GDP Is Not Enough Research Paper Example | Topics and Well Written Essays - 2000 words

Gross domestic product Is Not Enough - Research Paper Example This paper gives a clarified reference index to the theme GDP isn't sufficient (Adam, 2009). (GDP) alludes to the net estimation of all last creation of products and ventures in a nation. Gross domestic product is regularly estimated and determined in three different ways: first, is summarizing of the considerable number of livelihoods and benefits got from merchandise and ventures delivered in a nation; second is summarizing of all uses brought about in the creation of merchandise and enterprises for example including of cash earned from trades and deducting all that is utilized on importation; ultimately is summarizing all the worth included by capital and work in circumstances where information sources are obtained from different makers and changed over into yield. GPD accounts just for the stream experienced in an economy in this manner barring stocks, riches and capital venture as this do no record for direct budgetary exchanges, where change of cash happens (Buxton, 2002). Tota l national output fundamentally ascertains the monetary exercises with nation’s outskirts while Gross National Product (GNP) is worried about the gross pay of the residents in that nation. GNP summarizes interests, rates, rents, benefits and profits paid out by outcasts. Arrangement producers are regularly much intrigued with the monetary movement level therefore making GDP to be progressively liked. Despite the fact that not precise in an all-inclusive timeframe, GDP offers a total preview of the economy. It offers a rundown of the whole scope of financial data into a solitary number, subsequently considering relative shortcomings and qualities of different monetary areas. It is an exact In many cases, an expansion in financial development is regularly joined by equivalent increment in both pay and work. Gross domestic product hence tries to gauge such changes in monetary and social government assistance. Be that as it may, it can just give an exact figure of certain other c ontributing variables stay steady. Financial examiners accept that GDP considers the general government assistance so exact enough to expect it as an equal measure on government assistance. Nonetheless, pundits, for example, think tank Redefining Progress (talked about beneath) accept that GDP doesn't reflect succinctly the absolute utility measures (Chien, 2010). Customarily, financial experts have been utilizing GDP measure to rough the monetary advancement. An increments in GDP esteem implied the specific nation is advancing. Therefore, a fall in GDP implied that the specific country is quickly surrendering ground. From a severe arithmetical perspective, DGP offers a straight forward marker to monetary health. Anyway to a typical man, GDP insights can be beguiling. To counter this vagueness, Redefining Progress-social research organization concocted the Genuine Progress Indicator (GPI) in 1995. This thought was supports as an option to the convectional GDP as a parameter for asse ssing the monetary and social prosperity of a nation. The two markers depend on a typical individual utilization information gauge. In any case, GPI not at all like GDP gives alteration components and factors that speak to both financial and non money related parts of the country’s economy. The modification classifications can be gathered into the accompanying classes; Personal utilization: this gauge gives comparable information input like what is utilized in GDP estimation. Pay Distribution; under this, GPI is scaled upward when a higher level of a country’

What to Write Your College Essay On - Choosing The Right Topic

What to Write Your College Essay On - Choosing The Right TopicMany college students think they know what to write their college essay on, but in actuality they're completely out of their league. Some students have absolutely no idea what to write on the topic of their choice. This is a very common problem with high school and university students, who think that writing an essay for college is going to be an easy task. In reality, writing essays for college will take effort, patience, and a good amount of research.When it comes to what to write your college essay on, there are quite a few things you'll want to keep in mind. You should begin by determining whether or not you want to write an academic essay. This will depend largely on your particular school or university, so you'll want to make sure you get this right.Most college and university students choose to write an academic essay, and this is because of how difficult it is to create a great piece of academic writing. If you're a college student, this means you'll need to know exactly what you're talking about. If you need help in writing an academic essay, you can always turn to your instructor or advisor. There are some great resources available for help in writing your college essay on.A lot of college essays begin with a short research paper. It is usually very important to know what you're writing about before you start the writing process. Research your topic thoroughly, find out about the most popular topics and trends of the time, and then work from there.What to write your college essay on depends on the specific topic of your college essay. For example, if you're in a mathematics class, you'll want to write an essay on algebra. Do not allow yourself to get bogged down in what to write your college essay on if you are not familiar with the subject matter. Be ready to spend some time researching, writing, and editing your college essay. This is the best way to ensure that you're getting your point across clearly.There are various types of essay topics, but these types can range from major themes to less-interesting topics. It all depends on your school or the school you're writing for. Make sure you choose your topic wisely. In the end, it's your content that matters, and you'll want to make sure that you cover your bases in the end. This way, you will be able to provide students with a high quality essay.Another thing to consider when it comes to what to write your college essay on is the availability of time. You want to write your college essay in the shortest amount of time possible. This is because the longer your college essay is, the harder it is to read through and comprehend. It's also easier to forget what you were trying to convey.Some students might decide to try and cover the most popular topics on campus in order to write their college essay on. Others might write a general essay, which is very different from an academic one. Whatever the topic is, make sure you stick to the topic and do not stray from it. These tips will help you become a great essay writer.

The Characters Of Kill A Mockingbird By Harper Lee Essay

There are plenty of important characters in the novel, To Kill a Mockingbird. The story chronicles life through the eyes of young children, but also shows first hand accounts of racist adults in the small town of Holcomb. This book is so unique because symbolism is avidly used. The main characters in To Kill a Mockingbird are symbolized as mockingbirds. There are many different situations where a character can be categorized as a mockingbird. A mockingbird can be a meek man accused of a crime, or a young child misinformed by a racist community. While these characters are diverse, they have one thing in common: innocence. To Kill a Mockingbird portrays examples of innocence that have been influenced by a negative mentality. Scout is the daughter of Atticus Finch, an important character in To Kill a Mockingbird. Scout is the epitome of a playful, rambunctious child. Scout is a symbol of a mockingbird because she did not let society influence her. Like many children, Scout dances to the beat of her own drum. Scout is forced to succumb to rumors she heard about Boo Radley, she is a tomboy, and she is not prejudice. Scout’s innocent and youthful character is influenced by the racist society she lives in. While explaining Tom she explains her idea of race in the form of confusion. â€Å"A nigger lover. I ain’t very sure what that means, but the way Francis said it† (Lee 86) †¦ Scout is not sure why Tom Robinson is convicted of this crime even though he is innocent. Scout can notShow MoreRelatedThe Characters Of Kill A Mockingbird By Harper Lee1609 Words   |  7 Pagesliterature, it can be said that characters tend to play a significant role. The creation of realistic and similar c haracters is what allows the reader to be attached and create a strong connection to the book. Harper Lee’s To Kill a Mockingbird is still remembered and recognized well today due to the creation of well known characters like â€Å"Scout†. The book is set in the perspective of a young girl known as Jean Louise Finch. The young narrator of To Kill a Mockingbird goes by the nickname Scout whichRead MoreThe Characters Of Kill A Mockingbird By Harper Lee1184 Words   |  5 Pagesâ€Å"This richly textured novel, woven from the strands of small-town life, lets readers walk in the shoes of one fully realized character after another.† To Kill a Mockingbird by Harper Lee, one of the major messages is identity. Harper Lee lets the people look into the perspectives and identity of some of the characters that make it seem very life-like. In the novel, many characters possess both admirable and dislikable qualities which are shown through their actions. With the nurturing of her father,Read MoreCharacter And Characters Of Kill A Mockingbird By Harper Lee986 Words   |  4 PagesScout Finch, the daughter of Atticus Finch, in the novel To Kill a Mockingbird ,by Harper Lee, has characteristics of a tomboy, but there are many feminine expectations forced on her. Scout refuses to listen to the edified teachings of her Aunt Alexandra, Mrs.Dubose, and other upper-class women of the Maycomb County. She prefers to go her own route, following her curiosity and searching for her true identity underneath her tough skin. Harper Lee specifies that gender inequality and roles are major themesRead MoreThe Characters Of Kill A Mockingbird By Harper Lee976 Words   |  4 PagesPeople can have a variety of different personalities. â€Å"To Kill a Mockingbird† is a novel containing love, humor, as well as drama, and is written by Harper Lee. The novel’s narrator and protagonist is Jean Louise â€Å"Scout† Finch. Throughout the novel, Scout learns about racism and to always keep her head high. Scout’s different features create her unique character and make her stand out from the other kids in Maycomb. She’s a tomboy, she’s smart for her age, and she’s tough, but loving. Firstly, Scout’sRead MoreThe Characters Of Kill A Mockingbird By Harper Lee1403 Words   |  6 Pagesstart to mature which means they have a new perspective on things around the world more realistically. Also when children get older they start to â€Å"walk inside others shoes† and see how someone’s condition might be. Therefore, in Harper Lee’s novel â€Å"To Kill a Mockingbird†, it is evident that as Jean Louise Finch (Scout) matures her views around the world change from a kid’s perspective to a young adult’s perspective. This idea is developed through Atticus who teaches her that there is always one thingRead MoreAnalysing Harper Lee and his Characters in To Kill a Mockingbird713 Words   |  3 PagesAlabama Academy of Honor Archives, Nelle Harper Lee was born on April 28, 1926 in Monroeville, Alabama to Amasa Coleman and Frances Finch Lee. In the south, it is customary to be called by your middle name. Therefore, throughout th e rest of this paper, Nelle Harper Lee will be referred to as Harper Lee. Harper Lee went to college to become a lawyer. Shortly thereafter, she moved to New York where she worked as a reservations clerk for Eastern Airlines. Harper Lee was an avid writer who liked to writeRead MoreThe Characters Of The Novel Of Kill A Mockingbird By Harper Lee1819 Words   |  8 PagesChapters 1-2 In the first two chapters of Harper Lee’s To Kill a Mockingbird, we are introduced to some of the main characters and get some history on them. The main character of the story is a young boy or girl, who is very smart and thoughtful for their age of 6. The story begins by describing the ancestors of the main character as well as some background in the town of Maycomb, such as the stories about the Radleys and their mysterious ways. While reading I noticed the incredibly obvious differenceRead MorePassage Annotation and Character Study- To Kill a Mockingbird by Harper Lee1500 Words   |  6 PagesPassage Annotation and Character Study- To Kill a Mockingbird by Harper Lee The novel To Kill a Mockingbird is a timeless American classic that has been appreciated and loved by readers for decades. Harper Lee explores the story of a lawyer and his family in the deep parts of the South who is given the task of defending a black man accused with the rape of an adolescent white girl. Atticus Finch, the father of the protagonist and narrator Scout Finch, represents an elite group of minds that seeRead MoreScout and Her Character Development in To Kill a Mockingbird by Harper Lee657 Words   |  3 Pagesâ€Å"...so low I could not have heard it from the sidewalk. Someone inside the house was laughing.†(46) At the beginning of To Kill a Mockingbird, Scout is terrified of the Radley Place because she is not brave. She hears someone laughing while she is in the Radley Place after her brother Jem rolled her in a tire their. Through more experiences, Scout becomes caring and brave. At the beginning of the book Scout is not very caring or brave. She is not caring because she does not think about others feelingsRead MoreCourage of Characters in Harper Lee ´s To Kill A Mockingbird Essay849 Words   |  4 PagesHarper Lee’s To Kill A Mockingbird, shows how life was for those in the southern part of the United States, during a time when racism ran rampant throughout the land. Many injustices were committed to those of â€Å"Negro† descent, and it was up to those behind the law to protect them as well as those who lived by the law. Atticus, attorney at law, defender of the people, and father to Scout and brother Jem is safeguarding Tom Robinson, accused of raping a white woman, Mayella Ewell. As the story continues

Fracking The Shale Formation - 1324 Words

Fracking The Marcellus Shale formation located in western Pennsylvania, New York, and Ohio is projected to supply an equivalent of 45 years of the United States current energy consumption. Worth an estimated five hundred billion, this can translate into cheaper â€Å"variety of products such as plastic, agrochemicals, and pharmaceuticals.† It can also related to an â€Å"increase [in] the supply of fertilizer, ensuring the availability of food and reducing†¦the conversion of forests to agricultural farms† (Sovacool 252). The fracking industry will only increase in size, so much so that reclamation of shale gas is called â€Å"eminent shale gas revolution. British Petroleum [BP], for instance, expects global shale gas production to grow six-fold from†¦show more content†¦While improving production rates, safety and methods have improved to lessen environmental impacts. The contents of fracking solution is the basis for much debate and one of the main conc erns for many. However, fracking fluid is not the only questionable aspect of fracking, included is land and infrastructure degradation, physiological harm to local citizens, utilization of legislation loopholes, and the secrecy of fracking fluid formulas within the industry. Due to the many possible hazards of the fracking process, it has initiated much political discussion at the state and federal levels of government, while inciting concern of local citizens. Fracking is not the cleanest alternative to oil reclamation, but has improved drastically with the introduction of hydraulic fracturing. Hydraulic fracturing is an extremely controversial topic, raising concerns of safety and of economic feasibility by both affected or non-affected citizens and members of government. Nonetheless, the negative attributes of fracking, such as fracking fluid dispersal and other environmental issues are outweighed by the vast economic gains and can be mitigated by a system of regulations and dev elopment of new technologies for the industry. The term, â€Å"fracking† has existed for nearly a half century and has always had the negative connotation of being unclean and associated with many environmental issues and adverse health effects. The massive oil

Globalization Has Changed the World in Different Way

Globalization has affected not only America but the whole world in an economic point of view. Thomas L. Friedman is one author that provides proof that globalization has improved economies such as lifestyle, business, shopping malls, and the vehicles we drive. Friedman defines globalization â€Å" as the inexorable integration of markets, transportation systems, and communication systems to a degree never witnessed before in a way that is enabling corporations, countries, and individual to reach around the world farther, faster, deeper, and cheaper than ever before, and in a way that is enabling the world to reach into cooperation, countries, and individuals farther, faster, deeper, and cheaper than ever before†. On the other hand,†¦show more content†¦It has made it possible for people to talk to one another without the extra time and hassle waiting for letters to be sent. In the short article Globalization: the super-story by Thomas Friedman, Friedman pointed out three main balances globalization has done that affect each other. The balances created power between nation states in a traditional way, global market, and paying attention to what is going on in the world. Traditional way for creating powers between nation states is to shift the powers between countries. Currently United States are the sole and dominant superpower and all the other nations are subordinate to it to one degree or another. Along with globalization on the rise global marketing is also. Global marketing affects companies over the internet, also at local markets. Globalization created the ability to compare other inventions so companies would be able to expand and advance their business either over the internet or in stores. With the growth of new businesses and new products on the rise it has created competition between businesses for selling and creating new products. Another t ype of global market is the local supermarkets. Supermarkets are another way for new products and companies to get discovered. Globalization is another article by Thomas Friedman, in the article Friedman gives different reasons globalization is affecting us in a positive way. ForShow MoreRelatedAmerican History: Impact of Globalization on American Life657 Words   |  3 PagesGlobalization impacts every area of American life: from the products we buy to the way we do things. One of the ways globalization affects individual communities is by making those communities more diverse. Globalization makes the migration of people, as well as products and stores, more possible. There are some negative aspects of globalization. For example, globalization makes it more likely that we will see less variety of stores. The proliferation of the same stores in every neighborhood, evenRead MoreGlobalization And Sexuality1247 Words   |  5 PagesGlobalization may be defined as the process of opening up for interactions and relationships between people of different countries around the world. The people from the world can e asily interact with each other leading to influence in behaviors and characters. Sexuality refers to how people relate to sexual activities or perceive sexual matters. Sexuality may differ from one culture to the other, but the cultures are likely to influence each other’s sexual beliefs and orientation. Globalization hasRead MoreWe Must Be A Citizen Of A Community Essay1279 Words   |  6 PagesRecently there has been a large focus placed on events that occur all around the world. Civic concerns are no longer bounded to the land that one lives on. This brings up the idea of thinking globally while acting locally, which refers to when one’s thinking is not limited to what is directly in front of them. They understand that their actions have implications elsewhere. In order to fully comprehend what it means to think globally and act locally, one must first look at how globalization and hybridityRead MoreThe Effects Of Globalization On Multilingualism And I Propose Doin g Multiple Case Studies1524 Words   |  7 Pagesignores the way human behaviour today has affected our communication with one another. Since the end of the twentieth century, globalization changed the way people in the globalized countries are understood through language in ways that have both strengths and weaknesses. Languages have switched from being simply indicators of cultural background to being a commodity in the economic sphere. This reworking of the purpose of language has affected the growth of English worldwide and given it new ways to developRead MoreCompare and Contrast the Current Era of Globalization with the First Age of Globalization (1850s-1920s). What Are the Advantages and Disadvantages of Globalization in Its Current Context?1720 Words   |  7 Pagescurrent era of globalization with the first age of globalization (1850s-1920s). What are the advantages and disadvantages of globalization in its current context? Word count: 1530   Unit Coordinator: Dr Tony Ramsay I am going to contrast the current era of globalization with the first age of globalization in many different aspects, in the mean time analysis the merits and demerits of　globalization in its current context. John and Kenneth (2012, p. 28) find that the concept of globalization means theRead MoreEssay on Globalization: Sharing Our Prosperity With the World1388 Words   |  6 Pages Globalization is the growing interdependence of the worlds people that involves the integration of economies, technologies, and cultures (Bradshaw). It is described as the increased movement of people, knowledge and ideas, and goods and money across national borders that have led to the increased interconnectedness among the world. Globalization is often thought of in economic terms but as we know there are three major components implicated with this idea including: economics, politics, andRead MoreAnalyze the Effects of Globalization on Native-No Western Cultural Practices1545 Words   |  7 PagesGLT1 Task 1 Analyze the effects of globalization on native-no Western cultural practices Issues in Behavioral Science Jamie B BSN 06/18/2014 Western Governor’s University In this essay, I will discuss the matter of Globalization of two nations, South Korea and India. Globalization can be defined as, in simple terms, as the process of making something, anything available worldwide. It is a collaboration between countries, exchanging goods, services, workers, ideas, and even culture, whichRead MoreCulture Drives Globalization Essay1559 Words   |  7 PagesThe term ‘globalization’ did not come about till the twentieth century however the processes of globalization had been around since the era of imperial domination. â€Å"The controversy surrounding the on-going debates about globalization is whether unfettered market forces will further diverge or converge income the world over. On the one hand, proponents of globalization say it has promoted information exchange, led to a greater understanding of other cultures, raised living standards, increased purchasingRead MoreThe Impact of Globalization on our Society Essay1445 Words   |  6 Pagescontemporary society respond to the legacies of historical globalization? In Romeo Dallaires writing, Shake Hands with the Devil, he discusses whether or not globalization has a positive impact on our society. I agree with Romeo DallaireRead MoreImpact of Globalization on Zimbabwean Culture1676 Words   |  7 PagesGlobalization has had a significant impact on the Zimbabwean culture . Globalization has greatly changed Zimbabwean culture . The effects of globalization on Zimbabwean culture has been quite varied having both positive and negative effects . It is however the writer’s view that globalization has had a largely negative impact on Zimbabwean culture as Rodrik(1971:8) points out that â€Å"globalization creates social and political tensions within and

Facility management free essay sample

Facility management (or facilities management or FM) is an interdisciplinary field devoted to the coordination of space, infrastructure, people and organization, often associated with the administration of office blocks, arenas, schools, convention centers, shopping complexes, hospitals, hotels, etc. However, FM facilitates on a wider range of activities than just business services and these are referred to as non-core functions. Many of these are outlined below but they do vary from one business sector to another. In a 2009 Global Job Task Analysis the International Facility Management Association (IFMA) identified eleven core competencies of facility management. These are: communication; emergency preparedness and business continuity; environmental stewardship and sustainability; finance and business; human factors; leadership and strategy; operations and maintenance; project management; quality; real estate and property management; and technology. FM has become highly competitive, subject to continuous innovation and development, under pressure to reduce costs and to add value to the core business of the client organisation where possible. [1] Facility management is supported with training and professional qualifications often co-ordinated by FM institutes or associations, and a limited number of formal degree programs exist at both undergraduate and graduate levels. Contents 1 Role of the facilities manager 1. 1 Health and safety 1. 2 Fire safety 1. 3 Security 1. 4 Maintenance, testing and inspection 1. 5 Cleaning 1. 6 Operational 1. 7 Tendering 1. 8 Commercial property management 1. 9 Business continuity planning 1. 10 Space allocation and changes 2 Europe 3 Hong Kong 4 See also 5 References Role of the facilities manager The FM sector acts as an umbrella, horizontally oriented market. It currently represents about 5% of global GDP. [citation needed] Its relationship to the human resources, real estate and information technology functions of an enterprise has increased. The discipline of facility management and the role of facility managers in particular are evolving to the extent that many managers have to operate at two levels: strategic-tactical and operational. [2] In the former case, clients, customers and end-users need to be informed about the potential impact of their decisions on the provision of space, services, cost and business risk. In the latter, it is the role of a facility manager to ensure corporate and regulatory compliance plus the proper operation of all aspects of a building to create an optimal, safe and cost effective environment for the occupants to function. This is accomplished by managing the following activities: Health and safety Main article: Occupational safety The facilities management department in an organisation is required to control and manage many safety related issues. Failure to do so may lead to injury, loss of business, prosecution and insurance claims; the confidence of customers and investors in the business may also be shaken by adverse publicity. [3] Fire safety Main article: Fire protection The threat from fire carries one of the highest risk to loss of life, and the potential to damage or shut down a business. The facilities management department will have in place maintenance, inspection and testing for all of the fire safety equipment and systems, keeping records and certificates of compliance. Security Main article: Physical security Security to any organisation is necessary to protect the employees and the business and this often comes under the control of the facilities management department, in particular the maintenance of the hardware. Manned guarding may be under the control of a separate department. Maintenance, testing and inspection Main article: Maintenance, repair, and operations Maintenance, testing and inspection schedules are required to ensure that the facility is operating safely and efficiently, to maximize the life of equipment and reduce the risk of failure. There are also statutory obligations to be met. The work is planned, often using a computer-aided facility management system. Cleaning Main article: Commercial cleaning Cleaning operations are often undertaken out of business hours, but provision may be made during times of occupations for the cleaning of toilets, replenishing consumables (toilet rolls, soap, etc. ) plus litter picking and reactive response. Cleaning is scheduled as a series of periodic tasks: daily, weekly, monthly, etc. [4] Operational Main article: Operations management The facilities management department has responsibilities for the day to day running of the building, these tasks may be outsourced or carried out by directly employed staff. This is a policy issue, but due to the immediacy of the response required in many of the activities involved the facilities manager will need to keep tight control, often requiring daily reports or an escalation procedure. Some issues require more than just periodic maintenance, for example those that can stop or hamper the productivity of the business or that have safety implications. [5] Many of these are managed by the facilities management help desk that staff are able to be contacted either by telephone or email. The response to help desk calls are prioritized but may be as simple as too hot or too cold, lights not working, photocopier jammed, coffee spills, vending machine problems, etc. Help desks may be used to book meeting rooms, car parking spaces and many other services, but this often depends on how the facilities department is organised. It may be split into two sections often referred to as soft and hard services. Soft would include reception, post room, cleaning, etc. and hard the mechanical and electrical services. Tendering Main article: Procurement The facilities management team will seek to periodically re-tender their contracts, or at the very least bench mark them to ensure they are getting value for money. For this to happen it is necessary to have an up to date list of equipment or assets to send out with the tenders. This information is often retained on the same computer as the maintenance schedule and updating may be overlooked as equipment gets changed, replaced or new items are installed. The asset register is also an important tool for budgeting, used to for life cycle costings and for capital expenditure forecasting. Commercial property management Main article: Leasing Building may be owned by the occupier or leased. Leased properties will be subject to periodic rent reviews.. Business continuity planning Main article: Business continuity planning All organisations should have in place a continuity plan so that in the event of a fire or major failure the business can recover quickly. In large organisations it may be that the staff move to another site that has been set up to model the existing operation. The facilities management department would be one of the key players should it be necessary to move the business to a recovery site. Space allocation and changes Main article: Office In many organisations, office layouts are subject to frequent changes. This process is referred to as churn rate,[6] expressed as the percentage of the staff moved during a year. These moves are normally planned by the facilities management department using computer-aided design. In addition to meeting the needs of the business, compliance with statutory requirements related to office layouts include: the minimum amount of space to be provided per staff member; fire safety arrangements; lighting levels; signage; ventilation; temperature control and welfare arrangements such as toilets and drinking water. Consideration may also be given to vending, catering or a place where staff can make a drink and take a break from their desk. Europe The European facility management association, EuroFM, uses the EN15221 definition. The definition of facility management, EN15221-1, provided by the European Committee for Standardisation (CEN) and ratified by 31 European countries is: (the) integration of processes within an organisation to maintain and develop the agreed services which support and improve the effectiveness of its primary activities. [citation needed] According to this European standard, the scope of FM is Space Infrastructure (planning, design, workplace, construction, lease, occupancy, maintenance, furniture, cleaning, etc. ) and People Organisation (catering, ICT, HRM, HSS, accounting, marketing, hospitality, etc. ). Currently a project is underway to develop an ISO standard that defines FM on a global level. [citation needed] This project is being led by the British Standards Institute represented by Stan Mitchell, former chairman of BIFM and Global FM. [citation needed] Hong Kong The Hong Kong Institute of Facility Management (HKIFM) established in August 1999 was the local professional institution of Hong Kong SAR to promote and develop facility management in the Hong Kong SAR. They organised Hong Kongs only FM Award, the Excellence in Facility Management Award (EFMA) on yearly basis. Their success can be referred from? the website www. hkifm. org. hk. See also Activity relationship chart Physical plant Building information modeling Computerized maintenance management system Property maintenance Property management 1:5:200

Family Life Education Essay Example

Family Life Education Paper Part I: What is family life education? Include in your answer a discussion of the following concepts: a. A definition of family. b. The purpose of family life education. c. Its intended benefits, its intended audience(s). d. The appropriate content or units within a family life education curriculum (including the contexts for family life education). e. Appropriate levels of educator/participant involvement. f. And ethical considerations. A Definition of Family: There are several different definitions of what family life education (FLE) is, dating back to 1962. Many may say the definitions that have been given are too broad and too vague, therefore, family life educators have moved beyond trying to develop a concise definition and have decided to discuss the aims and concepts that comprise family life education (Family Life Education, p. 4). After extensive research, Thomas and Arcus concluded that family life education deals with families and individuals across the life span, it is based on the needs of families and individuals on an individual basis, it is a multidisciplinary study in a multi—professional practice, and is offered in many different settings. It is also takes an educational approach rather than a therapeutic approach and presents and respects the differences in family values. Lastly, it requires family life educators to be qualified and cognizant of the goals of family life education (Family Life Education, p. 6) The purpose of family life education: In order for a family life educator to successfully develop the appropriate goals and objectives for his/her group, he/she must understand the purpose of family life education. We will write a custom essay sample on Family Life Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Family Life Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Family Life Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He/she must know what it is they expect to accomplish and why (Family Life Education, p. 43). The purpose of FLE is to strengthen and enrich an individual’s and a family’s wellbeing (Thomas and Arcus 1992). Family life education programs are intended to be preventative measure, which equips individuals with the necessary resources needed to fulfill their family roles rather than repairing dysfunction within families. Some of the major objectives of family life education include, but are not limited to: 1. gaining insight into ones self and others; . acquiring knowledge about human development and behavior in the family setting over the life course; 3. understanding marital and family patterns and processes; 4. acquiring interpersonal skills for present and future family roles; and 5. Building strengths in individuals and families (Arcus and Thomas 1993). One may assume that if these as well as other objectives are met through family life education, then individuals and families will be better equipped able to handle or prevent problems when they arise. They will also be empowered to live their family lives in ways that are both personally satisfying and socially responsible (family. jrank. org). Intended benefits and audience(s): The intended benefits of family life education are to ensure individuals are educated in their roles and expectations within their family and teach them how to approach and resolve situations that may arise without negative results. The intended audiences for these programs include individuals from all aspect, which include, but are not limited to, age, race, gender, culture, ethnicity, marital status, and economic class. The appropriate content or units within a family life education curriculum: In order for a family life educator to successfully develop and implement programs, he/she must develop and understand his/her philosophy about life. This knowledge and understanding will better equip them to assist others in developing skills needed to live more productive and satisfying lives. When developing curriculum for groups/programs the family life educator must consider how the members function as individuals and as a group. They must consider how ones thoughts/actions will affect others in the group. Understanding how families function as a group helps the educator include all family members in the learning process, making sure everyone has a clear understanding of the purpose of the content. All materials/resources should be based on current research. The family life educator must also take into consideration the individuals attending the programs and make sure content is age appropriate. The content should not ean towards one gender more than the other, positively or negatively and should include information pertinent to different races, ethnic groups, and cultural groups. They should be able to recognize the differences in each individual and family as a whole without regard to their age, sex, race, ethnicity, cultural, and socioeconomic background. The family life educator must also take into consideration the topics they want to include in the sessions and whether they are appropriate or inappropri ate for the setting. They must be able to recognize when inappropriate topics are being discussed and be able to divert the conversation and/or refer them to the appropriate professional that is trained to handle the situation. The example used in the book is sexual or physical abuse. These types of situations may need to be referred to a counselor or to law enforcement, depending on the nature of the situation. They must also make sure that the content discussed is not bias or stereotypical and be familiar with their sources of information, making sure all of their information is up to date/accurate. They should be able to make referrals to the appropriate professionals and research topics when needed (Family Life Education, p. 43) Appropriate levels of educator/participant involvement: As a professional, the educator must be able to recognize and accept his/her own, as well as each individual’s abilities and limitations, which are referred to as the levels of involvement between the educator and the individuals participating in the programs. Educators must cope with some level of personal issues in order to be an effective teacher without moving beyond their level of practice. There are five levels which are described in the Family Involvement Model. Level 1: Minimal Emphasis on Family—focuses more on the institution or organization implementing the programs rather than on the individuals or families involved in the programs. Level 2: Information and Advice—sharing of relevant information and knowledge. At this stage the educator must have good communication skills, being able to initiate discussions, answer questions, know where information came from, and be able to make recommendations (no personal feelings involved). Level 3: Feelings and Support—at this stage the educator must be comfortable with himself and able to communicate personal responses to the group (includes personal experiences). Level 4: Brief Focused Intervention—includes all aspects of levels 1—3 but includes having to assess situations and developing a plan of action. The text book states that although level 3 is typically the most appropriate level of interaction for educators, they also need to be familiar with this level in order to determine when involvement is or is not appropriate. Educators at this level often work with families who have special needs that may not be able to be adequately addressed in level 3. Level 5: Family Therapy—this level is far beyond the scope of a family life educator but is included in the model as a continuum. Family life educators are not trained to handle these types of situations. Family therapy involves a more in dept discussion of personal and serious issues. Ethical Considerations: All organizations have ethical guidelines that they abide by. Codes of ethics are developed to prevent harm to those participating in programs as well as the educators. There are five principles mentioned that have been based on the teachings of Hippocrates (Brock, 1993, Family Life Education, p. 50). There are: 1. Practice with competence 2. Do not exploit 3. Treat people with respect 4. Protect confidentiality 5. Do not harm When determining whether or not the code of ethics has been violated, the educator must: 1. Identify important relationships 2. Apply the principles 3. Indentify contradictions 4. Apply virtues 5. Consider possible actions 6. Select the appropriate actions. Taking ethical principles into consideration and implementing the process into their programs can help provide family life educators with guidelines to make the right decisions for themselves and the individuals and families who participate in their programs. Part II: What makes for a successful family life education program? Include in your answer a discussion of the following concepts: a. The characteristics of the family life educator, b. Using theory to develop the program, c. The format of the presentation, the needs of the audience, group processes (be sure to include a discussion of how to handle problems), d. Evaluation of programs, and e. Adapting programs for various settings (work, school, religious settings). The Characteristics of the Family Life Educator: Family life educators deal with personal issues, for example, personal values, decision making techniques, communication skills, growth, development, and behavior changes, sexuality, parenting, money management, and so forth. One of their main jobs is to help members of the group analyze, clarify, and determine their own values and value system, therefore, a family life educator must possess skills that allow them to be aware of his/her own attitude and biases as well as those of others. They have to be comfortable discussing others feelings and open to other’s points of view. Next they need to have personal skills and qualities. These skills include intellectual skills, self awareness, emotional stability, maturity, awareness of his/her own personal attitude and cultural values, empathy, effective social skills, confidence in one’s self, flexibility, understanding and appreciation of diversity, verbal and written communication skills, and the ability to relate with others in various age groups, whether it be on an individual basis or in a group setting (Family Life Education, p. 9). They must also develop a personal philosophy. They must consider what they believe and why. They have to ask themselves questions, like, â€Å"What is a family? † and â€Å"Why do we need family life education? † Using Theory to develop the Program: Individuals are unique. If you put three people together and expose them to the same situation, you will have th ree different responses to the situation. In order to understand how an individual or a family evolves over time, it is important that the educator be familiar with several different major theoretical models that are related to families. There are four theories mentioned in the text. There are Family Systems Theory, Human Ecology Theory, Exchange Theory, and Family Developmental Theory. The Family Systems Theory refers to families as a living organism operating within certain boundaries, rules, expectations, and interaction patterns between the members (Family Life Education, p. 60). In other words, they live and react to situations based on what they have been taught. For example, if a child is raised to hate a certain race, when he/she gets older, those â€Å"taught† beliefs will be evident in his/her behavior and attitude towards that race. He/she is likely to teach his/her children to treat that particular race the same way. In this system, whenever there is a change occurs, it does not affect just one person, it affects the group as a whole. The group must then decide whether or not they want to embrace or reject the change. For the most part, the Family Systems Theory function is healthy for families. It provides them with structure. It reinforces and influences positive growth and development of the individuals in the group as well as the family as a group. The Human Ecology theory is based on emphasizing external systems that affect individuals. They include their culture, time, place, gender, and lifestyle. Individuals within families are constantly interacting within their environments. There environments include where they live, social class, job title, health, and family support. When attempting to develop a program the educator must consider this theory. They have to consider factors that may keep the family from attending the meetings. Questions that need to be asked include: 1. Do they have adequate transportation to get to/from meetings? 2. Are all members able to attend? (health, incarceration, etc. ) 3. Are the members cognitively able to participate in the meetings? 4. Are all members willing to attend the meetings for the well—being of the group? The Exchange Theory is based on internal factors that influence an individual, their ability to make decisions and their behavior. The example the book gives is whether or not a relationship between two people will last or not. If willing, individuals area capable of learning new behaviors that will change their way of interacting with others and their way of thinking, but it takes cooperation and the willingness to change from everyone involved, resulting in positive growth within the family. The Family Developmental Theory states that a family grows and changes over time. This growth and change came be from a couple having children, adoption of children, a child marrying, etc. With this theory an educator can facilitate programs based on the different stages a family goes through. For example, newlywed counseling, parenting classes, etc. Implementing classes based on needs usually results in better outcomes and long—term results. Although they are developing these classes for a group, as a family, they must take into consideration that everyone in the group does not possess the dame family developmental pattern. Educators that develop programs based off theory must still develop principles and models for their programs. In order to successfully implement the correct program they must incorporate the following principle: 1. Conduct a needs assessment—determining the specific needs of each individual attending the program. 2. Safety in the environment and the process—establishing rules so that everyone participating is comfortable participating in the program. 3. Sound relationship between the educator and the learner—building trusting relationships so the group members will accept and trust the educator. 4. Careful attention to sequence of content and reinforcement—knowing the limits of your group members to comprehend information making sure not to overwhelm them with information. 5. Focus and praxis—acting on behalf of the members. . Respect for members as subjects of their own learning—taking their life experiences and contributions into consideration. Giving them a sense of worth. 7. Cognition, affective, and psychomotor aspects of learning—incorporating ideas, feelings, and actions into the learning experience. 8. Immediacy of learning—immedi ately applying what’s been learned. 9. Clear roles and role development—knowing and understanding who the teacher is and who the student is and maintaining those roles while keeping open lines of communication. 10. Teamwork—implementing small groups to complete tasks or projects. 11. Engagement of the learners in what they are learning—encouraging active participation from group members. This way the educator is aware of the progress, knowledge, and comprehension of information given by members. 12. Accountability—validating accomplishments by assessing and role play. The format of the presentation, the needs of the audience, group processes: When an educator develops/formats a program, the educator must consider the following: 1. The subject of the group. 2. How much time will be needed to conduct the group? 3. Who will be the members of the group? 4. What content should be included? . What is your goal for the learners of the group? 6. What materials do you need to conduct the group? 7. How will you teach the material in order to ensure comprehension from all members? 8. How will you get feedback/assessments/evaluations? 9. What type of follow—up will you do after the end of the program? The needs of the audience should be another considera tion. This will allow the educator to determine what should be the programs priorities and to understand the concerns of the learners, to be able to provide them the resources needed, which will ultimately result in more effective programs. There are three types of needs mentioned in the Family Life Education text. They are felt needs, ascribed needs, and future needs. They all play an intricate role in determining the design of the program and are all assessed differently. The educator must be able to recognize and identify the developmental needs and abilities of the individual audience members and the way they process information. Without this ability, an educator implementing a program that contains good material will still fail to provide the members with information that is useful or even relevant to their specific needs. Felt needs are the needs that the members tell you about. They are personal and based on their experiences as individuals and as a group. When members express their felt needs, it helps the educator get a better understanding of the individuals, what their specific needs and wants are, and it helps them to build personal relationships with them. Ascribed needs are needs that are identified by someone other than the individual group member him/herself. Future needs are needs that are expected when change takes place. The book gives the example of when a child is expecting a new sibling. How will their needs change as a result of the new baby? As a family Life Educator, you will be faced with many different types of groups, and an educator must possess the ability to lead in order to successfully facilitate a group. There are several basic types of groups mentioned. They are Treatment groups, Support groups, Educational groups, Task groups, Residential groups, and Internet groups. Regardless of the type of group, the educator is expected to provide members with activities and experiences that will help members develop their own skills to more effective levels. There also are expected to maintain a balance between presentation of information and the personalizing of the information through group discussions. They should also be able to cope with interpersonal problems that may arise within the groups during discussions. They need to have an understanding of life—cycle development, and have a good understanding of the development theory. In order to successfully facilitate a group, there is a four stage process that needs to be followed. The first stage is forming the group. Next is storming, followed by Norming, and lastly, Performing. Evaluation of Programs: There are three types of evaluations, assessing needs and assets, formative evaluation, and summative evaluation. An evaluation is used to determine the value, quality, or effectiveness of a program and is usually motivated by the needs of the program. According to the text, Littell (1986) considers program evaluation to be â€Å"the systematic collection, analysis, and interpretation of information designed for use in program planning and decision—making, which is concerned with the types of interventions used, by whom, toward what ends, under what conditions, for whom, at what costs and with what benefits† (Family Life Education, p. 37). Weiss and Jacobs (1988) define evaluations as â€Å"the systematic collection and analysis of program—related data that can be used to understand how a program delivers services and/or what the consequences of its services are for participants. An analysis is both descriptive and judgmental of program merit, with the emphasis on designing and evaluation that fits the program† (Family Life Education, p. 138). The result of an evaluation is to be used as a recommendation has to how to make the programs better and more beneficial to the members participating. There are challenges that go along with conducting evaluations. Some educators may think that if an evaluation produces negative results then it will affect resources and funding for future programs. They may also think that the evaluations will divert attention from the purpose of the program and outcomes will not be successful. Although challenges are present, evaluations are necessary for the programs to be successful. Evaluations provide feedback and give insight from members of the groups what is or is not working and what they think would help the programs be more successful. They are also a means of communicating to individuals or companies that fund your programs the successes of the program and how it is benefiting the members. Adapting Programs for Various Settings: Adapting programs means strengthening existing programs. Although Family life education programs are most effective when they match cognitive development, literacy levels, cultural backgrounds, and the special needs of participants, ddifferent settings may require the educator to facilitate the group in a differently. The planning process has similar phases regardless of the setting or target population. First the educator needs to assess the quality and content of the existing program. Determine how long it takes to facilitate the program and if the content is appropriate for that setting. Next he/she needs to assess the quality of the course with regard to content and skill building. Ask questions like, â€Å"Has the curriculum been evaluated? †, â€Å"Are the materials skills-based? †, and â€Å"Do they include role playing, negotiation, and assertiveness skills? † Next assessing the relevance of the curriculum to the participants is necessary. The educator needs to determine if the materials/curriculum is tailored to meet the specific needs and life experiences of members, if the intensity and duration of the program sufficient for the participants, given their level of risk, and if the existing curriculum meet the developmental needs and reflect the cultural and ethnic background of the participants. Ask if current curricula should be implemented at earlier ages. Can skill building components be added to the already existing family life education program? Can the curriculum be adapted to reflect the cultural background of participants? Does the teacher training program need to be expanded? Is an altogether new curriculum needed? In what ways can the Community meets the information and education needs of its members and reinforces the intended outcome from attending the groups. Lastly, the educator must assess the extent of educator training. They should ask question like, â€Å"Do they receive in-service training? † and â€Å"Has the training been evaluated? † They must be aware of the qualifications necessary for teaching the course and must be comfortable teaching the course materials. It would be effective to survey the educators to assess their satisfaction with current training and to determine what, if any, additional training is needed for them to be able to adequately educate the group members. These steps help the educator identify gaps in the current program and develop a plan to address these gaps, ensuring that the goals of the program are attainable and the members will be able to comprehend information given and are able to successfully apply the information to their way of life (www. dvocatesforyouth. org). Family life education encompasses a multitude of images and expectations that call for a combination of skills and expectations of the educator and of the members of the group. The resources and knowledge gained from teaching as well as attending family life education groups, equips individuals with the ability to perform his/her role in his/her family group/setting, and to handle life situations in a manner that is safe and beneficial to all partie s involved.