IDEA and Special Education Annotated Essay Example for Free

IDEA and Special Education Annotated Essay Bowen, S. and Rude, H. (2006). Assessment and students with disabilities: Issues and challenges with educational reform. Rural Special Education Quarterly, 25 (3), pp. 24-30. Retrieved October 14, 2008, from Academic Search Premier database. Bowen and Rude pointed out that the 2004 reauthorization of IDEA reflected an effort to align IDEA with NCLB. This article focuses specifically on the problem of accountability, eligibility for special education services, summary of performance, and transition services for special education students. Also included are guiding principles for selecting appropriate accommodations for assessments. Ketterlin-Geller, L. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28 (4), pp. 194-206. Retrieved October 14, 2008, from Academic Search Premier. The author noted the importance of appropriate accommodations for students who have special needs. Unfortunately, student IEPs are often not aligned with the actual accommodations that are made in the classroom. This disagreement between the classroom teacher and the IEP team results in inconsistent accommodations which, according to Ketterlin-Geller, have a negative effect on student outcomes. The author outlined several possible causes for these inconsistencies. Ketterlin-Geller concluded, Regardless of the root cause for the disagreement between IEPs and teachers, the current system is placing teachers in the awkward position of enacting a set of predetermined, legally binding guidelines with the intention of providing the support needed for their students to succeed. Lynch, S. and Adams, P. (2008). Developing standards-based Individualized Education Program objectives for students with significant needs. Teaching Exceptional Children, 40 (3), pp. 36-39. Retrieved October 14, 2008, from Academic Search Premier. Lynch and Adams noted the apparent conflict between the expectations of NCLB and the requirements of IDEA described guidelines that may be used to help districts to develop assessments that are inline with student IEPs. This article focuses on developing assessments that address pre-symbolic levels of learning, early symbolic learning, and expanded symbolic levels of learning. National Education Association (2004). IDEA and NCLB: Intersection of Access and Outcomes. Retrieved October 14, 2008, from http://www. nea. org/specialed/images/ideanclbintersection. pdf This 47-page booklet describes the implications of NCLB for IDEA. Section One of the booklet addresses standardized assessments for students with disabilities, including acceptable accommodations under NCLB. The booklet also addresses how special education may affect Annual Yearly Progress (AYP) reports. The text includes several links to documents that may be used for policy guidance for districts that are developing policies for special education. Turnbull, H. (2005). Individuals With Disabilities Education Act Reauthorization: Accountability and personal responsibility. Remedial Special Education, 26 (6), pp. 320-326. Retrieved October 14, 2008, from Academic Search Premier database. Turnbull noted that IDEA 2004 reflects the concept that the teacher, the school, and the federal government share in the responsibility of improving student outcomes. Turnbull argued that this scope of responsibility must also include parents and students if learning and student achievement are to take place. U. S. Congress (2002). No Child Left Behind Act of 2001. Public Law 107-110. 2002. Retrieved October 14, 2008, from http://www. ed. gov/legislation/ESEA02/107-110. pdf This is the full text of NCLB. Altogether, the law is 670 pages long. The sheer volume of NCLB makes it difficult for many parents and school administrators to read through understand. References to IDEA and special education are spread throughout the bill; however, the most reference with the most significance for special education is found on page 1448-1449, in which not less than 95 percent of students, including students in special education, are required to take assessments with accommodations, guidelines, and alternative assessments provided in the same manner as those provided under the Individuals with Disabilities Education Act (IDEA). U. S. Congress (2004). Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446. Retrieved October 14, 2008, from http://www. copyright. gov/legislation/pl108-446. pdf The full text of the 2004 reauthorization of IDEA. It is interesting to note that although IDEA 2004 was passed 2 years after the enactment of NCLB, there is no reference to NCLB in IDEA 2004. IDEA 2004 does note, however, that all children with disabilities are included in all general State and districtwide assessment programs (p. 40). Provisions are also made for alternative assessments. The philosophy of NCLB is also reflected in the IDEA 2004 requirement that states and school districts shall report the number of students who required an alternative assessment and how those students performed on the assessment (p. 41). Voltz, D. and Fore, C. (2006). Urban special education in the context of standards-based reform. Remedial and Special Education, 27 (6), pp. 329-336. Retrieved October 14, 2008, from Academic Search Premier. Critics of NCLB have argued that children from low-income families are more likely to have difficulty passing standardized assessments. Voltz and Fore pointed out that education does not occur in a vacuum. To be effective, education reform must be linked to broader social reform, including reforms that reduce poverty and that address the effect of poverty on student achievement. Wakeman, S. , Browder, D., Meier, I. , and McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation Developmental Disabilities Research Reviews, 13 (2), pp. 143-150. Retrieved October 14, 2008, from Academic Search Premier database. This review addresses how to develop appropriate alternative assessments for children who have developmental delays and the implications of NCLB for curriculum and instruction for these children. The authors encouraged teachers to work towards meeting challenging academic standards for their students with developmental delays and noted that there is no research indicating that functional skills must be mastered before academic learning can take place. Wakeman, et al. , also pointed out that the requirements of NCLB may make it more difficult to recruit and to retain teachers who are qualified to work with this population. Wasta, M. (2006). No Child Left Behind: The death of special education? Phi Delta Kappan, 88 (4), pp. 298-299. Retrieved October 14, 2008, from Academic Search Premier. In this editorial, Wasta argues that NCLB includes unrealistic expectations for the educational outcomes of students with disabilities. Wasta fears that NCLB may lead some schools to eliminate their special education programs altogether. Despite his concerns about NCLB, Wasta contends that special education students should not be exempt from assessments and other provisions of the law. Instead, NCLB should be modified to include realistic expectations for special education students and special education programs.

Preschool Teacher Hiring Standards, Policies, and Practices Essay Example for Free

Preschool Teacher Hiring Standards, Policies, and Practices Essay The early years of children are important because of their unique developmental needs (physical, cognitive, social and emotional). These needs can only be identified and addressed by professionally trained and competent preschool or early childhood teachers. However, attracting and hiring these teachers are serious challenges for school administrators. To look more closely into the problem and help craft a solution, this paper examined the current standards, policies, and practices in hiring preschool teachers in public and private schools in Pasig City based on the recommended hiring standards, policies, and practices in the literature, DepEd, and experts. The study suggests appropriate standards, policies, and practices in hiring teachers that will ensure that children’s unique developmental needs are met and that they shall have gained readiness to proceed to the next educational level. CHAPTER I INTRODUCTION Background of the Background of the Study Children who undergo preschool education perform better in primary grades (grade 1-3) than those who do not (Branscombe, Castle, Dorsey, Surbeck, and Taylor 2000; Jalongo, Fennimore, Pattnaik, Laverick, Brewster, and Mutuku 2004; Laosa 2005; Soliven, Guerrero, Barsaga, Palma, Canlas, and Garon 1997). Mutuku. By the time they enter elementary school, they can say the alphabet, write their names, and count numbers one to ten. They adjust better, follow instructions, and interact with their teachers and classmates. Because of thparents realize the benefits in the early schooling of children, preschool student enrollment has been growing in number, which encouraginges a number of investors to set up preschools. Preschool education is mostly managed by private individuals, organizations, and institutions because of insufficient government funding for the enhancement of preschool education (Neri 2001; Soliven et al. 1997). According to the Department of Education (DepEd), tis, there has been an unprecedented growth in the number of preschools both in rural and urban areas in the private sector. The latest directory of private preschools in Metro Manila from the Department of Education (DepEd) shows that there are 1,477 preschools all over the National Capital Region during the school year 2005-2006, and 872 preschools during the school year 2000-2001; thus, there was an increase of 575 preschools. (see table 1). (See Table 1)(See Table 1) he number latest of private schools in Metro Manila grew from 4,788 in school year 2003-2004 to 6664 in the school year 2007-2008, a 72% showing increase. from school year 2000-2001 to school year 2005-2006 (see table 1). Preschool enrollment in private schools rose from 349,574 in school year 2003-2004 to 410,778 in school year 2007-2008, an 85% increase. Many see preschool education as a profitable business, but one that entails high costs if one is to meet certain standards, such as hiring qualified and licensed teachers and paying higher salaries. Quality education also means better teacher-to-student ratio (the ideal is 1:10 or 1:15), a developmentally appropriate curriculum, and quality teaching materials—all of which translate to higher costs. Ms. Vanessa Morales, owner and administrator of Kid’s First Discovery Space preschool in BF Homes, Paranaque, wanted her preschool to be different from preschools run by business people. Her priority is providing quality education on a not-for-profit basis. At Kid’s First, she has knowledgeable and experienced teachers: all her head teachers have master’s degrees in Education or Psychology, major in child development (Manuzon 2006). Due to the growing number of private preschools in Metro Manila, there will be a great demand for preschool teachers who are professionally trained to manage the learning needs of young children. To ensure that For this purposeteachers hired are qualified and competent, , DepEd issued DECS Order No. 107 (1989) outlining the standards in the organization and operation of preschools (see appendix A), which include guidelines on staff requirements. The qualifications of teachers prescribed by DepEd for private schools are: Bachelor of Science degree specializing in Family Life and Child Development or Early Childhood Education or Kindergarten; Bachelor of Science in Elementary Education with 18 units in Preschool Education and 54 hours of practicum in preschool classes; Bachelor of Arts/Science degree in a discipline allied to education, arts, nursing, anthropology, with 18 units of preschool education. Upon appointment, the teacher should have at least 6 units of preschool education, and the requirement of 18 units may be gradually implemented as follows: At the end of Year 1 9 units; Year 2 12 units; Year 3 15 units; Year 4 18 units. In addition, the sprouting of private preschools are also due to the following: 1) most private schools do not accept grade one pupils if they have not been through kinder and nursery or preschools; b) they are financially viable and a lucrative business; 2c) public schools cannot accommodate all preschool-age children and so parents put them in private preschools; 3e) there is a growing number of preschool student enrollment; 4f) because of the child sduring their early years, 5the Department of Education (DepEd) is not as strict with preschools as with regular grade and high schools; or, 6g) parents are both working and the mother is too busy to give her children their first lessons. 7have become a (Newman 2002). The Due to the mushrooming of preschools grew asthat have been set up forcommercial, business reasons, especially in urban centers, and the government’s insufficient funding towards the enhancement of preschool education, the desired goal of standard quality educati on for young children may not be achieved. This vast, mushrooming, unregulated and still unsurveyed sector maybe violating the right of young children to quality education. Due to the absence of control or regulation, these schools would have unqualified teachers, large classes, and less infrastructure facilities (Newman 2002). Ms. Irene Bernardo, whosingle and now retiredSomeone who prefers to be anony from preschool teaching setismous and who’s up a preschool in her own home after retiring from teaching, stated that some preschool teachers are business or psychology graduates, business or psychology graduates, not education graduates, but business or psychology graduates.. In her case, she has a Bachelor of Science in Elementary Education, magna cum laude, from the Philippine Normal College, ManilaUP, Diliman. For her, it is important for preschool teachers to have a background in education, especially in early childhood development education, which involves a substantial study of the- the psychomotor, affective, psychosocial and cognitive foundations of the childI. Bernardo, m), which will have bearing on the development of the child. which will determine how and what he will be when he grows up. The preschool teacher should also acquire skills and training in educating young children, them. From agesold . (. http://www. sunstar. com. ph/static/ceb/2002/06/13/life/the. mushrooming. of. preschools. html) | | DepEd also issued DECS Form GPR 3-A (revised 2005) to serve as a processing sheet for proposals for opening of new school (see appendix B). It limits the teaching staff requirements for preschool teachers to a Bachelor in Early Childhood Education (BECED); or Bachelor in Elementary Education (BEEd) with 18 units of Early Childhood Education. In public schools, student enrollment grows by 300,000 yearly, and some 10,000 teachers are needed to be hired every year to address the lack of manpower. Out of the 10,000 teachers recommended for hiring annually, 2,500 are intended for government preschools. The hiring of more teachers is needed because President Gloria Macapagal-Arroyo has issued an order requiring preschool education nationwide by 2010. (News Balita, January 13, 2006). In preparation for the launching of preschool education in public schools, DepEd business peoplebut . Theireesbetter teacherstudent, she not onlyes but also s: a. Furthermore,havesan degree P. Last August 24, 2007, DepEd issued Order No. 57 on August 24, 2007, laying down or the â€Å"Guidelines on Hiring and Deployment of Preschool Teachers† was issued as additional guidelines forin the selection and deployment of public preschool teachers (see appendix CB). Based on the guidelines, a preschool teacher applicant must must pass the Licensure Examination for Teachers (LET) to be eligibleconsidered for teaching. Preschool teachers in order to teach should take the LET for elementary teachers. There is no LET yet yet in specific to preschool teachers; prospective preschool teachers take the LET for elementary teachers. , while there is LET specific to secondary or high school teachers. According to Dr. Rogelio Baybayon, Assistant Superintendent of the Pasig Division office of DepEd, the requirements of the LET and the 21 early childhood education (ECE) units (instead of 18 ECE units) d et al. When I telephoned the Pasig DDivision of public schools to inquire on their policies regarding preschool education, and was able to talk to Dr.Rogelio Baybayuin, the officer-in-charge of preschool education,he said that they do not have preschool programseducation like nursery and prep, and what they have is onlythey only have kindergarten level which is being offered by very few public schools. They do not accept 4 year olds, only 5 year olds for kindergarten, and the 6 year olds are automatically Grade 1 even without going through the kindergarten level or preschool education. Since preschool educations is not yet part of the public school educational ladder. The , unlike the elementary and secondary education, it is mostly in the hands of private individual, organizations and institutions, which are operating without proper government regulations see guidelinescoveringsguidelinesthe renewal of toany administrators when they have been found to v some rules Neri (2001) disclosed a. s Based on the DECS Order No. 107, s.1989 or the Standards for the Organization and Operation of Preschools (Kindergarten Level), the required qualifications for preschool teachers are the following: (1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; and (3) Bachelor of Arts or BS degree in a discipline allied to education, arts, nursing, anthropology with 18 units of preschool education (Industry Briefs, October 2001). The job requirements based on the DepEd qualificationss for for preschool teachers are also now being enforced for private schoolsteachers.to be able to teach in preschools. s do not include the licensing or certification, of preschool teachers. However, DepEd sare encouraged requires all public school teachers to undergo the Licensure Examination for Teachers (LET). .He revealed that there are some private schools which cannot follow these requirements and DepEd is forced to withhold their permit to operate. In any case, even if He also said that the LET for elementary teachers is for general education, and preschool teachers may take it. tTo qualify to teach For the 21 ECE units requirement, Philippine Normal University (PNU) is their reference. ,(pers. com. Dr. R. Baybayon, February 28, 2008). In the recent LET given by the Board of Professional Teachers on September 28, 2008 and conducted in 19 testing centers all over the Philippines, only 17,816 out of 58,471 elementary teacher examineesthere were who passed itThere were o,3who the examination (The Professional Regulation Commission, March 10, 2009). This meansmMan estimated that only 302933% of the examinees are qualified to teach, and are difficulty in the hiring of qualified preschool teachers, mo913,45,56eligible for hiringto hire. Table 2. National Percentage of Passing in the LET | |Teacher-Elementary |Teacher-Secondary | |Year |No. of Examinees |No. of Successful |Percentage of |No. of Examinees |No. of Successful |Percentage of | | | |Examinees |Passing | |Examinees |Passing | |2002 |76,626 |27,060 |35. 32% |65,106 |23,772 |36. 52% | |2003 |75,348 |19,765 |26. 25% |68,992 |18,115 |26. 25% | |2004 |60,614 |16,297 |26. 89% |58,507 |15,860 |27. 11% | |2005 |67,333 |18,517 |27. 50% |61,576 |15,945 |25. 90% | |2006 |59,457 | 17,377 | 29. 23% |53,303 | 17,290 |32. 44% | Former senatorSource: Professional Regulation Commission Licensing of teachers in the private preschools are also being encouraged by the DepEd, an example is the Pasig Catholic College, where their preschool teachers are graduates of early childhood education and are LET passers. The prospect of hiring teachers without credentials may be rampant because of the recent result of the LET. There were few teachers who passed the LET given by the Board of Professional Teachers on August 27, 2006 in 18 testing centers all over the Philippines. It showed that there were only 17,277 elementary public school teachers out of the 59,457 examinees who successfully passed. (Manila Standard Today, October 10, 2006). This is an estimated 33% who are qualified to teach in the public elementary schools and these may not be enough considering the growing number of student enrollment in public elementary schools which accounts to 12,089,365 based on Basic Education Statistics (BES) SY2004-2005. In view of the above, howHow can both private and public schools get teachers who can meet the minimum requirements for teaching in preschools and how can the DepEd ensure that only well-qualified, licensed preschool teachers educators are being hired and will be available in every preschool classroom.? How does the private and public schools cope with the supply and demand of qualified preschool teachers? Student enrollment is increasing and there are not enough qualified teachers to teacher these students. What other options can the government doy take in addressing hiring teachers without credentials? How can the preschoolsy tap sources of potential preschool teachers? has the government . annually . whomis afigure Trequiring nationwide. The combined public and private preschool enrollment increased from 2003 to 2007, from 778, 550831,730 (18. 36%) in school year 2003-2004 to 999,59652,109 (20. 53%) in school year 20076-20087; or 221120,046379 school children were added to the system. More than half of these children (588,81857, 220) were with DepEd’s preschool program in school year 2007-2008 (DepEd Updates, March 22, 20097). Mrs. Mariquita de Guzman, Assistant Principal of San Miguel Elementary School, said that their school has four preschool teachers for their 132 kindergarten students with a teacher to student ratio of 1:48. Miss Letty Flores, preschool teacher of Maybunga Elementary School, said that their school has two preschool teachers for the 90 kindergarten students with a teacher to student ratio of 1:45. All of their preschool teachers were volunteers from the elementary level who have a degree in elementary education (pers. com. Mrs. M. de Guzman and Ms. L. Flores, April 15, 2009). In some private preschools, principals wait until the enrollment has begun before they decide to hire teachers. As a result, teachers hired are not qualified. only a few qualified teachers are available and teacher to student ratio becomes to 1:50 (pers. com. Mrs. Susan Garcia, April 16, 2009). ). To address the teacher shortage in the public schools (including preschools), Education Secretary Jesli Lapus announced that 16,390 new teachers would be hired for the year 2007. (The Manila Times, June 4, 2007). lat thsover This e concern for the hiring of preschool teachers will create more pressuresnot likely abate in the near future because the pressures on that strain the local supply and ddemand for and supply ofof qualified teachers. With the increase in becausewill increase more and more private individuals and institutions will are venturinging into the preschool business education, and the institutionalization of preschool education by 2010, that will require more qualified preschool teachers will be requiredto support DepEd’s effort in institutionalizing preschool education.. . Human capital is the most important resource of any service organization, and the teacher is the most important capital in the educational setting. There are many nonhuman resources that are needed in the schools such as classrooms, computers, and textbooks, but these resources are dependent on competent teachers who will put them into good use. The preschool is a labor-intensive operation where the teacher’s knowledge, skills, abilities, stamina, values, and passion must be carefully managed to achieve its learning objectives (Hearron and Hildebrand 2003). However, in order to achieve its learning objectives, they should hire teachers who possess proper qualifications who can provide learning opportunities that will bring out the best in their students. epartment of ducation, ulture and ports (DECS)A major task of the artment of ucation (DepEd)school administrator is faculty hiring and selecting qualified and committed teachers is a more critical task considering the scarcity of qualified applicants. Teacher qualifications remains to be an issue and with the recent results of the Licensure Examination for Teachers given by the Board of Professional Teachers on August 27, 2006 in 18 testing centers all over the Philippines, there were only 17,277 elementary public school teachers out of 59,457 examinees who successfully passed. (Manila Standard Today, October 10, 2006). This is an estimated 33% who are qualified to teach in the public elementary schools and there may not be enough considering there the growing growing student enrollment in public elementary schools which accounts to 12,089,365 based on Basic Education Statistics (BES) SY2004-2005. However, in the private preschools but they should meet the minimum required in order to the desired qualifications which is:,need to prepare job descriptions that state the criteria like the applicant â€Å"(1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; (3) Bachelor of Arts or BS degree in discipline allied to education, arts, nursing, anthropology with 18 units of preschool education† (Industry Briefs, October 2001). Hiring the right faculty is building the future. It is essential that utmost care and attention be given to hiring standards and policies and that execution be done with creativity and patience, since the hiring process is tedious and time-consuming, thus there should be no shortcuts. As the philosopher Spinoza observed at the end of his great work, The Ethics, â€Å"†¦all things worthwhile are difficult as they are rare† (A Re-Examination of Faculty Hiring Processes and Procedures, Academic Senate for California Community Colleges, Adopted Fall 2000). The term â€Å"faculty† is defined as a branch of teaching or learning in an educational institution; something in which one is trained or qualified; the members of a profession; or the teaching and administrative staff and those members of the administration having the academic rank in an education institution (Merriam Webster 1991). The faculty is composed of all persons appointed for the instruction of students. In a preschool, the faculty or teachers are persons directly involved in handling children. They play a major role in the education of the children since they help in the formation and development of the students especially in their early years. They are responsible for providing environment conducive to learning conditions where children are given opportunities to interact. Thus, the faculty or preschool teachers significantly contribute to humanity and to the nation towards prosperity by providing learning opportunities that will bring out the best in their students. Hiring is engaging the services or labor in exchange for payment (Lexicon Webster 1978. ). Hiring involves the following steps: advertising, recruiting; screening; interviewing; teaching demo, selecting and final interview. Recruitment is defined as establishing a pool of potentially acceptable applicants (Lipham and Heoh, 1974 p. 236). The first step is usually to post (advertise) the job position usually in bulletin boards of universities, professional organizations, advertise in local newspapers and teacher based magazines. Once the school recruitment officer has received the letters of applications, the rest of the hiring process is accomplished. Faculty hiring is the recruitment and selection of teachers for teaching positions. It involves the following steps: advertising, recruiting; screening; interviewing; teaching demo; selecting and final interview. Faculty hiring is a major task of the administrative or leadership group of the school and selecting the right teacher is a more critical task considering the very few qualified applicants to choose from. Administrators need to prepare job descriptions that state the minimum as well as desired qualifications of a preschool teacher, these are: (1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; (3) Bachelor of Arts or BS degree in discipline allied to education, arts, nursing, anthropology with 18 units of preschool education. † (Neri October 2001) â€Å"The teachers we need are immersed in discipline, informed professional inquiry and action that results in raising the bar and closing the gap by engaging all students in learning† (Fullan 2003). The preschool administrator or principal is usually the one in charge of recruiting the right teachers to fill in teaching positions clearly defined and understood by the selectors, i. e. there is a good and clear job description. The competencies to perform the job successfully are explicit, i. e. the job criteria or person specification have been prepared and are known by the selectors. There is a planned provision for the assessment of all the required competencies, i. e.the technical assessment stages have been clearly conceived and scheduled. There is a clear policy on how the final decisions are to be arrived at and the final stage procedure ensures that all of the evidence of earlier stages is accumulated and considered before making a judgment† (Kydd 1997). Although it can be time-consuming, principals must actively recruit good teachers to their schools. They usually do this by: (1) visiting teacher education classes to find promising new teachers; (2) providing practicum to student teachers and later hire the good ones; (3) talking to teachers and other principals to find quality experienced teachers who might be looking for new positions. Hiring policies and practices should be carefully crafted so fairness and equity are reflected to avoid legal complaints in the future. Applicants should be notified whether they were accepted or denied and the reasons why they were not accepted. â€Å"Hiring the right faculty is building the future because teachers play a major role in the education of children; they help in the formation and development of children, some of whom will become future leaders of tomorrow. But the right faculty may not mean hiring having a certification or licensure, but one who has a strong commitment to the care and education of young children. There is no wiser or more enduring investment than in the care and education of young children. worthwhile The Research Problem. DDue to the number mushrooming being put up and the government’s move to institutionalizeeize preschool education by year 2010, in Metro Manila and in the provinces without control or regulation, hiring would is in all probabilitymay be increasingly be intenserampant. DepEd’s hiring guidelines for preschool teachers prescribe only the minimum qualifications;;, but there are no clear-cut guidelines on the screening and hiring process for preschool teachers. these schools tend to hire preschool teachers who are not qualified. There is a need to carefully managed preschools to ensure that the intellectual development and values formation of childrenThus, there is a need forere should be specific and customized procedures for  screening applicants and hiring areistowardforqualified preschool teachers who are trained to address the unique learning and developmental needs of preschoolers. (Berk 2005; Branscombe et al. 2000; Brewer 2004; Essa 2003; Estes 2004; Machado and Meyer-Botnarescue 2001). However, Taguiwalo (2005) reported that recruitment is the number one weakness of the Philippine basic education. and eEvery year for the past five years, public schools recruited around 10,000 to 15,000 teachers from a pool of 100,000 new graduates. ,Yet the schools do not always get the best qualified teachers, as evidenced by the poor student achievement test results. they Results of the National Elementary Achievement Test (NEAT) in SY 2005-2006 reflected that only 29 percent or 38 of 131 competencies/skills were demonstrated by children. The problem of poor quality of education has been traced to a number of factors which include lack of teacher competencies and poor manpower planning (UNESCO and National Statistical Coordination Board 2009). How can DepEd ensure that only qualified and competent preschool teachers will handle every preschool class? HHoH will be assured hiring of professionally well prepared preschool teachers who are committed to caring and educating young children.. Preschool teacher hiring will not be easy considering the scarcity of qualified teachers. ow then can then school administrators ensure that they that they hire qualified and competent preschool teachers who can How can they tap available sources of prospective preschool teachers present? To seek answerss to the research problem, se questions, â€Å"The government, through the Department of Education (DepED), should come up with clear-cut policies on the operation of these schools offering pre-school education to children aged three to six years old,† Chipeco added. (http://www. congress. gov. ph/press/details. php? pressid=931) DepEd should also develop measures seeking not only to regulate and oversee the pre-schools, but also to develop preschool teachers hiring guidelines. DepEd should conduct investigation and close down preschools that do not use the guidelines. thus early childhood education is regarded as their top priority. â€Å"Childhood should be carefully defined in all nations as a highly distinct period of human growth and development that deserves careful educational, social, and political attention and intervention. † (Jalongo, et al 2004) However, Nolido (2006) said . While the government is not yet capable of putting preschool education in the educational ladder, we would like to expand it to reach more five year-old kids particularly in the depressed areas of the country. .. Jalongo, et al 2004et al, page 23number Educational prog for the world’s youngest citizen teachers who are ,m ? Will there be enough preschool teachers who will teach this growing number of student enrollmentissues in the Philippine basic and (LET) (NAT) private preschools hire applicantsare not education graduates or licensed? private . To seek answers to these questions, I will e researcheris Another issue which is very timely is the campaign of the Department of Education to institutionalize preschool education in public schools. Nolido said preschool education is not yet part of the educational ladder. Institutionalizing it requires a huge budget to the basic education system. â€Å"While the government is not yet capable of putting preschool education in the educational ladder, we would like to expand its coverage to reach more five year-old kids particularly in the depressed areas of the country,† Nolido said. and also the current issues in the Philippine educational systemthe Thus the objective of thisresearch willof the study revieweds and compareds the currentGrowing demand for preschool teacher applicants can be attested to the increasing number of student enrollments and the mushrooming of preschools in the metropolis. Drive along any neighborhood and you will likely pass by one, whether it is a small home-based play school or a more structured organization in a bigger edifice. The latest directory of private preschools in Metro Manila from the Department of Education shows that there are (872) preschools all over the capital region alone. Of this total, (217) are exclusively preschools only, defined here as catering to either the one-year-old to 6-year-old age bracket or the kindergarten level which may also include levels preparatory to kindergarten (e. g. nursery, etc. The remaining (55) schools offer elementary education up to 6th grade, in addition to the preschool curriculum. Quezon City has the most number of preschools with 275, followed by Manila with 112. Proximity to residence is criterion parents often consider when choosing schools for their children, however there are many other factors to bear in mind in deciding which school is best† (Neri 2001). Public and private preschools resort to hiring teachers to fill in the demand for teaching positions. The Department of Education has recommended guidelines for hiring preschool teachers, which the public preschools should implement while the private preschools are encouraged to use. Thus, the main research problem of this study is to compare standards, policies, and practices (SPPs) in hiring preschool teachers in preschool andpublic schools with those of privateprivate schools in Pasig City ,and , then compareds each group’s SPPs with offering preschool education with the standards, policies and practices in hiring teachers in private preschools in Pasig City the recommended SPPs in hiring preschool teachers based on related literature, DepEd requirements, and the views of experts on preschools. point out the gaps or discrepancies between the mandated and actual faculty hiring standards, policies and practices of public and private preschools in Pasig City. Secondly, I would like to understand the nature and causes of the gaps, and thirdly, I would like to understand why such gaps have been permitted to exist until the present. Purposess of the Study create awareness among the policymakers, DepEd officials, private preschool owners, and preschool principals The purpose of the study soughtoughtis to (1) investigate the SPPstandards in for hiring preschool teachers in selected public and private schools in Pasig City; (2)and pinpoint commonalities and differences in their current hiring SPPs; and, (3) find out how they measure up to what is recommended in the scientific literature, at DepEd, and by experts. Thus, this study has drawn upwilldetermine whether standards are in line with preschool learning capabilities and requirement for primary grades. s appropriate hiring SPPs for both public and private preschools that can serve ases benchmarks for hiring preschool teachers to ensure that the goal of getting the best qualified preschool teachers is met. Theensure that both public and private schools offering preschool education in Pasig City are able to hire the most qualified and competent preschool teachers and that ensure that there are standards, policies and practices in hiring preschool teachers in public and private schools in Pasig City. is that they together withmajority if not alleto review and reexamine their preschool teaching hiring standards, policies and practices. This assist in the hiring of preschool teacherswill enfrom a wider market and whose qualifications meet the preschool learning competencies. Research Questions In order to answer the research problem, the following research questions were looked intoarewere: †¢ What are the recommended faculty hiring SPPsstandards, policies, and practices for preschool teachers based on related literature, DepEd guidelines, and the views of experts and administrators? †¢ What are the reported and/or actual hiring SPPsfaculty hiring standards, policies, and practices for preschool teachers in both of public and private schools in Pasig City offering ECE? †¢ How do the reported and/or actual faculty hiring SPPstandards, policies.

Root Causes of Accidents on Construction

Root Causes of Accidents on Construction The construction industry is one of the biggest industries in the whole world. The contribution of this industry towards the global GDP is enormous. The construction industry is also a potential employment generator and employs large number of skilled and unskilled labors. In UK the construction industry employs more than 2.1 million people and accounts for around 9% of the total employment within UK (Howarth and Watson., 2009). Since the industry employs large number, it also has a significant impact on the health and safety of the people working in it. The process of construction involves various activities such as working at heights, working in confined spaces, manual handling, lifting operations, demolition works and ground works. These all activities involve risks and are very hazardous in nature, so the chances of accidents taking place on construction sites are high. Now in order to reduce the level of risk it is very important to implement proper safety management systems on construction sites. The UK construction industry is successful in many respects. The construction industry in UK has shown a steady improvement in the safety performance after the Egan Report (1998) but still faces numerous challenges with regard to safety on its journey to improve its performance record whilst delivering increased volume and complex construction projects (Howarth and Watson., 2009). According to HSE statistics, more than 200 people are killed at work in United Kingdom every year excluding work related road accidents. In 2006, 30 million working days was lost in UK to occupational ill health and injury which imposed an annual cost of  £30 billion i.e. more than 3% of GDP. As per Lingard and Rowlinson (2005), the construction industry consists of several SMEs and small amount of large firms. These small and medium size firms lack knowledge and resources required to implement safety management activities so the issues related to health and safety are more in small and medium size firms. Eakins (1992)stated that international research confirms that the issues related to health and safety are more in SMEs as compared to larger firms and also smaller firms are poor in implementation of safety programmes. Therefore smaller firms have higher injury frequency rates as compared to larger firms. The Company- Millennium Contractors Ltd. Millennium Contractors Ltd. is a small and medium size firm which has been working in the UK construction industry for the last 25 years. The company has a much diversified work force, employees from different cultural background and of different age group works in the company. Diversity in construction organizations in terms of culture and ethnicity has many advantages but at the same time there are many disadvantages related to it. In the condition of uncertainty and complexity diversity does not fare well which may lead to confusion and frustration. In a multicultural organization it is very hard to arrive at an agreement on a particular course of action, and can result in negative dynamics and cultural clashes. The other main disadvantage of multicultural organization is the lack of coordination and communication between the workers which can be a contributing cause of an accident. Apart from this the company is committed to prevention of injuries and ill health at work place but has failed in promoting an incident injury free culture. The recent record of the company related to health and safety has not been very good. There have been many accidents which included one fatal accident resulting from the fall from height and other major/minor injuries and also some incidents of dangerous occurrences. The main areas of concern for the company have been; manual handling; hit by falling objects; hit by moving vehicles; collapse of temporary structures and scaffoldings. The company was also served with a prohibition notice because of a fatal injury caused by falling from mobile elevated working platform. The companys policy towards health and safety is also not up to mark. The management has been irresponsible in implementing the policies in an organized manner, which has contributed to the main cause of accident. According to Baxendale and Jones as cited in (Kashyap et al., 2005), the majority of the accidents are not caused by the carelessness of the worker but by the negligence or by the failure to control by the management. Moreover the management should be able to judge the capabilities of the employee before allocating the job and the employees in response should be capable of doing the allocated work. Hence with an involved and committed staff a positive health and safety culture can be maintained. According to Cooper (1998), the impact of organizational safety culture not only affects the accident rates but has significant impact on work methods, absenteeism, quality, commitment, loyalty and satisfaction. According to HSE the positive health and safety culture can only be ach ieved through 4Cs; competence- recruitment, training and advisory support; control- allocating responsibility, commitment, instruction and supervision; co-operation- between individual and group; communication- spoken, written and visible (Clarke, 1999). Issues related to Health and safety in Millennium Contractors Limited As mentioned above, the company has failed to implement structured policy towards health and safety, as a result of which there has been regular incidents of dangerous occurrences. The common issues that the company is facing regularly and the legal action that could be taken against the company are as follows. Manual handling The manual handling regulations (1992) defines manual handling as any transporting or supporting of a load (including the lifting, putting down, pushing, pulling, carrying or moving thereof) by hand or by bodily force. In effect, any activity that requires an individual to lift, move or support a load is classified as manual handling operations (Stranks, 2006). Manual material handling is one of the most significant risk factors for back problems, whole body vibration, bent and twisted positions (Roy et al., 1999). If proper safety measures are not involved while manual handling of materials, it may lead to injuries and occupational diseases. According to HSE, manual handling injuries are the most common type of occupational ill health in UK. As per Helander (1991), 15% of the back injuries due to manual material handling occur in the construction industry. The main causes of incidents due to manual handling were; The use of poor techniques to move materials. Lack of proper training and guidelines provided to the workers by the management. Lack of communication and co-operation among the workers. The above figure shows the proper method of moving and lifting materials which can be very effective in reducing the injuries caused by manual handling of materials. Legal aspects related to manual handling; Section 2 of the Health and Safety at Work Act 1974 and regulations 10 and 13 of the Management of Health and Safety at Work Regulations 1999 states that it is the duty of employers to provide their employees with health and safety information and training. This should be supplemented as necessary with more specific information and training on manual handling injury risks and prevention, as part of the steps to reduce risk required by regulation 4(1)(b)(ii) of the Regulations (HSE). Hit by Falling Object The other main issue faced by the company is hit by falling objects. The small objects like bricks, hammers, nails and tiles when dropped from the height can cause fatal head injuries and other serious injuries to the worker working below it or any other person passing by it as shown in the figure. The main causes of this type of injury were; Poor standards of housekeeping. Failure of management in providing safety nets at heights. Inadequate project planning which leads to inadequate storage of materials. Lack of proper guidelines provided to the workers working at height. Absence of cautionary sign boards. Legal aspects related to hit from the falling object; Regulation 8(b) part 1 of schedule 3, of the Work at Height Regulation, 2005, states that it is the duty of the employer to prevent, where necessary, injury to any person so far as reasonably practicable and also the employer shall provide enough storage space so as to prevent risk of movement of such material. Fall from height The company has a record of one fatal accident resulting from the fall from height. According to the data of HSE in 2005/06 falls from height accounted for 46 fatal accidents at work and around 3350 major injuries. This was the single biggest cause of workplace deaths and one of the main causes of major injury. The workers working at heights are prone to have fatal injuries such as skull fractures. Therefore it is absolutely necessary to provide proper training and guidance to the workers working at height. The main causes of this type of incident were; Lack of proper training and guidelines provided to worker by the management. Negligence and unsafe action of the worker. Inadequate use of personal protective equipments. Lack of planning and supervision. No barrication provided. Legal aspects related to fall from height; The Work at Height Regulation 2005 applies to all work at height where there is a risk of fall liable to cause personal injury. It place duties on workers, employers, the self-employed, and any person who controls the work of others (eg facilities managers or building owners who may contract others to work at height) to the extent they control the work. Hit by moving vehicle The other issue of the company is workers being hit by moving vehicles. This type of issues is very dangerous in occurrence and can cause fatal injury. The accident involved vehicle like trucks. The main causes of this type of incident were; Inadequate site planning Improper signs and absence of cautionary (speed limit) boards Unsafe conditions of working Legal aspect related to hit by the moving vehicle; Section 2(2)(a) of HSWA 1974 states that it is responsibility of the employer to maintain plant and system at workplace, so far as is reasonably practicable. According to Workplace (Health, Safety and Welfare) Regulation (17), there should efficient segregation of pedestrian from vehicular traffic of incoming and outgoing. Collapse of temporary structures and scaffolding The other main issue of the company related to health and safety was collapse of temporary structures and scaffoldings. The incident took place due to lack of inspection. Incompetence of the inspectors to identify risk and hazard involved. Moreover the employer failed to provide the workers with suitable equipment and provide collective measures along with personal protective measures. Legal Aspect: The Work at Height Regulation 2005, Regulation6(4)(b), 6(5)(a,b), 7, 8, 12 and 13, states that it is necessary for the employer to provide suitable equipment, take account of working condition and rigorous inspection by a competent person. Further according to section 2(2)(a) of HSWA 1974, there should be provision and maintenance of plant and machinery at work. Apart from these issues the company was served with three enforcement notices and one prohibition notice by HSE because of dangerous occurrences at work place. The company failed to implement proper structure of health and safety policy due to inadequate management system. Hence for successful implementation of the policy the company should have proper safety management system. Safety Management aims at minimizing the chances of risks, injuries and accidents by implementing risk management techniques and safety management operations, improving the standard of health of the employees, monitoring the operating systems and bolstering the safety measures of an organization. Management practices and documentation In order to reduce the risks of accidents in the company the company should have proper management practices and associated documentation relating to safety induction procedures, tool-box talks, training requirement, accident record book and method statements. The proper safe management practices involve; Risk assessment: During risk assessment, the hazards or hazardous work is first identified before commencement of any work activity. The rating information is then passed on for preparation of method statement, which must be read and understood by every worker undertaking the activity before the commencement of work. Method statement: It is the document that shows or states how an activity needs to be carried out in a safe manner. The statement is usually prepared by a competent person and passed to the principle contractor and the safety coordinator for its inclusion in sites health and safety plan. Site induction and training: The site induction and training is usually provided to the worker before the start of any work by the employer. The workers are informed about the various precautions that are to be taken while working on sites. The site induction includes brief on welfare facilities, brief on site hazards, brief on how to report onsite injury or accidents and the use of PPEs. Accident record book: The accidents that take place on sites are to be entered in this book. Any reportable accident should be reported under RIDDOR, to the site supervisor immediately. Tool box talks: Toolbox  talks  are safety lectures aimed at the construction trade. The lectures are intended to educate workers about creating and maintaining safer work conditions, and attendance is mandatory with many companies. Many companies provide toolbox  talks  in modular form, so that a safety educator has a  curriculum  readily available. The Millennium Contractors Ltd do not have organized structure of management and have failed in implementing the health and safety polices due to which the company is unable to follow safe management practices. Overcoming the Barriers The potential barriers that the company needs to overcome to aim for zero accident policy on sites are as follows; Cultural and language barrier: The company has mixed workforce, workers from different cultural background works in the company now because of ethnic diversity the management might find it difficult to convey all the messages efficiently, resulting in difference in understanding of instructions which may cause problems regarding safety on sites. Fear of change: New ways and methods of working may create confusion and sense of uncomforting amongst workers, leading them to traditional ways of working which can cause some problems related to safety. Therefore in order to overcome this barrier the company should motivate the workers and should train them properly. Difference in education level: Different workers might have studied till different levels in education. It may affect their ability to understand instructions clearly. Conclusion Although the company has vast experience it had failed in implementing the safety policies which are very essential for reducing the risks of accidents. The company has inadequate safety management system which has resulted in several major and minor incidents. An effective safety management system will be most effective if a safety culture permeates the organization and this can only be achieved through communicating leadership, personalizing safety outcomes, engaging individuals in safety responsibilities, improving understanding of safety system and increasing hazard/risk awareness and preventive behaviors. In order to improve the safety management system the Millennium Contractors Ltd must follow these steps which would indirectly help them in reducing the accidents.

Finding Morality and Unity with God in Dantes Inferno Essay -- Alighi

Finding Morality and Unity with God in Dante's Inferno Throughout the fast-paced lives of people, we are constantly making choices that shape who we are, as well as the world around us; however, one often debates the manner in which one should come to correct moral decisions, and achieve a virtuous existence. Dante has an uncanny ability to represent with such precision, the trials of the everyman’s soul to achieve morality and find unity with God, while setting forth the beauty, humor, and horror of human life. Dante immediately links his own personal experience to that of all of humanity, as he proclaims, â€Å"Midway along the journey of our life / I woke to find myself in a dark wood, / for I had wandered off from the straight path† (I.1-3). The dark wood is the sinful life on earth, and the straight path is that of the virtuous life that leads to God. Dante’s everyman, pilgrim character represents all of humanity, and endures much adversity and temptation through squalid conditions in a nightmarish vision of hel l, in his search to find the soul’s true path in life. While he stands in peril, Dante wishes that each individual would put themselves in the same position as the aforementioned, as all of mankind knows some form of sin, and also wanders lost in a dark wood. Before achieving moral redemption, an individual must take a hard look at evil both in the world and in himself. Only by confronting inner evil can people achieve self-knowledge, which is the first step toward redemption. Dante feels hell is a necessary, painful first step in any man’s spiritual journey, and the path to the blessed after-life awaits anyone who seeks to find it, and through a screen of perseverance, one will find the face of God. Nonetheless, Dante aspires to heaven in an optimistic process, to find salvation in God, despite the merciless torture chamber he has to travel through. As Dante attempts to find God in his life, those sentenced to punishment in hell hinder him from the true path, as the city of hell in Inferno represents the negative consequences of sinful actions and desires. Though the punishments invariably fit the crimes of the sinners and retributive justice reigns, the palpable emphasis of fear and pity that Dante imbues on the transgressors illustrates his human tendency to feel sympathy towards one who is suffering. For example, when Dante approaches the gat... ...a vice. The virtue of courage, then, lies at the mean between the excessive extreme of rashness, and the deficient extreme of cowardice. Reason often calls for us to take sides on moral issues, however, Dante illustrates the extremity of moral demands that Christianity makes on human beings, who are perpetually fallible. He reflects that the world beyond the present one, is, like reality, rational and orderly, and the poem allows us to view this certain, orderly world. Dante makes himself everyman, and the journey that God decreed through hell is one man’s personal transcendent journey from deep intellectual moral confusion to a sound and steadfast faith and hope, in which Dante renews his faith. Dante awakens our hope, and warns against moral complacency by peeling away the dangerous illusions of adequacy, leading one upward, toward the eternal heart of reality. Dante compels the reader to share his growing abhorrence of sin and his obligation to uphold God’s will. The poem’s purpose is to re-awaken Dante, and, by extension, the reader, to the reality of sin and the accompanying need for confession and repentance, to return to the straight path that leads to eternal salvation.

The Apprenticeship of Duddy Kravitz :: The Apprenticeship of Duddy Kravitz

Apprenticeship of Duddy Kravitz In the Apprenticeship of Duddy Kravitz, Mordecai Richler clearly intends to portray his main character as a failure.   Duddy understands perfectly well that a man must pursue his dreams, which is why he is one of the most motivated young man of his time.   From the moment Duddy hears his grandfather say, "A man without land is nobody,† he is prepared to seek the land of his dreams.   This aspiration of Duddy’s is very respectable, but unfortunately his methods are totally inappropriate, and that leads to him being a failure.      The moment that Duddy began to immerse himself into the establishment of his film company, it could be seen that he was willing to do anything to get money, even if he had to lie.   For example, the film Duddy made for the bar mitzvah was of extremely poor quality, and as a result, the product was an obvious failure.   Duddy himself knew that well: â€Å"Duddy didn’t say a word all though the screening but afterwards he was sick to his stomach.† (Page 148). Later, Duddy said to Mr. Friar: â€Å"I could sell Mr. Cohn a dead horse easier then this pile of _† (page 148).   After this particular incident, Duddy does not even speak honestly to his clients.   In conclusion, the only way Duddy sells his waste films is by telling lies.   He always lies to gain money, and that’s all that Duddy cares about.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Duddy has never been loved in his family, so originally he was quite content to know that Yvette cares about him.   At the beginning, Yvette and Duddy are in love.     Ã¢â‚¬Å"It’s so nice to see you lie still for once, she said.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Your always running or jumping or scratching.     Duddy was surprised and flattered to discover that  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     anyone cared enough to watch him so closely.† (Page 92)      As time passed by, however, Duddy began to use Yvette as a tool.   The main reason for that is Duddy was striving to get the land, and since he could not legally own it as a minor, he employed Yvette to act as a figurehead in his purchase.   This treatment of Yvette, combined with her breaking ties with her family due to Duddy being a Jew, is what ruins their relationship.

The Unethical Abuse of Todays Elderly Essays -- essays research papers

THE UNETHICAL ABUSE OF HUMAN RIGHTS ON THE ELDERLY Waking up in the middle of the night frightened and shaken up is a terrible time that each one of us can remember feeling. Then having someone close to us who we trusted come in, pick us up, and hold us tight produced a sense of security. We were able to take that security, and build a dignified and confident person that grew wiser with age. It seems though that in some instances, as we grow older and wiser, some do not get the respect and dignity that is owed to them. The security that helped build their lives has been stripped from them. Seniors end up losing the human right of having dignity and security that they have come to enjoy and live with. Our human rights do not answer to the needs of today’s elderly, either through discriminatory acts, or acts of abuse. We should all be treated with the same free discriminatory human rights as well as the opportunity to equality, as stated in the Canadian Human Rights Act (CHRA). It declares that†¦ †¦[a]ll individuals should have an opportunity equal with other individuals to make for themselves the lives that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society, without being hindered in or prevented from doing so by discriminatory practices based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for an offence for which a pardon has been granted.   Ã‚  Ã‚  Ã‚  Ã‚   To live in such a perfect world where everybody can have their needs addressed would be as though you were living a dream. But in the cruel reality, many people get discriminated against on an everyday basis; especially seniors. Many seniors today find themselves being taken advantaged of in a number of manifest and latent ways. The simple need of being treated with the same human rights as all other people is escaping our reality. As a person grows older they begin to experience the different classes of mistreatment. Although the CHRA tries to protect people with human rights, they themselves show and promote the act of discrimination. â€Å"Much of what we associate with aging is simply ‘socially constructed’† . Since the discrimination against elderly people is so characterized, it is not surprising that soc... ...manity, perhaps it should be our turn to sit and listen, rather than trying to force our realm of ideas upon them. Bibliography 1. Aitken, Brian, W. W. Ethical Issues for the Elderly: Study Guide. Huntington University, 1998. 2. Canadian Human Rights Act: Chapter H-6 3. Kosberg, Jordan, I. Abuse and Maltreatment of the Elderly: Causes and Interventions. Boston: John Wright, PSG Inc, 1983. 4. Shell, Donna, J. Protection of the Elderly: A Study of Elder Abuse. Winnipeg: Manitoba Council on Aging, 1982. 5. Supreme Court of Canada: McKinney v. University of Guelph (1990) 6. Wolf, Rosalie, S., Pillemer, Karl, A. â€Å"Helping Elderly Victims† The Reality of Elder Abuse. New York: Columbia University Press, 1989. 7. www.oaktrees.org/elder/define.shtml 8. www.oaktrees.org/elder/recog.shtml#rl 9. www.lcc.gc.ca/en/themes/pr/oa/spencer/spencer.html#chap3a 10. www.ohrc.on.ca/english/consultations/age-consultation-report_7.shtml 11. www.ohrc.on.ca/english/consultations/age-consultation-report_5.shtml 12. www.ohrc.on.ca/english/consultations/age-consultation-report_4.shtml 13. www.ohrc.on.ca/english/consultations/age-consultation-report_10.shtml

Best cost allocation method Essay

SQ3R – Survey Question Read Recite Review SQ3R will help you build a framework to understand your reading assignment and it helps us to extract useful information from the text. The reading text is about the unfair headquarters’ overhead cost allocation method of Korea insurance company. There are concerns towards the system by a manager. And that lead to reduce on net income of branches. Jin Kim is trying to develop more efficient systems. The reading text is about the headquarters’ cost allocation method of Korea insurance Co. Inc. Jin Kim, manager of the company, accused that the costing systems is inefficient as it leads to decrease in incremental cost inappropriately and discourages employees to reach the common goal of maximizing profit. It is claimed that the heavy regulations towards the insurance industry by government, put pressure on many financial companies. As a result, many of them tended to adopt least controversial cost allocation policy without considering managerial problems in detail. Jim Kim implemented several policies to generate higher return and less cost, yet there is still room for development of a better system. 1. What is the headquarters’ cost allocation method? 2. What are the concerns of the branch manager? 3. Why is the change of cost systems necessary? 4. How should the cost systems be adjusted? 5. Any difficulties encountered when implementing new system? 6. Who is/are the stakeholder(s)? 7. What criterion does the current system use to allocate overhead costs to branches? Why? 8. How does this effect branches? 1- Exhibit 1 illustrates the cost structure of Korea Auto Insurance Co. Inc. Direct costs accounted for about 60 per cent of total costs while indirect costs accounted for about 40 per cent of total costs. Direct costs consisted of both operating costs (48 per cent) and admin†¦.. 2- Kim, however, realized that expansion of the branch might penalize him and branch employees by not only incurring direct costs at the branch level but also by the branch being allocated a large amount of the headquarters’ overhead costs, resulting in lower net income. 3- Paragraph of ‘IT team’,’ Operating supporting team’ and so on. The reading text is about the headquarters’ cost allocation method of Korea insurance Co. Inc. Jin Kim, manager of the company, accused that the costing systems is unfair as it leads to decrease in incremental income and thus discourages employees to reach the common goal of maximizing profit. It is claimed that the heavy regulations and over-protection towards the insurance industry by government, put pressure on many financial companies. As a result, many of them tended to adopt least controversial cost allocation policy without considering managerial problems in detail. Jim Kim believed that there should be improvement for the costing system.