Hearts and Minds Essay Example for Free

Hearts and Minds Essay Movies and documentaries have a way of touching the lives of many. For the most part, they are geared towards the exhibition of truths that are hidden from other people. The documentary, â€Å"Hearts and Minds†, mirrored the numerous difficulties experienced by the Vietnamese in the hands of the American soldiers. The harsh realities shown by the American soldiers towards the Vietnamese was quite difficult to believe, for we all know how the Americans would care for any other individual. Directed by Peter Davis, the documentary showed different clips that prove the harsh attitude towards people at that time. Even the speech of former President Lyndon Johnson was shown in the said documentary. To give people a great feel of the said timeline, much of the most famous details during that particular time were shown. The type of music, clothes, and even some old archives were shown. In this manner, it would become easier for the audiences to understand what was being explained to them. I admire the montage feeling provided by the documentary. Together with the voice over, watching the documentary was like watching any other historical how. However, what sets it apart from the rest were the heartbreaking realities exhibited. I could not help but wonder as to how people were treated unfairly and how other people could bear causing pain to others. One of the scenes that caught my attention was the funeral of a soldier. Surrounding the coffin were grieving people, including the family and friends. However, for some reason, one grieving lady was stopped from following the coffin being laid to rest. This particular scene was contrasted with a clip showing the interview of the general who led the Vietnam War. Furthermore, there were several other interviews included in the documentary. Although I am not of Vietnamese, origin I was heartbroken by the difficulties experienced at that time. For the longest time, they experienced pain, both physical and emotional, while they struggled to raise their families accordingly. A particular scene exemplified the hardships endured by the Vietnamese during that particular time. The scene showed how the prisoners of the war were sitting restless and not paying attention to what their employer had in mind. I felt pity with the condition these people experienced, toppled by the excessive torture and inhumane humiliations provided by the American soldiers. After watching the documentary, one could not help but question what has been taught in class during our younger days. I was surprised at how the outcome of this war has been, including the participation that the American soldiers portrayed. However, due to the extensive information provided, some critics may also form their own conclusion as to how the said war was used as propaganda. On the other hand, it would be expected that some people would opt to be biased towards the Vietnamese and consider them to be victims of the American occupation. Regardless of everything that has been said, I believe that we all have our own perceptions towards things. Personally, I believe that the goal of this film was to show the other side of history that not everyone was aware of. In this manner, I would be able to form my own beliefs as to how people would be able to learn from these hurtful experiences. It is useless for us to keep on living in the past—we should all move forward in helping make a different in this lifetime. I must say that I recommend this film to everyone, especially those who are currently studying about the history of the United States.

Psychological Well-being and Job Performance Relationship

Psychological Well-being and Job Performance Relationship Introduction Psychological conceptions and treatments of well-being are a prominent feature of psychological literature particularly in relation to mental health from a social-psychological point of view. The fundamental questions asked in this area are arguably concerned with the way and means of understanding the psychological reactions of individuals to the stresses and challenges of modern day life activities, (Bradburn, 1969). With work being one of the major activities of life it is reasonable to surmise work will have a significant impact on mental health and that vice versa mental health will have a significant impact on a person’s performance and experience of work. With the diversity of criteria which can be used to judge mental health the psychological aspects to mental health have become increasingly important associated in human resource management literature as well organisational behaviour research because of the suggested strong relationship between an individual’s p sychological condition and job performance. Researchers such as David and Smeeding (1985) and more recently Wright and Cropanzano (2004) argue that psychological well-being in terms of happiness contributes to maximising both personal health as well as job performance in terms of organisational productivity. It is reasonable to believe that such a consideration of mental health has valuable implications in managing human resources. With links to employee motivation and job performance management and from an organisational perspective the theoretical framework offered by mental health provides a useful tool in understanding an organisation’s behaviour through reference to the psychological well-being of individuals within the organisational context. In one way then considering for example staff retention which is a key element of organisational strategies since human resources have been viewed recently as one of the most important resources for any organisation, (Torrington, Hall and Taylor (2002). Furthermore happy employees tend to be more productive and contribute more in creation and innovation activities which are crucial activities for organisations given the competitive realities of the modern business world, (Wright and Cropanzano, 2004). However currently there is no gener al agreement about the best way to measure, assess and/or evaluate people’s psychological states. Terms such as self-esteem, self adjustment in dealing with work stress have critical influences on the level of well-being. Social support at work related to psychological well-being may be said to affect productivity of employees which itself is argued to have positive effects on job control, lower job depression and generate higher productivity. Nevertheless the extent to which social support contributes to better performance remains unclear due to the complexities of psychological reactions and the processes comprising them. Discussion An important perspective on well-being originates from the social-psychological perspective which focuses on viewing well-being in both an individual and social sense. One means of conceptualising well-being is in an individual psychological manner where the subject is linked with economic models in that individuals make rational responses in changing their behaviour due to changing prices and incomes. Another traditional aspect of the subjective activity of well-being focuses on the measurement of well-being for social policy purposes which historically has been concerned with tax return, pensions, use of health care resources and work environment affairs, (David Smeeding, 1985). From this point of view there are vital implications in the sense of the psychological subject in human resource management and studies dealing with organisational behaviour since people as the essential elements performing tasks in these contexts. For example the recent broaden-and-build model has been de signed to provide relevant evidence towards explaining the possible interactive role of physiological well-being (PWB) associated with job satisfaction and job performance which demonstrates significant relationships to employee performance, (Wright and Cropanzano, 2004). This is to say illustrating the strength of the correlation between the happier an employee feeling with the more productive they are in their everyday job performance. Based on this viewpoint then human resource management approaches have aimed at building management models which draw from and benefit from PWB in order to improve an organisation’s performance in terms of quality and quantity. A principal point of consideration in this then is the environment in which people are working in as detrimental work environments pose potential health risks to individuals. Health risks can be seen in terms of the physical harm done to people’s bodies but also as having negative influences in a psychological manner including depression and stress which results in poor job performance and lowered productivity. Thus PWB suggests that a better and healthier working environment will be able to make employee feels more comfortable and happier through health gains in harm avoidance in the work place. In HRM literature environment not only includes physical environments such as machinery, organisational structure but also intangible contexts like orga nisational culture and leadership styles and these are equally as important in terms of employee well-being. Therefore Beardwell, Holden and Claydon (2004) argue that appropriate organisational structures in terms of physical power distance as well as intangible distance such as leadership style are important in contributing to employees job performance. Research suggests that long power distances result in staff at lower levels within an organisation feeling powerless and vulnerable with the consequences being they suffer stress at work since there is a lack of opportunity in expressing themselves within the decision making processes affecting them, (Hersey, Blanchard Johnson, 2001). Additionally the corporate environment in terms of employment contracts themselves a process of socio-economic exchange often in national contexts is particularly crucial as it defines formalised arrangements between employee and the organisation employing, (Clark, 2004). Contracts between employee and employer determine the terms and conditions of employment like security and health issues related to the job and contractual employment rights. Clark (2004) points out that the relationship between employees and management teams not only impacts on corporate performance but also influences how successful and organisation is at retaining its workforce. While Wright and Cropanzano (2004) concentrate on the psychological meaning of well-being in contributing to better job performance David and Smeeding (1985) propose that significant attention be paid to well-being from an economic perspective. Economic elements such as changing prices compared to incomes then are proposed as affecting people’s behaviours and psychological reactions. For instance research has demonstrated that higher income individuals are more likely than lower income individuals to report themselves as enjoying higher levels of happiness, (David and Smeeding, 1985). It hence is unsurprising to note that traditional human resource management approaches view performance management as enhancing individual performance by assessing past performance and rewarding improvements in terms of tangible economic benefits, (Walker, 1992). Jacques (1962) claims that every employee displays strong feeling towards to the level of payment in that such payments correspond to t he perceived values attached to the performance of tasks associated with the job. This economic model closely reflects psychological conceptions in that when employees feel they are underpaid job performance will suffer in terms of productivity and efficiency. Wright and Cropanzano’s model suggests that fair payment contributes to the happiness level of staff however it is vital to mention that the expectation of employee namely the subjectivity of well-being largely indicates different attitudes towards fairness. This is to say the employee who is paid comparably higher than others due to higher levels of education and vocational skill might feel unhappy because the pay level is still lower than the expected level. This is similar with subjective accounts of poverty of the unemployed being more a negative experience than poverty as a student dependent on their ability to adjust the reality of situations with their expectations. This corresponds with David and Smeeding’s (1985) framework on the subjectivity of well-being as a personalised experience. Recent research carried out by Gregg and Wadsworth (1999) illustrated that a good number of employee departures was due to either poorly managed expectations or ineffective induc tions into positions. This is an important point in considering psychological well-being and individual productivity as well as organisational performance illustrating that tangible economic benefits or objective conditions attached to jobs may be perceived in many different ways as a result of individual subjectivity. Wright and Hobfoll’s (2004) work linked with Wright and Cropanzano’s (2004) research in demonstrating that psychological well-being has both positive and negative influences on job performance. One such concept is that of employee burnout which refers to emotional and/or physical exhaustion and reduced personal accomplishment amongst sufferers. Employees tend to feel dissatisfied due to poor task completion and personal achievement in turn. Past experiences of failure in dealing with customers for example is suggested as being one prime means of reducing motivational attitudes towards work. With people being considered as the most important resource in contributing to organisational performance then human resource management has itself been put in a critical position in strategic decision making processes. Aspects of managing human resources have become involved in a wide range of issues such as recruitment and retention related to development, reward and relationship m anagement of employees are arguably the basic HRM functions. The process of retention of workforces lays the foundation for obtaining suitably qualified employees in order to contribute in the most effective manner to achieving corporate goals in a cost-effective manner, (Foot Hook, 1999). The relationship to these HR principles of the thesis of psychological well-being in one ways shows clearly that motivation in the employee retention process as well as better performance is a principal factor determining organisational success in these areas. Also from an individual’s perspective burnout as suggested by research tends to result in ineffectiveness and failure in job performance due to a lack of energy levels in an emotional and physical sense. This leads to stress which in turn can cause ill-health both physical and mental. Similarly from the organisation’s perspective innovation levels tends to decrease which as has been argued is important in maintaining competiti ve position for companies operating in intensively competitive industries, (Maslach Jackson, 1986; Lee Ashforth, 1996). Based on this analysis and discussion of psychological well being it would appear that a useful measure is to examine the various approaches used to improve job performance and productivity at personal and organisational levels. People are motivated by different things dependent on different individual value systems and expectations. As such in order to increase well being levels among employees organisations attempt to create better working environments relying on supportive corporate cultures, effective leadership styles and the provision of accessible communication channels. An awareness that motivation does not necessarily flow from positive salary arrangements alone is necessary as often such is considered as the most effective tool in rewarding and motivating employees. Instead potential career development opportunities for employees, employee friendly working environments and supportive management methods exert strong influences on feelings of well-being among employees. For example positive rewards in a tangible way and intangible confirmations related to good performance should encourage employees to repeat the same activities since the rewarding of successful behaviour contributes to employee’s levels of self esteem. In many ways then it is fair to say that psychological processes and subjective feelings and experiences remain complex phenomena and would seem to be influenced by a range of factors such as national cultures and the effects of reference groups like families and peer groups in for example expected income levels and job status, (Mullins, 2005). The measurement of psychological well-being contributing to better performance is conditionally true yet it must be acknowledged that the methods used in research such as by Wright and Cropanzano’s (2004) exhibit and are limited by the potential problems related to subjective reactions and perceptions of job performance by employees. Conclusion Models and theories of psychological well-being are established topics in Psychology which is held as being closely linked with conceptualisations of mental health and the mental well being of individuals. The variety of psychological reactions of individuals to stress and daily life can all result in feeling of happiness, mental health or illness depending on situational factors which has effects on people’s performance at work. As a result then psychological conceptions of well-being are widely used in considering the relationship between well-being and job performance in an organisational context. Studies have demonstrated the positive effects of employee well-being on their job performance in terms of better productivity yet due to the complex psychological processes which are involved in the condition of well-being there is still a lack of definitive evidence in demonstrating to what extent psychological well-being contributes to better job performance. Such evidence is d ifficult to produce for example bearing in mind complicated human behavioural patterns and experiences in relation to work. Linked to this definitions of happiness remain unclear and is an area which requires further research along with further explorations of the reasons feeling of satisfaction and happiness with work increases productivity. However it is fair to say that better health levels in terms of psychological well being influences people in terms of motivation and attitudes toward work as well as their capacity and ability to work. The reduction of employee sickness whether major or minor due to poor working conditions and the impact this has on organisational performance is one aspect any organisation should seek to reduce and minimise as a strategic goal. References Beardwell, I., Holden, L. Claydon, T. (2004) Human Resource Management: A Contemporary Approach 4th edition, FT Prentice Hall, London UK. Bradburn, N.M. (1969) The Structure of Psychological Well-Being, Aldine Publishing Company, Chicago. David, M. Smeeding T. (1985) Introduction, in David, M. Smeeding, T. (eds) Horizontal Equity, Uncertainty, and Economic Well-Being, National Bureau of Economic Research, Studies in Income and Wealth, Vol. 50. Foot, M. Hook, C. (1999) Introducing Human Resource Management 2nd edition, Pearson Education Limited, UK. Gregg, P. Wadsworth, J. (1999) Job Tenure 1995-98 in Gregg, P. Wadsworth (eds) The State of Working Britain, Manchester University Press, UK. Hersey, P., Blanchard, K.H. Johnson, D. (2001) Management of Organizational Behavior: Leading Human Resources, Prentice Hall, USA. Jacques, C. (1962) Objective Measures for Pay Differentials, Harvard Business Review, January-February. Lee, R.T. Ashforth, B.E. (1996) A Meta-analytic Examination of the Correlates of the Three Dimensions of Job Burnout, Journal of Applied Psychology, Vol. 81. Maslach, C. Jackson, S.E. (1986) Maslach Burnout Inventory 2nd edition, Consulting Psychologists Press, USA. Mullins, L.J. (2005) Management and Organisational Behaviour 7th edition, FT Prentice Hall, Harlow UK. Park, K., Wilson, M.G. Lee, M.S. (2004) Effects of Social Support at Work on Depression and Organisational Productivity, American Journal of Health Behaviour, Vol. 28 Issue 5. Torrington, D., Hall, L. Taylor, S. (2002) Human Resource Management, FT Prentice Hall, Harlow UK Walker, K.W. (1992) Human Resource Strategy, McGraw-Hill, New York USA. Wright, T.A. Cropanzano, R. (2004) The Role of Psychological Well-Being in Job Performance: a Fresh Look at an Age-Old Quest, Organizational Dynamics, Vol.33 Issue 4. Wright, T.A. Hobfoll, S.E. (2004) Commitment, Psychological Well-Being, and Job Performance: An Examination of Conservation of Resources Theory and Job Burnout, Journal of Business and Management, Winter Vol.9 Issue 4.

The Most Critical Talents a Teacher Must Possess :: Patience Creativity Adaptability Teaching Essays

The Most Critical Talents a Teacher Must Possess A.) In my opinion, the three most critical talents a teacher must possess are patience, creativity, and adaptability. Through the years I have grown to understand the saying, â€Å"Patience is a virtue.† I feel it is a gift to have the patience to work with a large group of children, whose needs and abilities range at different levels. Everyone becomes frustrated during his/her profession, but a teacher must have the ability to hide those frustrations so the happiness of every child will be ensured. Most people associate creativity directly to artists and musicians because of their natural born talent. Not all teachers can draw or sing, however their minds are creative. Teachers are given a curriculum full of skills and concepts that their students must master by years end. Therefore, it is the responsibility of an educator to engage the children in as many exciting and fun learning experiences as their imaginations can foster. Adaptability, the power to change easily to fit different conditions, is a critical talent that a teacher must possess in the classroom. If a lesson is unsuccessful and the students are confused on the skill that is being stressed, a teacher must adapt to the learning situation. By changing his/her approach to the material, students become enabled to better comprehend what is being taught. As a first year teacher, I feel I possess all three of these critical talents. B.) Though my experiences in the classroom are limited to my first year teaching and student teaching, I have always contemplated how I would use technology as a source of learning. My plan is to incorporate the use of technology through learning centers, since they will be a vital part of my classroom. A computer station will provide students exposure to programs that are age appropriate. These programs will focus on areas of mathematics and reading, both of which are crucial to a child’s education. Some programs I have implemented are Reader Rabbit’s Kindergarten, Dr. Seuss Kindergarten, and Math Circus. A listening center adds a real-life dimension to the stories because they make the books come alive for children. During my kindergarten practicum I incorporated a listening area that contained a listening post with headphones, a tape recorder, and sometimes a compact disc player. The area also contained tapes of books and the actual stories to which the students listened.

The Year that Changed My Perspective of School :: Expressive Essay

The Year that Changed My Perspective of School It all started a week before the new school year. The year of the sneezing, coughing and nonstop runny nose was preparing its over throw of summer. I wasn't too excited about it. In fact I dreaded it. Advertisements came flying through the mail. Every one of them had printed boldly "Back To School" and "Back to School" again. It made me sick to my stomach. I threw every ad in the garbage. I never knew it but this school year was to change my view of school and the people in it completely. The first hour of school was a disaster. Mainly because of Mrs. Laurel my new history teacher. At the sound of the bell she carried a pile (2ft. high it seemed) of papers from her desk to all the students. "Welcome to the wonderful world of history," she announced, "My name is Mrs. Laurel and these here few papers are the requirements and rules of my class." She passed out what amounted to be forty papers for each student. Then she smiled and said, "We will start with you." She pointed directly at me. "You start reading for us and then we'll circle all around the room so everyone can get their chance." My face flushed red, my heart pounded through my chest. I was sitting way in the back but some how or another she picked me. She noticed me. This was the worst first day of school in my life. Well, I read. I read and I read and I read. I read the whole entire thirty minutes because Mrs. Laurel never stopped me and I was too afraid to stop. So I jumbled and mumbled over words. My face turned oven red and my voice sounded hoarser and hoarser. Some of the students began to giggle. I felt terrible. It was the bell that saved me. "Young lady!" Mrs. Laurel called to me as the class shuffled out the door. "You will start on the 'Student Expectations' paragraph tomorrow okay!" "Yes Mrs. Laurel," I said quietly. Then I ran quickly out the door. The next morning I didn't go to class. I hid in the bathroom stall.

Sakat Chauth Essay --

Sakat Chauth Vrat is observed on the fourth day of Krishna paksha, (the fading phase of moon) in the month of Magha according to Hindu lunar calendar. Next Sakat Chauth will fall on January 19th in 2014. This is also called as Ganesh Chauth or Tilkuta Chauth. Lord Ganesha and Moon god is worshiped on Sakat Chauth. This vrat is mainly observed in North India and this day is celebrated as Tilkut Chauth. A full day fast is observed on this day. It is believed that fasting on Sakat Chauth removes all obstacles from life and Ganesha blesses his devotees with health, fortune and good children. Sakat Chauth vrat method: On this day, married women who are observing the fast get up early morning and take bath, after which they wear new cloths, clean up the place of worship and chant â€Å"Om Ganeshaaya Namah" mantra108 times. During the day devotees observe fast. However milk, tea and fruits are allowed. In the evening a Mandap is decorated in which Ganesha idol is placed. The idol is decorated with flowers and Doorva (grass) is offered to Ganesha. Desserts pr...

The Relationship Between Journalism and Public Relations

The relationship between journalism and public relations has been described as tumultuous. Hitchcock (2012) says there is a shifting dynamic between the two and has found that journalists are starting to become more and more reliant on public relations ‘(PR)’, while Jackson (2009) says that up to 80% of media content has come from a public relations source. In this instance, Evans (2010) says, â€Å"it is time to admit that the two disciplines of journalism and PR are two sides of the same coin and that there is now complete freedom of movement between them† (p? ). FIND PAGE NUMBERThis essay will discuss the role of both public relations and journalism in the media, followed by an examination of the symbiotic relationship these two professions share. Differing views and issues surrounding the relationship will also be considered. Furthermore, media relations and new media technology will be examined regarding the tension between PR and journalism. A conclusion wil l then be summarized to support the idea that the relationship between public relations and journalism is symbiotic to an extent, however there are other factors also to consider when making such a statement.The Oxford Dictionary (2012) defines the term symbiosis as ‘a mutually beneficial relationship between different people or groups’. In this case we are examining the relationship between PR and journalism and how they mutually benefit from their day-to-day dealings with each other. According to Tench (2009), PR plays an important role in shaping the news by persuading other people to convey important messages to the organisations publics. This is done with support from media outputs and can also be described as ‘endorsement’.Furthermore, the PR practitioner should use sound media relations to gain editorial coverage in appropriate media channels. By doing this, Comrie (2007) elaborates that the organization’s reputation will impact positively by integrating a strategic plan in line with the company’s mission. Journalists in the media are wary of public relations practitioners, regardless of the fact that they deal with them daily. According to White and Hobsbawn (2007) they view PR practitioners as ambiguous sources to deal with and are often cautious and wary of whether the information given could be misleading or deceptive.Furthermore, Callad (2007) says that journalist’s gut reactions to ‘PR’ in general are almost immediately related to specific PR people in which they may have had a bad experience with, instead of the response to the profession its self. This type of stereotyping is a typical occurrence in their professional relationship. The relationship between PR and journalism is seen to mutually benefit both parties. Edward Bernays (in Evans, 2010) talks of the crucial importance of the press. This is because newspaper coverage can translate social ideas into facts, which in turn can infl uence the target publics of an organisation.Jackson (2009) also supports the idea that there is a symbiotic relationship of some kind existing between PR and journalism by saying â€Å"PR is a fact of life. Journalists should recognize it as an important channel† (p2). Jackson then elaborates on the role of PR by stating that there is a very significant amount of PR material in the media and that therefore plays an important role in news making. Furthermore, Grunig and Hunt (in Tench, 2009) underwent a survey in 2000 that indicated PR sources are responsible for around half of the news printed in newspapers.Press releases sent out by the Press Association are likely to include contribution from practitioners. (Mersham et al,. 2009) says that both sport and not for profit charities use emotional content in the promotion of their organisation, which in turn appeals to media outlets. These situations support the idea of symbiosis between PR and journalism, as journalists like to run stories with high emotional content, which will then in turn generate positive publicity for the organisation.Many journalists don’t like to admit that they do rely on PR in one way or another and unfortunately in this day and time, journalists are pushed for time as media channels have rapidly increased and budgets have been tightened. Because of this, little time is left for journalists to investigate stories independently. (Lewis et,. al 2008) found that up to 60% of stories coming from either articles or broadcast news contained elements of ‘pre packaging’. This can be described as a press release being regurgitated by a journalist into a news story, with very few facts missing.Callard (2011) further describes the symbiotic relationship that is evident between PR and journalism. These two professions interact with each other daily for the production of news. PR practitioners provide journalists with a suggested story and information shaped in the way the y would like it to be publicized in a specific media channel. Moreover, journalists then request information and sources from PR practitioners that may aid them in developing a story for the public. Although this seems both parties mutually benefit from each other’s presence, it doesn’t come without its controversies.Issues with credibility of both PR practitioners and journalists are said to always exist. Journalists should only post stories of interest to the audience, while PR practitioners should use media relations to get print or broadcast coverage without interference from the owners of the publication. (Tench, 2009) agrees with this by saying that these current priorities of confliction are said to describe the tension that exists between the agenda’s of these two competitors. Similar views are expressed such as (Mersham et al. 2009) with some journalists and PR practitioners seeing each other as allies, but are more frequently seen by each other as the enemy or people that they cannot trust. In saying this, PR practitioners are also wary of journalists. Gregory (2002) says that PR practitioners have a responsibility to keep a considerate distance between themselves and journalists but continue to provide them with material that reflects the truth. Moreover, we see that they continue to hold a symbiotic relationship in relation to the work they do, but whether they value each other on a personal level is very much debatable.According to (Davis, 2007) journalism traditionally was seen to hold power over PR as they had control over what was to be published. Due to cutbacks in resources and the continuing change in media channels, PR material and sources have developed which is resulting in a change over who holds that power. Moreover, Greenslade (2003) argues that this causes tension in the relationship as journalists like to think they are more powerful and rather believing that PR can benefit them, they feel conflicted to use posit ive, helpful sources of materials that PR practitioners provide them (Haller, 2007; Tilley & Hollings, 2008).Media relations must be understood as less about breaking news, and more about tactical work that is going to target the key stakeholders of your organisation. Gonring (in Comrie, 2007) suggests that it is also about â€Å"learning to strategize and manage press coverage to shape the opinions of important constituents† (p63). To put more simply, Tench (2009) mentions that we can view media relations as a relationship between an organisation and the press. The skilled practitioner needs to make sure they form sufficient relationships with journalists so that accurate, effective stories can be produced.This is important for both parties as White and Hobsbawm (2007) say â€Å"mutual exchange of information between these two groups of information gathers and providers is necessary, and not a matter for disapproval† (p290). New media developments are having an impact on both professions and the symbiotic relationship they share. White and Hobsbawm (2007) mention that journalism is heavily dependant on PR sources regardless of their personal relations and therefore more demands are needed to produce new and exciting material for new channels of media. The phenomenon of social media is changing the way we communicate.Because of the social aspect of new media, practitioners can present information that individuals can talk directly to each other and find truth themselves. There needs to be a more realistic approach to the relations between PR and journalism, as they may not possess the same interests, but they face the same threats and the context in which they operate is the same. The main points outlined above demonstrate that a symbiotic relationship between PR and journalism does exist. It is evident that both professions require some kind of reliance on each other.In saying this however it must be considered that although some symbiosis occur s, it doesn’t come with out scrutiny from both professions. White and Howsbawm (2007) elaborate by saying journalists are heavily dependant on PR practice in spite of the fact the views they hold of them. Media relations also contribute to the love-hate relationship in which they share, but also the need of each other for the growing world of technology. The above views suggest that although the relationship between PR and journalism is symbiotic, it is also seen as unstable, and that is not likely to change in the near future.References: Bailey, R. (2009). Media Relations. Harlow, England; New York: FT Prentice Hall Callard, H. (2011) Attitudes and perceptions of newspaper journalists towards public relations practitioners in New Zealand. Retrieved from http://scholar. google. co. nz/scholar? hl=en&lr=&q=related:Bcq7pKS7k_QJ:scholar. google. com/&um=1&ie=UTF-8&sa=X&ei=1cAwULHIMo2WiQf87oCoDw&ved=0CD0QzwIwAA Comrie, M. (2007, October 29). Media relations: From tactics to strat egy. Retrieved from  http://publicrelations4u. blogspot. co. z/2007/10/media-relations-from-tactics-to. html Davis, A. (2000). Public relations, news production and changing patterns of source access in British National Media. Media, Culture and Society, 22(1), 39-59. Evans, T. (2010). We are all in PR now. British Journalism Review  2010 21: 31 DOI: 10. 1177/0956474810374531 http://bjr. sagepub. com/content/21/2/31 Gower, K. (2007). Public relations and the press: The troubled embrace. Evanston, IL:Northwestern University Press. Greenslade, R. (2003) Press Gang: how newspapers make profits rom Propaganda, Basingstoke:Macmillan. Gregory, A. (2002). To Spin or Not to Spin? – The Ethics of Public Relations  [Lecture]. Retrieved from Leeds Metropolitan University. Grunig, J. E. , & Hunt, T. (1984). Managing Public Relations: Holt, Rinehart and Winston. Haller, M. (2007). Symbiosis or antagonism: The neurotic double bind. In Merkel, B. , Russ-Mohl, S. , & Zavaritt, G. (Eds. ). A complicated, antagonistic and symbiotic affair: Journalism, public relations and their struggle for public attention (pp. 95-99). Lugano, Switzerland: European Journalism Observatory.Hitchcock, S. (2012, February 18). Tumultuous relationship between journalism and PR thawing says Waikato researcher. The University of Waikato. Retrieved August 19th, 2012, from http://www. waikato. ac. nz/news-events/media/2012/02tumultuous-relationship-between-journalism-and-pr-thawing-says-waikato-researcher. shtml Hollings, J. , Lealand, G. , Samson, A. , & Tilley, E. (2007). The big NZ journalism survey: Underpaid, under-trained, under-resourced, unsure about the future – but still idealistic.Pacific Journalism Review, 13(2), 175–197. Jackson, S. (2009, May 4). PR driving up to 80pc of content. The Australian. Retrieved August 19th, 2012, from  http://www. theaustralian. com. au Lewis, J. , A. Williams. , B. Franklin. , J. Thomas. , and N. Mosdell (2008). â€Å"The Quality a nd Independence of British Journalism’, Cardiff School of Journalism, Media and Cultural Studies. Report found at http://www. cardiff. ac. uk/jomec/research/researchgroups/journalismstudies/fundedprojects/qualitypress. html Mersham, G. M. , Theunissen, P. , & Peart, J. G. M. (2009). Public

Therefore in dealing with knowledge the question of process

In the educational context programs are designed to enhance proper knowledge acquisition by the learner. In this connection the curriculum design should be enabling to meet the designed objectives. Therefore education can be referred to as acquisition of knowledge and skill that is passed from one generation to another.Therefore in dealing with knowledge the question of process of knowledge transmission precedes the question of knowledge acquisition[1]. This is because learning is a gradual process and therefore it must be guided well to yield desired goals and objectives. However after designing the curriculum that is used to pass knowledge, there is a need to find out if the designed curriculum is achieving the purpose designed for.The main reason for evaluating an educational instruction is because of the accountability purposes to the public, investors and the government to assure these stakeholders that there investment is worthy their investment.But in order to attain that exce llence in education sector, the instructors need to be given special education that enhances their competencies in administering the educational institutions in the country. Therefore the in –servicing programs continue to vary due to varied academic discipline each requiring special attention from the other.Therefore this enhances the head of institutions to be up dated with the new skills since knowledge is never static but dynamic. But the outstanding issue is not about diverse programmes that are offered and their usefulness but their effectiveness in meeting the designed purpose. In order to establish their resultant effect on the education, there is need to evaluate them.Therefore to evaluate in-service training programme for headassistances there is a specific design that ought to be employed [2]so that the result obtained can be valid and trustworthy data to the program funders, decision makers and policy maker, so that they can establish programme results, impacts an d socio-economical consequences. Therefore in the following section it shall develop a formulated plan to evaluate the effectiveness of the in-service training programme for headassistances in the country.Evaluation planThe evaluation plan shall cover all relevant areas that test the instruction if it has aspects that enable education leaders to possess the necessary skills and experiences to conduct and manage education based activities. The plan should involve evaluation framework, Procedures for managing and monitoring the evaluation, Evaluating participant outcome objectives—procedures and methods and Evaluating implementation objectives — procedures and methods components as detailed below.1.0Â   Evaluation frameworkThe evaluation frame work shall address what shall be evaluated in the programme set up[3]. The components shall have a dimension of what is going to be evaluated, main question to be addressed in the evaluation process and the time frame of the evalu ation.1.1Â   What to be evaluatedThis shall focus on the programme of instruction design. Mostly it will cover programme model for the in-service training programme of the education leaders. The evaluation questions shall be designed to unveil the assumption about the target population, the interventions used and the immediate, intermediate and final outcomes of the programme.Secondly, the programme implementation objectives shall be examined. This shall be attained by a statement of objectives in general and measurable terms which highlights what, how and who shall do what in evaluation process. In addition to that the participating population and recruitment strategy shall be inclusive.For instance the possible evaluation objective can be to establish effectiveness of the education leaders in-servicing. The third component shall include the participant outcome objectives that must be in definite and measurable terms. The fourth aspect to incorporated at this level shall be the co ntext of evaluation[1] Charles Hakim, (2003), Research design, London; Blackwell, pp.34 [2] Remsen Barrick, Robert Powell, (1996), Assessing needs and planning in-service education for vocational education teachers, London; Routledge, pp.82[3] Charles Hakim, (2003), Research design, London; Blackwell, pp. 131