choice is good as long as we choose it. It is to consecrate â€Å"choice† and to make it God. There are some life decisions that are not ours to make. A wise man once told me, life is not always fair, and what appears to be fairer is not always right, therefore one should protect the soul. That includes living the life that God has chosen for us, and accepting our natural death. While it is not for me to judge, if it were my life I would feel obligated to with these factors, even if they were somewhat pragmatic, in my decision. We mu st not simply act on our subjective feelings of what seems to be merciful and what does not. It is important to be objective, after all we are dealing with people’s lives. References†Euthanasia† Microsoft ? Encarta ? 98 Encyclopedia. 1993-1997 Microsoft Corporation.†Euthanasia, Voluntary† Stanford Encyclopedia of Philosophy. 1996 Robert Young La Trobe University.†Voluntary Active Euthanasia† D. Brock. Hastings Center Report 22. No. 2(1993) pg.10-22.†A Right to Choose Death?† F. M. Kamm. Boston Review. 1993-1998.†Causing Death or allowing to die? Develops in the Law† Pamela R. Ferguson. University of Dundee Scotland. 1997 pg. 368-372.†A Rational Approach to Rational Suicide† Joseph Richman, Ph.D, Suicide and Life-Threatening Behavior, Vol 22, 1992. The American Association of Suicidology.†The Holy Bible†By Tanya L. Vissia

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Select a topic you would like to write ( writing about drama) - Essay Example American women in the 19th century were deterred from lustrous careers and they were denied self independence by the men. Their main sphere of operation in the society was restricted to the kitchen and the bedroom. Women did not have the right to vote or sit as members of the jury. Their opinions were considered of less importance in making essential decisions in the American education system, politics, economy, legislation and many others. Men in the US, in the 19th century, dominated all aspects of life in the American society except the nurturing of children and families; an activity that was allocated to women. In the play â€Å"Trifles† by Susan Glaspell, women are considered less educated, less equipped, less qualified and inferior to compete in the male dominated society. The men claimed the society advanced due to their intellectual property, strength, skills and ability to develop emotional intelligence in solving societal problems. George Henderson is a young but professional county attorney (Glaspell 455). He is called upon by local residents to investigate a murder case of Mr. John Wright, who was strangled by a rope in the wee hours of the night in his sleep. The county attorney has great respect for the law although he is quick to dismiss the female characters’ vested interest in non-essential details concerning domestic work. He also disparages the suspect, Mrs. Wright, for what he observes as lack of proper and normal house cleaning abilities allocated to women. Henry Peters, a middle aged man, is the area sheriff and Mrs. Peter’s Husband (Glaspell 455). He is interested in the murder case because it is his duty as a law enforcer to protect and serve the locals. Like the county attorney, he teases the female characters on their topic of conversation, which is the suspect’s quilt. He uses laughs light-heartedly at the women’s less

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Astronomy - Assignment Example Research has shown that Venus has no tectonic plates and this characteristic feature of Venus makes it quite different from Earth. In the absence of the tectonic plates, the internal heat accumulated in the mantle chooses a completely different course of action than what happens in the case of the Earth. It causes the internal temperature of the Venus to rise to a certain level. Once that level is achieved, the accumulated heat tends to weaken the Venus’s surface and it undergoes a thorough renewal over a long period of time and the cycle continues. Erosion is solely a geological process and one reason why geological activities in the Mercury and the Earth’s moon have declined is their size that is too small to keep their interiors hot enough for a geological activity to continue. â€Å"Smaller bodies, such as the Moon and Mercury, have cooled further and are not thought to be presently active, but their features tell geologists of an active past.† (www.lpi.usra. edu, 2010). Earth is the fifth-largest planet of all in the Solar system. Its large size and distance from the Sun has contributed a lot toward the development of a unique atmosphere. The large size permits a lot of heat in the core to dwell that is ultimately released in the form of lava resulting in earthquakes, which in turn affect the atmosphere of Earth directly or indirectly. Earth is the third-distant planet from the Sun and comes after Mercury and Venus. Ozone layer is a very important part of the Earth’s atmosphere and provides it with protection against the ultraviolet (UV) rays emitted by the Sun. The Ozone layer is formed as a result of the Sun’s UV rays colliding with Oxygen molecules in the atmosphere which are broken down by the UV rays to form monoatomic Oxygen which combines with other Oxygen molecules to form the Ozone layer. Besides, the distance of a planet from the Sun influences the temperature on a planet. Earth’s distance from the Sun is long enough to

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Bankers Bonuses a Force for Good or Evil - Essay Example This essay seeks to dissect the negative side or the disadvantages that will be caused by the stringent government and European Union policies on limiting the Banker’s bonus, which is regarded as a force for good for the bankers and a force for evil for the public and the overall economy. Essentially numerous reasons are attributed to the culture of the banks offering lucrative bonuses to the bankers. Some of these include the motivation to work so hard in a bid to create more wealth hence more profits. This brings the aspect of profits depends on the individuals employees of a certain bank. This dependency on the operations and talents of various individuals is immensely attributed to the volatile nature of the banking industry in terms of profit generation. The banking industry has developed over time and it is at a point where profits can be generated by well organized and selected factors of production (SMITHERS, 2013). On a similar front, the losses can be made through uncontrolled payments such as the bonuses to the bankers. This is most risky aspect in this discussion since it has been attributed to the 2008 crisis where lucrative banks plunged into economic turmoil which ended them to closure. In addition, most banks extend the bonuses to the bankers, since t he banks enjoy unwavering spot for bonuses because, when times are good and the overall nations’ economy is growing, the banks reap well in terms of profits and hence no doubt that, they will enjoy such pilferages. On a similar note, the banks find it hard not to give its employees the bonuses since they are metaphorically surrounded by bonuses since their stock is money. They use it to trade even in the stock exchange. This goes without a say that, the banks have the ability to extend large sums of money to the employees as bonuses because the money is available. However the question arises whether the government policy through the Bank of England on capping of the bonus and crawling them to 10

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What skills of a leader does she possess - Essay Example According to Gallo, Mayer is an apt communicator who has a record of moving crowds with her strong oratory skills and presentation prowess. In her speeches, Gallo notes, Mayer tells stories and complements them with pictures. According to Gallo (2012), Mayer dedicates part of her time to employees in the office. Through this method, she would ensure that the employees felt close to the management and therefore more motivated. She makes employees feel the meaning in the work process. Gallo states that the course of the interview proved to him that Mayer was a very committed person to her work as Google vice president. Other sources indicate that Mayer’s commitment to employees surpasses many people. She is known to spend a lot of time travelling worldwide to meet various teams. She is known to trust in team building using a face to face approach. Mayer advocates for simple straight forward approach to solution designs. In this regard, she calls for solutions such as apps to be designed with users in mind. Using this style, Mayer has been accorded great respect by many users who admire her simplicity approach. Marissa Mayer is a person focused on mobile and design and prioritizing of the same. Mayer is known to be committed to this vision and usually reciprocates it in her seminars. By publicly stating her vision and keeping clearly focused on it, through the various referrals she makes to it, Mayer shows great leadership skills on commitment towards what one believes in. she exemplifies how a leader should lead others in focusing on their goals. In her leadership roles at the organizational level, Mayer has been known to allow employees to practice their skills at their best. This is a method that brings many employees associated to her line of command able to perform a lot. She does not believe in putting down a set of guidelines to be followed by the employees but lets the employees’ practice what is expected of them. The noted cases are

The Institute of Medicine Report Essay Example for Free

The Institute of Medicine Report Essay The impact of the Institute of Medicine report on nursing education suggests the nursing profession should have a more advanced education system providing limitless opportunities for growth. The future of nursing providing care to the entire realm of health care, especially primary care and community settings, will be determined by the evolution of a new educational system. The IOM report states that sixty percent of hospital employed nurses will be impacted by the Affordable Care Act because of the transition of patients to primary and community health care. (National Research Council, 2011) Tension in the current educational system has been steadily increasing due to the newly required nursing skills in many specialty areas. That being said, the new educational structure will have to be expanded immensely. The IOM report suggests increasing the number of baccalaureate nurses from fifty to eighty percent by the year 2020. (National Research Council, 2011, p. 12) The report also suggests doubling the current number of nurses with a doctorate degree. Reaching these goals along with overcoming many other educational obstacles will require many changes and modifications to the current system. Increasing the use of technology to educate nurses through on-line programs is one necessary effective strategy. This will create continuous opportunities for nurses from all ethnic groups with associate degrees to obtain their baccalaureate and master’s degrees. Leaders of organizations, hospitals, accreditors, philanthropist, employers, etc. should work cohesively to secure funding for these educational programs. Generating more diversity in nursing will help meet the demands of the projected increase of ethnic groups receiving health care due to the ACA. Intra-professional diversity has been suggested by the IOM report too. (National Research Council, 2011) It is recommended that nurses, physicians and other health care disciplines should be educated together as students and their professions. The IOM report suggests utilizing a nurse empowering trend by hospitals around the country. This trend consists of health care organizations encouraging their nurses with associate degrees to enter into baccalaureate nursing programs within a few years of graduation or hire. (National Research Council, 2011) Impact of the IOM Report on Primary Care Nursing Practice The impact of the IOM report on primary care nursing practice suggests a direct link to the conversion of the education system. With specialty care expecting to diminish, primary care is foreseen to generate large numbers of health care consumers in the near future. People across the country will have increased access to primary care. Therefore, it is speculated that primary care nursing practice will require more opportunities and faster transitions for the advancement of nurses to obtain BSN, master’s and doctorate degrees. Advanced practice registered nurses should have a huge role in the success of primary care. Since there are few APRNs practicing in primary care settings then there will be plenty of opportunity for this group to grow. If these ideas do not evolve as projected then nursing shortages for primary care providers could impede nursing care. The IOM report states that continuous updates to nursing practice and education should be created by collecting and analyzing data from each role and scope of practice. (National Research Council, 2011) The collected data will also be used for future predictions of health care professional requirements in each setting. My Practice Changes in Regard to the IOM’s Report My practice changes in regard to the IOM report in many ways. It is not rare that my unit admits children who are over or under dosed on their medication or are prescribed medicines that are ineffective or not recommended for their diagnosis. I could change my practice to meet the goals of the IOM report by providing families and patients information about their mental health diagnosis, signs and symptoms of an exacerbation of their disorder, contact information to our facility and collect their contact information for a discharge phone call. More so, I can provide them with contact information for trained and skilled mental health professionals in their area and have appointments scheduled within a week or two of discharge. I would ask if the information discussed in the discharge meeting is realistic for them and meets their expectations. Another way I can change my practice to meet the goals of the IOM report is by continuing to chair and co-chair evidence based practice projects pertaining to technology. Technology is mentioned in several case studies in the IOM report and I agree that we should continue to find methods to use it being fiscally responsible. Recommendations for the Nurse Leader Recommendations for the nurse leader according to the IOM report are for nurses and physicians to start working as complete equals while providing healthcare. Nursing must contribute more to leadership roles and continue their education in these roles to help provide increased quality care to patients. Nurses must become more fluent in policy reform by becoming more involved as members of committees, councils and legislation. There should be a greater emphasis and expanded education on nursing leadership in educational programs and employer based competencies. Employers should begin or continue incentives for professional development as the IOM report suggests more nurse leaders are required for reform. (National Research Council, 2011) References National Research Council. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press, 2011. Retrieved from http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Project Assignment On Doubly And Circular Linked Lists Engineering Essay

Project Assignment On Doubly And Circular Linked Lists Engineering Essay As a computer engineer I would like to deal with this topic following a step by step approach. Before going into the details and the programs of doubly and circular linked lists we need to concentrate upon the meaning of the term linked list. The meaning of the terminology link list can further be dealed by dividing it into chunks .In a laymans term a link list is a logical collection of data stored in a systems memory in which every record that is the part of the given list has a pointer or link part that contains the address of the next record .This is how it works! Linked lists are used to organize data in specific desired logical orders, independent of the memory address each record is assigned to. Firstly, we would discuss linked lists in the terms of singly linked lists or what we call as SLLs .SLLs can be thought to be non-contiguous block of memory consisting of finite number of nodes with the address of the successor node stored in the link part of the preceding node. Each node has a DATA part and a LINK part. DATA PART STORES THE ACTUAL DATA ELEMENT WHILE THE LINK PART CONTAINS THE ADRESS OF THE NEXT NODE i.e. THE ONE JUST AFTER THAT NODE EXCEPT FOR THE LAST NODE THAT DOESNT POINT TO ANYTHING OR WE CAN SAY NULL. This is depicted in the following diagram:- But to beginners this may sound confusing that if one node stores the address of the next node then where is the address of the first node stored? However this question isnt a big deal .To counter this problem we allocate memory for a dummy node that will store the address of the first node .This head or the dummy node has only the link part (and not the data part).This node is always supposed to point to the first node of the list. OPERATIONS POSSIBLE WITH SLLs CREATE CREATING THE LIST FOR THE FIRST TIME. INSERT INSERTING AN ELEMENT TO THE EXISTING LIST. DELETE DELETING AN ELEMENT FROM THE EXISTING LIST. SEARCH SEARCHING AN ELEMENT FROM THE EXISTING LIST. REMEMBER: SLLs CAN BE TRAVERSED UNIDIRECTIONALLY ONLY i.e. ONLY IN FORWARD DIRECTION. Since this assignment deals with doubly and circular linked list the programs on SLLs wont be discussed in detail. Only program on creating a SLL is included :- THIS IS SIMPLE FUNCTION IN C++ DEPICTING HOW TO CREATE A SINGLY LINKED LIST STRUCT nodeT { INT data; nodeT* link; }; nodeT* BUILD() { nodeT *first=NULL,*new node; INT num; COUT CIN>>num; WHILE(num !=178) { New node =new nodeT; //create a node ASSERT (new node! =NULL); //program end if memory not allocated New node -> data =num; //stores the data in the new node New node ->link =first; //put new node at the start of list First= new node; //update the dummy pointer of the list Cin>>num ;}; //read the next number RETURN first;}// this program is also called building list from backwards ITS OUTPUT CAN BE SEEN AS IN BELOW BLOCK DIAGRAM C:Usersthe PANKESHAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE57OPVY3E3MCj01978470000[1].wmf As we have discussed earlier that linked lists are such data structures that contain linked nodes each containing a DATA part and a LINK part. But contrary to SLLs, in doubly linked lists each node has two link parts one to store the address of the succeeding node and the other for the preceding node. This makes doubly linked lists bidirectional i.e. they can be traversed in either direction, forward or backward. This is shown in the following diagram:- NODE 3 NODE 2 NODE 1 But there is a disadvantage to the use of doubly linked lists also, that is it requires more of memory space per node as two pointers will be needed but their advantage of sequential access in either direction make its manipulation quite easier which overcome its former shortcoming. C:Usersthe PANKESHAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE57OPVY3E3MPj04424300000[1].jpg OPERATIONS DONE ON DOUBLY LINKED LISTS ARE ALMOST THE SAME AS THAT ON SLLs BUT HAVE BEEN DISCUSSED IN DETAIL HERE  Ã… ¸ CREATING AN EMPTY LIST  Ã… ¸ ADDING A NODE AT THE END  Ã… ¸ ADDING A NODE IN THE BEGINNING  Ã… ¸ DELETING A NODE IN THE BEGINNING  Ã… ¸ DELETING A NODE AT THE END  Ã… ¸ FORWARD TRAVERSAL  Ã… ¸ REVERSE TRAVERSAL  Ã… ¸ INSERTING A NODE AT A SPECIFIC PLACE  Ã… ¸ DELETING A LIST MISCELLENEOUS: USE OF CONSTRUCTORS IN DOUBLY LINKED LISTS IF THE LINKED LIST IS MADE USING CLASSES INSTEAD OF STRUCTURES THEN DEFAULT CONSTRUCTORS CAN BE USED TO INITIALISE THE WHOLE LIST TO A PARTICULAR VALUE EG: IT SETS FIRST AND LAST TO NULL AND COUNT TO 0. SYNTAX: Template Doubly_linked_list::doubly_linked_list() { first=null; Last=null; Count=0; } ; FOLLOWING IS A C++ PROGRAM DEPICTING ALL THE OPERATIONS MENTIONED ABOVE THAT CAN BE PERFORMED USING DOUBLY LINKED LISTS #include // header files in c++ #include typedef struct doubly //self referential structure for making a linked list { int info; struct doubly*frwd; //frwd and back are the two pointers of the linked list struct doubly*back; } node; //node is a global object void create empty (node**frwd,node**back) //create empty is to set the pointers to null { *frwd=*back=NULL; } void add_at_end(node**frwd,node**back,int element) // add_at_end is to add a node in the end { node*ptr; ptr=new node; ptr->info=element; ptr->frwd=NULL; if(*frwd==NULL) { ptr->back=NULL; *frwd=ptr; *back=ptr; } else { ptr->back=*back; (*back)->frwd=ptr; *back=ptr; } } void add_at_beg(node**frwd,node**back,int item) // add_at_beg is to add a node in the start { node*ptr; ptr=new node; ptr->info=item; ptr->back=(node*)NULL; ptr->frwd=*frwd; if(*frwd==(node*)NULL; *back=ptr; *frwd=ptr; } void delete_at_beg(node**frwd,node**back) // delete_at_beg is to delete a node in the start } node*ptr; if(*frwd==(node*)NULL) return(); if((frwd))->frwd==(node*)NULL) { ptr=*frwd; *frwd=*back=(node*)NULL; delete(ptr): } else { ptr=*frwd *frwd=(*frwd->frwd;(*frwd)->back=(node*)NULL; delete(ptr); }} void delete_at_end(node**frwd,node**back)) // delete_at_beg is to delete a node in the end { node*ptr; if(*frwd==(node*)NULL) return; if((*frwd)->frwd==(node*)NULL) { ptr=*frwd; *frwd=*back=(node*)NULL delete (ptr); } else { ptr=*back; *back=ptr->back; (*back)->frwd=(node*)NULL; delete(ptr); }} void inordertrav(node*)NULL; // inordertrav is to traverse the list in the forward direction { while(frwd!=NULL) { printf(%d,frwd->info); frwd=frwd->frwd; } } void reverse ordertrav(node*back) // reverseordertrav is to traverse the list in the back direction { while(back!=node*)NULL) { coutinfo; back=back->back; } } node*search(node*frwd,int item) //search is to search a given element in the list { while(!=(node*)NULL frwd->info!=item) frwd=frwd->frwd; return frwd; } // insert-after-node is to insert a node at a specified position after the provided node void insert-after-node(node**frwd,node**frwd,int item,int after) { node*loc,*ptr; ptr=new node; ptr->info=item; loc=*frwd; loc=search(loc,after); if(loc==(node*)after) { cout return; } else if(loc->frwd==(node*)NULL) { ptr->frwd=(node*)NULL; ptr->frwd=ptr; *frwd=ptr; } else { ptr->frwd=loc->frwd; ptr->back=loc; (loc->frwd)->pre=ptr; loc->frwd=ptr; } } // insert-before-node is to insert a node at a specified position before the provided node void insert-before-node(node**frwd,int item,int before) { node*ptr,*loc; ptr=new node; ptr->info=item; loc=*frwd; loc=search(loc,before); if(loc==(node*)NULL { cout return; } else if(loc->back==(node*)NULL) { ptr->back=(node*)NULL: loc->back=ptr; ptr->frwd=*frwd; *frwd=ptr; } else { ptr->back=loc->back; ptr->frwd=loc; (loc->back)->frwd=ptr; loc->back=ptr; } } void delete-list(node**frwd**frwd) //delete-list is to destroy the created list { node*ptr; while(*frwd!=(node*)NULL) { ptr=*frwd; *frwd=(*frwd)->frwd; (*frwd)->back=(node*)NULL; delete(ptr); } * frwd=(node*)NULL; } void main() { node,*frwd,*frwd; int ch,element,after; create_empty(frwd,back); while(1) { cout cout cout cout cout cout cout cout cout cout cout cin>>ch; switch(ch) { case 1: cout cin>>element; add_at_end(frwd,back,element); getch(); break; case 2: cout cin>>element; add_at_beg(frwd,back,element); break; case 3: in ordertrav(frwd); getch(); break; case 4: reverse-order-trav(back); getch(); break; case 5: cout cin>>after; cout cin>>element; insert-after-node(frwd,back,element,after); break; case 6: cout cin>>after; cout cin>>element; insert-before-node(frwd,element,after); break; case 7: delete-at-beg(frwd,back); break; case 8: delete-at-end(frwd,back); break; case 9: delete-list(frwd,back); break; case 10: exit(); } } } SOME INTERESTING FACTS :- One byte means 8 bits and a nibble means 4 bits. First hard disk available was of 5MB Ethernet is the registered trademark of Xerox. Google uses over 10000 network computers to crawl the web Google can be queried in 26 languages The floppy disk was patented by Allen sugar in 1946. More than 80% of web pages are in English. 88% percent web pages have very low traffic rate. An average American is dependent on 250 computers. Internet is most fastest growing platform for advertisement. About one third of CDs are pirated About 76% soft wares used in India are pirated. Only 10% of the WebPages are used by the search engines I feeling Lucky This button is used by negligible number of people on net. CONTINUED.. CIRCULAR LINKED LIST A circularly linked list is just like representing an array that are supposed to be naturally circular ,e.g. in this a pointer to any node serves as a handle to the whole list. With a circular list, a pointer to the last node gives easy access also to the first node ,by following one link. Using circular lists one has access to both ends of the list. A circular structure allows one to handle the structure by a single pointer, instead of two. Thus we see ,all nodes are linked in a continuous circle form without using any NULL pointer in the last node. Here the next node after the last node is the first node .Elements can be added to the back of the list and removed from the front in a constant period of time. We can classify circularly linked lists into two kinds- singly linked and doubly linked. Both types have advantage of its own .either of them has the ability to traverse the full list beginning at any given node. this helps us to avoid storing any FIRSTnode  Ã‚ « LASTnode ,although if the list is empty there dwells a need of a special representation for the empty list, such as a LASTnode variable which points to some node in the list or is NULL if it is empty; we use such a LASTnode here. This representation simplifies adding and removing nodes with a non-empty list, but empty lists are then a special case. See following figure:- FOLLOWING PROGRAM DEPICTS THE USE OF DOUBLY LINKED CIRCULAR LIST #include #include class C_link //DEFINING A CLASS THAT { struct node //SELF REFERENTIAL STRUCTURE node { int data; node *frwd; node *back; }*new1,*head,*tail,*ptr,*temp; //GLOBAL OBJECTS REQUIRED FOR OPERATIONS public: C_link() { head=tail=NULL; } void CREATE(); //CREATE() ,INSERT(), DELETE(), DISPLAYING() are the various functions void INSERT(); //that we operate using circular linked lists void DELETE(); void DISPLAYING(); }; void C_link :: CREATE() //defining the CREATE() function to create a list { if(head==NULL) { new1=new node; new1->frwd=NULL; new1->back=NULL; cout cin>>new1->data; head=new1; tail=new1; head->frwd=tail; head->back=tail; tail->frwd=head; tail->back=head; } else cout } void C_link :: INSERT() //INSERT() function for inserting a new node {int i,pos; new1=new node; new1->frwd=NULL; new1->back=NULL; cout cin>>new1->data; cout cin>>pos; if(pos==1) {new1->frwd=head; head=new1; tail->back=head; tail->frwd=head; head->back=tail; } else { i=1; temp=head; while(i frwd!=tail) {i++; temp=temp->frwd; } if(temp->frwd==tail) { new1->frwd=tail->frwd; tail->frwd=new1; new1->back=tail; tail=new1; head->back=tail; } else { new1->frwd=temp->frwd; new1->back=temp; temp->frwd=new1; new1->frwd->back=new1; }}} void C_link:: DELETE() //DELETE() function for deleting a particular node { int pos,i; cout cin>>pos; if(pos==1 head!=tail) {ptr=head; head=head->frwd; head->back=tail; tail->frwd=head; delete ptr; } else { i=1; temp=head; while(i frwd!=tail) { i++; temp=temp->frwd; } if(temp->frwd!=tail) { ptr=temp->frwd; temp->frwd=ptr->frwd; ptr->frwd->back=ptr->back; delete ptr; } else { if(temp->frwd==tail head!=tail) { ptr=tail; tail=temp; tail->frwd=head; head->back=tail; delete ptr; } else { head=NULL; tail=NULL; delete head; delete tail; }}}} void C_link::DISPLAYING() // DISPLAYING() function is used to DISPLAYING the list in either direction {int ch; cout cout cout?; cin>>ch; switch(ch) { case 1: if(head!=NULL) { temp=head; while(temp!=tail) { coutdata temp=temp->frwd; } if(temp==tail) coutdata; } break; case 2 : if(tail!=NULL) { temp=tail; while(temp!=head) { coutdata temp=temp->back; } if(temp==head) coutdata; } break; }} main() { C_link c1; int ch; char op; do {cout cout cout ?; cin>>ch; switch(ch) { case 1 : c1.CREATE(); break; case 2 : c1.INSERT(); break; case 3 : c1.DELETE(); break; case 4 : c1.DISPLAYING(); break; } cout ?; //while loop In case the user want to continue using cin>>op; //the functions that are declared formerly }while(op==y || op==Y); getch(); } OUTPUT: 1.on pressing F9 ass4.jpg 2.on pressing option 1 and entering 09173 now2.jpg Continuedà ¢Ã¢â€š ¬Ã‚ ¦ 3.pressing y and selecting option 2 ;entering 09175 ;storing at pos 2 now3.jpg 4.pressing y and selecting option 3 ;enter pos 1 now4.jpg 5.pressing y and selecting option 4 and then 1 ow6.jpg Note: Number is 09175 ~ 9175 CONCLUSION THIS ASSIGNMENT PURELY DESCRIBES HOW DOUBLY AND CIRCULAR LISTS CAN BE USED .WHERE DOUBLY USED TWO POITNTERS FOR THE SEQUENTIAL ACCESS OF THE NODES THE CIRCULAR LISTS MAY EITHER BE SINGLY LINKED OR DOUBLY LINKED DEPENDING UPON HOW IT SUITS OUR PURPOSE.THIS MAKES LINKED LIST AN IMPORTANT KIND OF DATA STRUCTURE.IT CAN BE USED TO IMPLEMENT BOTH STACKS AND QUEUES ALSO WHICH WE WILL STUDY ON LATER PART. THANKS.

The Raven Thesis :: essays research papers

The first Human Cloned Embryo Article written by: Jose B. Cibelli, Robert P. Lanza and Michael D West, with Carol Ezzell (summary)   Ã‚  Ã‚  Ã‚  Ã‚  Parthenogenesis is a process of generating human embryos from only eggs put therapeutic cloning within reach   Ã‚  Ã‚  Ã‚  Ã‚  On October 13, 2001 the scientist of Advance Cell Technology come to see that their laboratory cells were dividing, the first human embryos were cloning.   Ã‚  Ã‚  Ã‚  Ã‚  The scientists were hoping for the cells to divide into 100 or so cells called blastocysts. They wanted to take these blastocysts and have them grow to replace nerve, muscle and other tissues. But only one of them came to the Six-cell stage and by then it stopped dividing. They had done a similar procedure they had eggs grow without sperm to fertilize, to develop parthenogenetically into blastocysts they think that using these to procedures together they could achieve human cloning.   Ã‚  Ã‚  Ã‚  Ã‚  In 2001 scientist attempted to create a cloned human embryo, they had consulted all the necessary sources before getting the â€Å"ok† to begin â€Å"creating†. Then they had to find a female subject to donate eggs. To start the process of cloning they need to use a very fine needle and get the genetic information from a mature egg. Then they inject it into the nucleus of a donor cell. The female donors were asked to take psychological and physical tests to screen for diseases and what not.   Ã‚  Ã‚  Ã‚  Ã‚  Cloning was first attempted last July, because it depended on the menstrual cycles of the subjects, the subjects also had to take hormones so that they would ovulate 10 or so eggs at once.   Ã‚  Ã‚  Ã‚  Ã‚  They seemed to have had a touch of success when the nucleus of a fibroblast had appeared to divide but it never completed. It took 71 eggs from seven volunteers before they could create their first cloned embryo. Out of the eight eggs with cumulus cells, two of them divided to form early embryos of four cells and another went to at least six cells before it stopped growing.

Reflections On The Things They Essay examples -- essays research paper

Reflections on "The Things They Carried" Analyzing the story’s craftsmanship Tim O’Brien wrote a story that is known as "The Things They Carried." It is a carefully crafted, detailed account of a Lieutenant and his men, the time period being right in the middle of the Vietnam war. In most war stories the author spends most of his or her time describing actions and events to the reader, trying to really put the reader "right there" in the middle of everything that is happening. However, O’Brien drifts away from that trend here, hardly describing any events of importance to any one but me sign. Rather, he focuses on the thoughts of the soldiers, the inner feelings, small personal day dreams and strange things that really describe the men. Being out in the wilderness, far from home or anything they recognize, these men must deal with the mental and physical stresses of war, when they jion the army I see it as signing away there souls they are then asked to murder people over st upid issues. Here is where O’Brien starts up his literary art form. One thing that was interesting to mention is that I noticed when reading the story is the fact that the story is written in third person. The narrator is not actually in the story, merely telling us of the events, and yet we still get to see inside Lt. Cross’s mind to more accurately picture his feelings. The narrator also, although letting us see the innermo...

The Great Pyramid of Giza :: Ancient Egypt Egyptian History

The Great Pyramid of Giza The pyramids of Ancient Egypt are as fascinating and intriguing, as they are breathtaking. Egyptologists and historians have long debated the question of who built the pyramids, and for what reason. There are many different and often conflicting theories in regard to the construction of the Great Pyramid of Giza. When turning back the pages of history, it is discovered that a number of theories have been developed to explain the presence of such a significant historical landmark. "Theories vary from a tomb for a king, to a special chemical factory, a beacon for extraterrestrial aircraft's, a stone form of the Bible, a possible way to contact a Higher Being and a stone announcement of the second coming of Christ..." (Schillings, M. : 1999 : Sheet 1). Such examples of varying controversial theories have sparked a number of speculations to the mystery of the Great Pyramid of Giza. According to traditional Egyptology, the Great Pyramid of Giza was built by Egyptian pharaoh Khufu during the Fourth Dynasty around "...the year 2560 BCE..." (Schillings, M. : 1999 : Sheet 1). It has been suggested that the Egyptian civilisation succeeded in establishing a complex and organised work force of people to create and build an astonishing burial tomb for the pharaoh in aid of his journey to the afterlife. However, contrary to this suggestion, one must ask why the modern Egyptians continue to rely on traditional beliefs and attitudes to explain the presence of the Great Pyramid of Giza. Could this be the prefect example of nationalistic views? It could be argued that as a result of the continual spread of Egyptian hearsay, the Egyptians obtained the understanding that the entire civilisation - past and present - is somehow superior in status to that of the average mortal man. Undoubtedly, in modern times, the world has gained an increased awareness of the uncertainties that surround investigations into such a distant past. Despite several emerging historical puzzles and conclusions, modern Egyptians continue to adhere to the theory presented by traditional Egyptology. The sheer size, the huge proportions and the amazing geographical positioning of the pyramid have greatly contributed to the rise of uncertainty as to it's origin and purpose. The construction of the pyramid was no mean feat, regardless of the creator. Considering the fact that the pyramid is "...thirty times larger than the Empire State Building.

Countenance Evaluation Model

Robert E. Stake’s the â€Å"Countenance Model of Evaluation† in Education Evaluation is an important aspect of program development to come up with improvement plan to achieve competitiveness, depending on the judgment of the one who evaluates, or the evaluators. Education being complex is associated with contingencies with consideration to congruence (intentions and observations).This needs adequate scrutiny, rendering both cost measurement and estimation of outcomes since education is a crucial part of society and economy, and its greater effectiveness per unit cost is of high consideration, especially on a given resource constraint, is desirable (Mathison, 2005, p. 90). The so-called Countenance Model of Evaluation, formulated by Robert E. Stake, is a model focusing on the qualitative influences to the traditional quantitative designs, with judgment being maintained as the major function of the one who evaluates.The heart of this model is on the decisions that are com e up with during the evaluation. There are three important phases of program development where this model revolves: antecedent, transaction, and outcome. In the antecedent phase, the consideration is the environmental factors that might affect program outcomes. The effectiveness of the program during implementation is being considered by in the transaction phase on the other hand. When the program has already achieved completion, its effects are being examined in the outcome phase.The evaluation procedure must take into account both judgment and descriptions, both relying on quantitative and qualitative observations. The description may either be absolute or comparative (Snyder, Acker-Hocevar, and Snyder, 2008, pp. 167-168). The strength of this model is that it allows thorough evaluation since it requires the evaluator to give a description of the situations (events, activities, conditions, etc. ) before, during, and after the program implementation (Snyder, Acker-Hocevar, and Snyd er, 2008, p. 168). It is really a helpful feature of this model that it offers flexibility in operation.The approach is holistic in nature, rather than atomistic, with each part being emphasized. Factors are all given attention, with the importance of each factor imposed and selected to gain sensitivity (Burgess, Galloway, and Morrison, 1993, p. 36). References Burgess, Robert G. , Sheila Galloway, and Marlene Morrison. (1993). Implementing In-service Education and Training. Retrieved September 18, 2008, from http://books. google. com/books? id=t949AAAAIAAJ&pg=PA36&dq=countenance+evaluation+model+in+education&as_brr=3&sig=ACfU3U1p1htWqqCorrsxmE_4op-nJA40mAMathison, Sandra. (2005). Encyclopedia of Evaluation. Retrieved September 18, 2008, from http://books. google. com/books? id=sCibBf4Ni1QC&pg=PA167&dq=countenance+evaluation+model&as_brr=3&sig=ACfU3U3JfsrxoDJqDLQ-djt_50iTpK99vQ#PPA167,M1 Snyder, Karolyn J. , Michelle Acker-Hocevar, and Kristen M. Snyder. (2008). Living on the Edge o f Chaos: Leading Schools into the Global Age. Retrieved September 18, 2008, from http://books. google. com/books? id=nmv5mSHlXKQC&pg=PA90&dq=countenance+evaluation+model&as_brr=3&sig=ACfU3U2pfiSKzcKZz7laTIzdLnRjUjd31Q