Literature Review Format Essay

This packet details the steps necessary to produce a literature review that may be required for work in various disciplines, including English, history and psychology. This packet is not intended to replace instructor guidelines and should not be used in that manner. The packet’s intended use is as a supplement to classroom instruction on assembling a literature review. Therefore, it contains only general information that must be tailored to fit specific guidelines as required by your discipline and by your instructor. This packet is subdivided into six sections: I. General Information States what a literature review is and what purpose it serves. II. Process Gives step-by-step instructions on how to get started on your literature review. III. Organization Explains the two most common ways of arranging information in a literature review. IV. Format Provides descriptions for two of the most common formats used in a literature review, the item to item comparison and contrast (Format A) and the criteria to criteria comparison and contrast (Format B). V. Checklist Allows appraisal of your completed literature review to assure that it follows all necessary guidelines. VI. Resources Lists helpful resources used to compile this packet so that you may obtain further information. General Information Definition Literature reviews can have two roles: In their first role, they function as a stand-alone paper. At other times they will actually be part of a larger research thesis. In this handout, literature reviews will be referred to in the stand-alone sense. As a stand-alone paper, literature reviews are multi-layered and are more formal and detailed than book reviews. As the author of a literature review, you must become familiar with a large amount of research on a specific topic. You will then develop your own thesis about the topic related to this research. After this, you will classify and critically analyze research on the topic by making a comparison between several different studies and by emphasizing how these studies and their comparison relate to your own thesis. In effect, a literature review is a paper that compiles, outlines and evaluates previously established research and relates it to your own thesis. It provides a context for readers as if they Email at tutor@uhv. edu University West, room 129 (361) 570-4288 were researching the topic on their own. Just from reading your paper, readers should be able to gain insight into the amount and quality of research on the topic. Your thesis and the literature reviewed serve several important functions within the paper: †¢ Your thesis creates a foundation for the literature review because it helps narrow the topic by providing a sense of direction; however, you will have to conduct some initial research and reading before deciding on an appropriate thesis. Your personal thesis may be a statement addressing some of the following situations: â€Å"why your research needs to be carried out, how you came to choose certain methodologies or theories to work with, how your work adds to the research already carried out† (Brightwell, G. and Shaw, J. , 1997-98), or it may present some other logical perspective. †¢ Reviewed literature is organized in a logical manner that best suits the topic of the review and the hypothesis of the literature (see Organization and Format). The selected method of organization and style of format should draw attention to similarities and differences among the reviewed literature; these similarities and differences are based on specific criteria you revealed in the literature review’s introduction. According to Brightwell and Shaw (1997-98), your goal in the body of the review â€Å". . . should be to evaluate and show relationships between the work already done (Is Researcher Y’s theory more convincing than Researcher X’s? Did Researcher X build on the work of Researcher Y?) and between this work and your own [thesis]. † Additional information on these topics can be found in the Organization and Format sections of this packet. Therefore, carefully planned organization is an essential part of any literature review. Purpose Although literature reviews may vary according to discipline, their overall goal is similar. A literature review serves as a compilation of the most significant sources on a subject and relates the findings of each of these sources in a rational manner while supporting the literature review author’s own thesis. A literature review establishes which sources are most relevant to its author’s point and which sources are most credible to the discipline at hand. In a literature review, the results of previous research are summarized, organized and evaluated. Discipline-Specificity A literature review’s organization, format, level of detail and citation style may vary according to discipline because different disciplines have different audiences. Examples here pertain to the natural sciences, social sciences and humanities. †¢ Natural and social sciences The author of a literature review in the natural or social sciences must pay close attention to measurements, study populations and technical aspects of experimental findings. Typically, a portion of the natural or social sciences literature review is set aside for reviewing sources on the primary topic. Then, a comparative analysis or discussion section is used to analyze the similarities and differences among the sources, tying them in with the literature review author’s original thesis. †¢ Humanities The author of a literature review in the humanities usually does not set aside a special section for reviewing the sources; instead, citations may be found randomly throughout the paper. The literature being reviewed is arranged according to paragraphs based on the author’s points, which in turn, support the author’s thesis. The paper itself may not be called a literature review at all. It is more likely to be called a critical analysis. Remember that the best bet for determining what type of literature review is appropriate for your course is checking with the instructor prior to beginning research. Email at tutor@uhv.edu University West, room 129 (361) 570-4288 REVIEW 1. What is the purpose of a literature review? What is the connection between the author’s thesis and the literature being reviewed? 2. What discipline will your literature review be classified in? Process 1. Find several articles that deal with your research topic. Sometimes it is helpful to review the bibliography of one of the first scholarly sources that you encounter and compare it to the bibliographies of other sources on the topic. If the same source is listed within several of these bibliographies, it is probably a fundamental, credible source that will aid you in your review. 2. Before you begin reviewing literature, realize that you are looking to accomplish two things: A. Defining your research problem/thesis (examples: finding a flaw in research, continuing previous research, etc . . . ) B. Reading and evaluating significant works that are relevant to your research problem. You will be conducting Steps A and B simultaneously because the two form a circular pattern. As you read related sources (Step B), you define your problem, and as you define your problem (Step A) you will more easily be able to decide what material is relevant enough to be worthy of reading (Step B). 3. Once you begin reviewing, make an entry with complete bibliographical information and comments for each work that you are going to include in the review. 4. Compare the articles by evaluating the similarities and differences among them. This will be the initial stage in the formulation of your thesis. 5. Form a thesis that is clearly written and can be logically supported by the literature you will include in your review. 6. View the articles briefly again and jot down any notes that seem to relate to your thesis. 7. Decide which organizational pattern and format are best for the topic of your review. 8. Construct an appropriate outline for the literature review. 9. Write an introduction that introduces the topic, reveals your thesis statement, and arranges key issues. 10. Organize and write the body of your paper according to the appropriate format: topical or chronological. 11. Write a conclusion that reconciles similarities and differences on the topic and reemphasizes the criteria used to arrive at this conclusion. 12. Complete the final draft of the literature review. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 13. Check over the final draft for grammar and punctuation errors. 14. Use the checklist provided here to make sure that all parts of the literature review are addressed and focused. Establishing a Critical Response for a Literature Review You may find this section helpful at Steps 3, 4 and 5 of the process. When reviewing your sources, explore the following areas to help develop your critical response: What is the purpose of the research or work? What research or literary methods are used? How do the major concepts operate? In a research study, how accurate are the measurements? In a literary work, is the author’s position objective or biased? What are the different interpretations of the results of the study or of the literary work itself? REVIEW 1. What do you consider to be the most crucial step(s) in the process of your literature review? Why? Justify your response(s). Organization A literature review can be arranged either topically or chronologically. Topical organization occurs in reviews where previous research being evaluated is divided into segments with each one representing a part of some larger issue. In a topical review, the author begins by describing the characteristics of research shared by several studies and then moves on to analyze their similarities and differences. For more information, see the example below. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review about the effect of seating arrangements on peer tutoring communication, you would first introduce the topic and what your literature review will attempt to assess: †¦Writing centers can set the table for collaborative tutoring sessions through a careful consideration of spatial arrangement . . . Then state what angle is going to be explored: †¦These studies will be used to support the author’s claims that spatial arrangement is instrumental in encouraging collaborative environments in the writing center†¦ Then, arrange key issues that will be addressed in this review by answering questions that you have personally developed and are tailored to fit your topic. In the introduction, give the audience a clear picture of how you will organize your paper: Email at tutor@uhv. edu University West, room 129. (361) 570-4288 In the following, I1 first review some relevant research concerning spatial arrangement and then discuss some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. Finally, I include some other considerations. In the body of this literature review, you would organize the information topically around each point (or question) that you asked yourself: -Research Review -Recommended Spatial Arrangement -Alternative Spatial Arrangement -Other Considerations. Then, write a conclusion that explains the significance of your findings: †¦While the seating arrangements outlined above are generally a good ‘setting’ for peer tutoring sessions, we should remember that each tutoring session is unique. Not all students will be comfortable with a side-by-side spatial arrangement at a round table. Tutors should be perceptive of and receptive to students who may have other spatial needs†¦ Chronological organization occurs when a review is organized in time order and is most often used when a historical context is needed for discussing a topic from its beginning to its current state; chronological organization is  especially helpful when discussing inactive periods and shifts in perspective on a given topic. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review entitled Development of Social Science Research on Attitudes Towards Gender in America, you would first introduce the topic and what your review hopes to assess: †¦This literature review will assess the development of research designed to uncover gender attitudes in America during the latter part of the 20th Century†¦ Then state what angle is going to be explored: .. As research progressed throughout the 20th century, the methods that social scientists use for measuring these attitudes developed and changed as well†¦ Then, chronologically arrange issues that will be addressed in this review: Gender stereotypes still exist today, and varying attitudes can be traced over the past fifty years. Survey instruments used to gather data on these varying attitudes have also changed drastically over the course of time. In the body of this literature review, you would organize the information chronologically, adressing each point (or question) that is being asked for a particular time period: -Stereotypes and Survey Instruments of the 1950’s -Stereotypes and Survey Instruments of the 1960’s -Stereotypes and Survey Instruments of the 1970’s -Stereotypes and Survey Instruments of the 1980’s -Stereotypes and Survey Instruments of the 1990’s -Current Advancements Always clear the use of I with your instructor. An alternative to this would be the use of third person wording, such as â€Å"This paper reviews some relevant research concerning spatial arrangement and then discusses some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. † 1 Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Then, write a conclusion that explains the significance of your findings: Although the survey instruments used in the 1950’s and 1960’s developed an obvious bias when surveying Americans regarding gender attitudes, the 1970’s brought about great change. Today social scientists are more careful than ever about testing the quality of a survey instrument before using it on the general public. Format There are also two suggested formats for composing your literature review. Format A is used when comparing several studies that have similar hypothesis but different findings. Each piece of research is summarized individually. Format A is good for reviews with a small number of entries; however, this format may confuse the audience when used with a large number of reviews because descriptions of so many studies may get in the way of the analysis. Keep in mind that each piece of research usually will not receive equal attention in the review. Format A Outline I. Introduction consists of four parts that are usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Literature reviewed section is divided up according to study. a. First study is summarized and discussed. b. Second study is summarized and discussed. c. Third study is summarized and discussed. III. Comparative analysis acknowledges the similarities and differences between studies. a. Similarities (if any) among the studies are evaluated and discussed. b. Differences (if any) among the studies are evaluated and discussed. IV. Conclusion/Summary effectively wraps up the review. a. Summarize points of comparison or contrast among the works based on Section III of your review. b. Provide insight of relationship between the topic of the review and a larger area of study such as a specific discipline or profession Format B. organizes the literature review according to similarities and differences among research rather than by literature studied. In a review organized according to Format B, little background information on the literature being reviewed is given outright. Instead, it is worked into the body paragraphs of the sections on similarities and differences. The conclusion then uses these two sections (similarities and differences) to tie in points of comparison and contrast between the works. Format B better suits papers that are topically organized. Format B is outlined below. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Format B Outline I. Introduction consists of four parts usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Similiarities within the research are discussed. a. First similarity among research is discussed. b. Second similarity among research is discussed. c. Third similiarity among research is discussed. III. Differences in the research are discussed. a. First difference between research is discussed b. Second difference between research is discussed c. Third difference between research is discussed IV. Conclusion/Summary a. Summarize points of comparison or contrast between the works. b. Provide insight into relationship between the topic of the literature and a larger area of study such as a specific discipline or profession. The most important thing to remember when organizing a literature review is that it is not a list summarizing one work after another. The review should be organized into sections according to theme that are set apart by subject-related headings. REVIEW 1. Which format have you chosen for your literature review? Why? A Literature Review Checklist: Did I . . . . . . ? ? Establish a valid thesis based on the examined research ? State this thesis clearly in my introduction ? Define unfamiliar terms ? Incorporate background information to define the problem ? Begin each entry in the review with a complete bibliographical reference ? List and describe the hypothesis/thesis in each work reviewed Email at tutor@uhv. edu University West, room 129 (361) 570-4288 ? Describe the outcome of the work or the research ? Develop and incorporate my own comments, including response to the research, similarities and differences among literature reviewed, and reservations regarding author’s methods or conclusions ? Avoid overquoting ? Check for grammar and punctuation errors ? Correctly cite all references in uniform documentation style Resources Brightwell, G. and Shaw, J. (1997-98). Writing up research. Retrieved August 20, 2002 from Languages and Educational Development at the Asian Institute of Technology’s Web page at http://www. languages. ait. ac. th/EL21OPEN. HTM Central Queensland University Library. (2000). The literature review. Retrieved July 22, 2003 from http://www. library. cqu. edu. au/litreviewpages/ Cuba, L. (2002). A short guide to writing about social science. New York: Addison-Wesley Publishers. Leibensperger, S. (2003). Setting the table: Encouraging collaborative environments with spatial arrangement in the writing center. Unpublished literature review. Northern Arizona University. (1999). Electronic textbook – A blast from the past: Your literature review. Retrieved May 30, 2002 from http://jan. ucc. nau. edu/~mid/edr720/class/literature/blast/reading21-1. html Taylor, D. , & Procter, M. (2001). The literature review: A few tips on conducting it. Retrieved June 17, 2002 from http://www. utoronto. ca/writing/litrev. html Trinder, L. (2002). Appendix. The literature review. Retrieved August 27, 2003 http://www. uea. ac. uk/~w071/teaching/ppf/Appendix%20Lit%20Review. pdf The University of Wisconsin-Madison Writing Center. (2001). Academic writing: Reviews of literature. Retrieved May 30, 2002 from http://www. wisc. edu/writing/Handbook/ReviewofLiterature. html *In traditional APA style, this section would be entitled â€Å"References† and would be listed on a separate page double-spaced. Due to space constraints in this packet, it has been formatted differently. Copyright 2003 by the Academic Center and the University of Houston-Victoria. Created 2003 by Candice Chovanec-Melzow. Email at tutor@uhv. edu University West, room 129 (361) 570-4288.

Photography basics for beginners college edition

Photography basics for beginners college edition Still Life Photography for Dummies You may have different ideas about technology influencing our lives, but there is one thing you wont be able to ignore: how social media visual imagery has changed. If you want to have a successful account, you have to learn the basics of photography. Even if you taking pictures of the breakfast you are having, it has to be perfect and shot according to the rules of the genre. So let introduce our very first amateur photography tutorial. Today we would like to focus on the still life photography that can set a ground for a great career or at least make your photos prettier. Common objects of still life photography:Plants; Fruits and veggies; Food and drinks; Bugs; Books and glasses; Tools and parts of equipment.So if you are wondering how to take a great shot for your social media account, or would like a course in photography but have no idea where to begin, these simple steps are for you: #1 Know your equipment If you are a young and enthusiastic photographer-to-be, you may know nothing about the cameras, lenses and lights equipment. Before you begin purchasing all the things people say you have to have, let us give you a simple advice:Rent a camera or borrow one from someone you know; Spend at least 4 hours trying to figure out some layouts. Hunting for a perfect shot of an ant or trying to catch the light passing through glasses.If you are not hating it by the time you finish, you may begin browsing the internet to purchase something. Try to avoid purchasing expensive equipment, as they are not something you can afford. #2 Find a beautiful background One of the secrets to success is to have a nice background that will help you create a smooth and stylish picture. Now many people find marble-looking or cement backgrounds. Usually, the cloth of pastel colors or some old newspapers can also do the trick. #3 Play with light If you are a beginner, you probably wont need expensive studio-like equipment. Very often, a light from the window is more than enough to take a good picture. If you are using the camera, try to use the flashlight from your phone to add some lights to the image. For every beginner struggling with photography, here is some general advice:Use a tripod. If you are going to use your phone or small camera, you may use lighter ones, that are cheaper; Avoid using glimmering, shiny and mirror objects. They are hard to use, difficult to use and almost impossible to balance the light; Make it clean, simple and not cluttered. Avoid using backgrounds with small patterns, stripes, dots.How to get started in photography? First of all, chose the primary object and place it the middle of the picture. Your composition should be centered around the main object. Learn some basic rules, including the golden ratio composition rule. Next, try to focus on the object in the picture and find the right spot to focus on. Generally, photographers try to focus on the point that closer to the lenses. Moreover, learn some basic terms and what the numbers on the lenses are. What will be the difference between 18-55 mm f3.5-5.6 and 105 mm f 1.8? This will help you set up your camera properly, find great optics and deal with the technical issues quickly. In order to master basic photography techniques, you will also have to learn the modes on your camera. Take your time to find the difference between manual, portrait and landscape modes; find out more about shutter speed, and exposure. Other photography basics for beginners include an understanding of the ways lights can be used, mastering everyday things to help you achieve creative effects and leveling the horizon. If you are planning to set up a blog, related to photography, you may well need to use your logo or some sort of watermark to use these images for your photography blogs ideas and posts.

Journal Essay Example | Topics and Well Written Essays - 250 words - 87

Journal - Essay Example I, for instance, can now choose fast and better clothes. This makes her like it very much and her face lights up with excitement. She is genuinely happy from her emotions and tells me that I have helped her a lot since she has an interview, the following day. I finish attending to her after one hour, to my big surprise. On looking at the clothes hanger, I notice so many clothes there. They all need to be returned, follow the correct order and I have to make sure that all their tags are checked. We already have 6 clients; so many to have at the same time. Another intern is still busy and that means I have to step in and assist in cleaning up. After finishing, I go to the donation center, where I find too many clothes heaped together like a mountain. I feel dizzy and notice too many stars swirling around my eyes. One intern works from 1pm to 5 pm. We are a total of 6 interns but after 3 pm we only have 2 interns. This is really too much work and my mind is running wild with several questions like how can I tag all of them? How can I organize them? How can I measure clothes? Etc. I take a deep breath and just relax. I feel that I hate clothes right now and I am having nightmares from clothes. My intern colleague told me once that I look like a tailor when I measure pants, men suits and thus soon I will be looking like a real professional. As I ponder where to begin, I get thinking that right now I am ok with just being a personal shopper working at a donation

Cymap Coursework Example | Topics and Well Written Essays - 2750 words

Cymap - Coursework Example It measures 8.5 metres going across (east-west) and is 2.5 metres going up and down (north-south). Room B60 is a rectangle, while Room B62 is a bit oddly-shaped. There is a space between the office and the wall of the S/W room of about 6 metres across and 3.5 metres up and down. There are (what can only be assumed to be) marks meaning doorways, in 4 areas of the building. The S/W room has no doorway out except through the backway. Similarly, Rooms B60, B62, and the Office only have one doorway out apiece. Both B60 and B62 have doorways at the back, while the Office doorway is on the side and leads to Room B62 where the fourth doorway is at the back of the building. This could prove to be logistically difficult if one needed to get into or out of any of the rooms but the one doorway in each room were blocked. This would most definitely be a fire hazard. III. Project Wizard Since the building floor plan has been designed, now the process of services design can begin. The Cymap project is going to be defined. Next, the different aspects (stages IV through VI) can be designed in their proper sequence. For our purposes, we are going to develop these stages independently, one after another. However, the same sequence will be followed. On small tasks, only one service might be needed. It is assumed that this project will use the floor plan as given, and one or more types of services. This is contained within the entirety of this single project—which can then be linked to the floor plan in Cymap. In order to start a new project, I went to File, and then clicked on â€Å"New† to open the â€Å"New Project Wizard.† This helped set up my floor plan, and helped define the geometry and profiles of the rooms in the project and provided me... This lab report shows what was designed in Cymap with a hand-drawn drawing what the author actually did when the author was going step-by-step through the automated computer program, which generated several of the necessary defaults. For most places where the author was asked to enter figures, the author usually went with what was the minimum limit because the author didn’t want to stress out the system or use all of my maximum limits with various figures—such as the cable lengths. Many of the figures were variable, but Cymap definitely made the process easier. The wiring program was used to define the inter-connectability of all the rooms, allowing the generation of a list of components required to complete the necessary installations. From the menu, the author selected â€Å"Electrical,† then selected Wiring 17th Edition, then opening the new Wiring file which the author used to incorporate the main incomer and the switchboard. The author selected the IEE BS767 1 Standard, because obviously the Wiring 16th Edition was old (the source used for this paper was actually too old, so the author made sure to choose the 17th Edition as demanded by the UK Wiring Regulations from 2008). When the General Information dialogue box appeared, in the General tab, the author added my own name, Abdullah, as a reference name for the file and selected BS7671_17th + ERA 2008.DBY as the cable database. The author also selected the CPD database. The author included a supply transformer. The author used a 5% impedance and selected an earth type the author thought was appropriate.

Entrepreneurship Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Entrepreneurship - Research Paper Example Social entrepreneurs do not leave everything up to the government; rather they try themselves to handle the problems in the most efficient manner. Social entrepreneurs not only solve social problems but also navigate social barriers to the communities (Light 123). They offer a wide range of ideas to the people living in any particular society in order to manage their social problems. â€Å"Social Entrepreneurs Identify and Solve Problems on a Large Scale† (Coggins). Social entrepreneurs commit themselves to change the direction of the society and want to implement their vision practically for the betterment of the society. â€Å"Social entrepreneurs seek to attain long-term social effects† (Cuizon). Some of the core activities of a social entrepreneur include creating and sustaining social values, helping the individuals find solution to their problems, continuously pursuing learning and innovation, and taking bold steps to tackle major social issues even with limited r esources. Social entrepreneurs can be defined by two elements, which include strategic focus on social impact and an innovative approach towards the mission (Nicholls). Tackling with the issue of teenage pregnancies is a real example of social entrepreneurship. It is because teenage pregnancies is a critical social issue these days which needs to be handled by the people living in any particular society instead of relying on the government to take considerable steps. Teenage pregnancies bring a number of negative consequences for the whole society in the form of low interest in marriages, poor health of newborn children, and less educated mothers. The common elements of social entrepreneurship reflected in the example of teenage pregnancies include advancing the social mission to provide safe sex education to the children, applying innovative process towards the mission, and taking considerable measures for advancing the social

Principles Of human Resources Management Essay Example for Free

Principles Of human Resources Management Essay INTRODUCTION The management of organization human resource to make them attain the organizational goals and work effectively towards contributing to the growth of the organization in contemporary times has taken a new dimension from the traditional way of personnel management. Human resource is considered as the most valuable resources in the organization; without which other resources cannot be coordinated and utilized to the optimal sue of the organization. The formation of effective relationship with workers and enabling a working environment where there is informal relationship goes a long way to motivating workers to performance. According to Farrazzi Gatti (2007), â€Å"†¦developing deep, genuine relationships- both internally among co-workers †¦is one of the most important skills need for performance in workplace† Thus, Human Resource Development (HRD) is a vital process used in contemporary times to make an organization Human resource inapt and adequately equipped to face the challenges of the time. According to Wilson (1999:27), â€Å"An alignment between strategy and training and development is now commonly regarded as a good business sense in all corners of the globe†. This is more adduced to the limited resources and finance to aid an organization in the attainment of its goal. Thus, HR development will go a long way in the organization to attain effectively set goals in the most efficient way. For Colours R Us (CRU) company to effectively get the best in its human resource management , the management of the organization need to put in place conducive working environment; one that would motivate workers to want to remain long in the organization. This is obtainable through formation of deep relationship among workers. Getting the right people at the right place is a function of human resource planning. Motivation of workers plays a significant role in maintaining and making the positioned ‘right people’ stay and build up a long career in an organization. IMPLEMENTING AN EFFECTIVE HRM IN CONTEMPORARY BUSINESS Effective Human Resource Management practices are recognises as to enhance an organisation’s competitive advantage by creating both cost leadership and differentiation. Today’s competitive global environment has made organisation maintaining a competitive advantage puts a premium on having a committed and competent workforce. Low-cost, high- quality products and services are a result of committed employees all working hard to produce the best products and provide the best services that they can at the lowest possible cost. Thus, it is important that the Human Resource Managers are made to get in touch and be included in the organisation’s strategic plan, since they have the wealth of experience in the motivation of the organisational workforce into putting their best in the attainment of the strategic goals of the organisation. Furthermore, the possession of information about human resource planning put the Human Resource Manager in a good position to partake in the strategic planning of the organisation. For example, with the available information on human resource planning, this along side with the organisation strategy would bring about the hiring of the best human resource that would be in a better position to efficiently meet the organisation’s goals. In this view, Sims (2002), has it that, As effective partners in helping organisations successfully achieve their goals, Human Resource Management managers need to have a clear understanding of exactly what are the organisation’s strategies, and then they must ensure that their own efforts are consistent with provide support for those strategies. To the extent that the Human Resource Management function is seen as a strategic partner and/or a centre of expertise, of course, its manager should also be actively involved in the formulation of corporate and business strategies as well as other functional strategies. A closer integration between top management goals and Human Resource Management practices helps to elicit and reward the types of behaviour necessary for achieving an organisation’s strategy. According to Matanmi (2001:7), â€Å"as a concept HRM has relatively recently, developed as a generic (i.e. broad, all-embracing), and yet specialised management field that particularly draws its strengths from such multi-disciplinary sources of knowledge that include (but) not exclusively restricted to) personnel management, organisation behaviour   (OB), industrial and labour relations, economics, law, psychology and sociology†. In the process of HRM, there is an increasing emphasis on the personal needs of the organisation and its members. Thus, how effectively an organisation’s employee contribute successfully to the attainment of the organisational goals depends to a larger extent upon the ability of its HRM staff. Hence, the challenges of the HRM are to create an organisational environment in which each employee can grow and develop to his or her fullest extent (Sims, 2002:4). Furthermore, Rowden (1999) have it that Human Resource Professional need to master global operating skills. They should learn to do business in non-native environments, with individual of different backgrounds and perspectives and with products and services used in different ways. Human Resource Professionals should also be masters of the business environment. They need to understand financial reports, business goals, and consumer and investor important. â€Å"Also they must have the business acumen necessary to understand and support the business function. This will make Human Resource Professionals and indispensable part of a team assigned the task of charting a business’s future†. (Hussey 1995). Thus, it is seen that for the Human Resource source professionals to actively partake in the strategic planning of an organisation they need to be vast with skills that cut across financial planning, critical visioning and thinking, analytical skill and be informed with the ever changing technological development and better utilisation of modern information technology packages. This will make them be equipped to put the organisation a head of its competitors. SITUATIONAL ANALYSIS OF COLOURS R US (CRU) HRM PROBLEMS The workers in Colours R Us (CRU) are not motivated enough to make their stay and build up a career in the organization. The working environment is not conducive; as workers find it difficult to meet their personal needs in the locality where CRU is located. These include restaurants services, baby day care services, security of workers who engages in night shifts. The necessary amenities are not there to aid the worker abide in their work and stay long in the company. Another major issue that is making CRU not to attract the best workers and to retain those it has is the level of remuneration available to the company’s staffers. However, CRU gives an average remuneration, the locality where the company operates from there is higher level of payment. The software companies and communication call centers are well positioned to pay more. This alone, would be an obstacle in motivating the right workers to want to be employed and build up a career with CRU. This is also a cause to make already employed workers in CRU to wanting to move out. Furthermore, the statistical number of workers in the organization shows that women are more than male permanent workers are. Women workers usually leave within short period of assuming their post as workers in the company. There is the problem of getting more workers to operate the company’s diversification operation in the production of ‘Magnificence in Miniature’ RECOMMENDATIONS FOR MANAGING THE COLOURS R US (CRU) HRM PROBLEMS As a Consultant with ‘Right People Right Place’, my recommendations for CRU Company, to solve its HRM problems, include the following: MOTIVATIONAL IMPROVEMENT FOR THE COMPANY’S HR CPU as an organization has not done very well in the motivations of its staffers. Though the company pays its staffers the average pay in the industry, the workers put in much time. Motivation would keep the staffers to contribute meaningfully in the organization and they will be interested and prepare to build up a lasting career with the company. Lindner (1998), argues, â€Å"Motivated employees are needed in our rapidly changing workplaces. Motivated employees help organizations survive. Motivated employees are more productive. Monetary incentive is not only the channel of motivating workers. The sense of belonging and appreciation of workers contribution to the organization goes a long way to motivating workers. To be effective, managers need to understand what motivates employees within the context of the roles they perform. Of all the functions a manager performs, motivating employees is arguably the most complex. This is due, in part, to the fact that what motivates employee changes constantly†. The CPU management should adapt different ways for motivating employees who serve long hours and permanent from short- term workers. Motivating short-term worker, this should be done differently from those workers who are overworked or who put in lengthy work performance in the organization (University of Chicago Newsletter for Supervisor and Managers, 2004). In motivating a short-term worker the management of CPU, need to adopt the following strategic approach: Reinforce the significance of short-term employees work by explaining their importance and how they contribute to the organization’s growth. Introduce short-term employees to the people who use their work to demonstrate the effect the quality of their work has on others. Counter assumptions that someone else will do the work if short-term employees do not come through. Discuss the role short-terms workers play in the CPU manufacturing and working process. They should be made to understand that their work is as important as that of other employees. The Management of CPU should demonstrate interest in their long-term plans for HRM for short –term workers. Plans should be devised to identify those areas where skilled short-term workers may have value elsewhere in the organization. The management should help short-term workers to identify other opportunities before their assignment in your department is over. On the other hand, to motivate those workers who have work lengthy period and over work for the organization, the CPU management can motivate this group by adopting a strategy that follows the sequence of: The CPU management should let the lengthy period and over worked employees know that the company value their stay in the organization and appreciate their contribution to the growth of the organization. They should be made to know they stand to be adequately rewarded. The management of CPU should display the quality of a team player by requesting from this category of workers what they require to made them comfortable and keep the work going. The management of CPU should provide a feedback to workers that put in lengthy work hours, stay, and make them fell appreciated for their contribution in the organization. ADOPTING A MUTUAL EXCHANGE MOTIVATIONAL STRATEGY Mutual exchange is another strategy the management of CPU can adopt in motivating their workers. Here, where a worker has accomplish an assigned task he or she should be given something in return based on   earlier promise made by the supervisor; this may come in form of   a day off, or early closure for the   day’s work etc. According the Moore (1991), the negative effect of this appraoch is that it is not the most effective approach for motivating   workers; as the workers and supervisor may not reach a balance on what should be exchanged for the accomplishment of an assigned task.   RECRUITING MORE MALE WORKER The management of CPU should engage in recruiting more males than females. The environment where the company is situated is not conducive for female worker to work adequately. There is absence of day care for nursing mothers and those women with little children; the vicinity is not safe enough for night female worker. Considering these facts, the male worker will do more to cope in the environment than their female counterparts will. STRATEGIC ALLIANCE FORMATION WITH OTHER INTENSIVE CARE AND FACILITY PROVIDING ORGANIZATION The major reason for the workers leaving the CPU Company within short period is adduced to the lack of amenities to contribute to workers convenience in working for the company. The locality where the company is situated lacks these basic amenities. The management of CPU can enter into strategic alliance by inviting and forming strategic partners with small organizations to provide basic services that the workers lack, such as children day-care services, security, inter-alia. REFERENCES Ferrazzi, Keith Gatti, Lisa (2007), â€Å"The Human Element of Successful Training† June Volume 61, 6c ABI/ INFORM Global P. 68 Hussey, D. (1995), â€Å"Human Resources: Strategic Audit† In International Review of Strategic Management Vol. 6 Pp 157-195. Lindner, James R. (1998), â€Å"Understanding Employee Motivation† in Journal of Extension. June 1998 Volume 36 Number 3 Matanmi, Segun (2001) Strategic Management of the Human Resources in Nigeria for the next Millennium: some notes   (unpublished article) Lagos State University. Moore, Dianne-Jo (1991), â€Å"7 Motivational Strategies Managers Motivation Of Workers† Modern Machine Shop http://findarticles.com/p/search?tb=artqt=%22Dianne-Jo+Moore%22 (2/11/06) Rowden, R.W (1999), â€Å"Potential Roles of the Human Resource Management Professional in the Strategic Planning Process† in SAM Advanced Management Journal. Vol. 64, Issue 3. Pp 22 Sims, Ronald R. (2002), Organisational Success Through Effective Human Resources Management West Port, CT: Quorum Books. Pp. 1-5, 8, 9, 20, 23. University of Chicago Newsletter for Supervisor and Managers’ (2004), â€Å"Strategies and Tactics Methods to Manage Your Work, Your Staff, and Your Results† Volume VI Issue 9 September http://hr.uchicago.edu/newsletter/itk20040901/toc.html (1/11/06). Wilson, John P. (1999), Human Resource Development: Learning and Training for Individuals and Organizations London: Kagan Page

Looking At The Child Protection System Social Work Essay

Looking At The Child Protection System Social Work Essay The literature looks previous and existing literature on how effective the local authorities are at promoting the needs of black African children and their families who are involved in the child protection system. In previous years there have been deaths of African children such Victoria Climbie and khyra Ishaq. There have also been deaths of other African children in Britain linked to witchcraft. A theme echoed by the majority of the literature is that if social work practice and policy is to prevent these tragedies there is need to understand and acknowledge different contexts of culture and diversity. The main theme is how to provide social work interventions and family support that are culturally sensitive and competent to both children and their families who are at risk of significant harm. There is need for social work professional to understand parenting practices in African families and protect children hence every child matters was implemented. The laming report (2009) set o ut challenges faced safeguarding children such as, training and workforce issues still need to be resolved and data systems need to be improved and there is still need improve knowledge and skills to understand children and their family circumstances. Also the laming report noted that despite the progress in inter-agency working there are still problems of day to day reality of working across organisational boundaries and culture, sharing information and lack of feedback when professionals raise concerns about a child. In this literature review I will be focusing on black African children and their families analysing their experiences of the child protection system that have come to live in united kingdom and how the children are protected in the child protection arena. I will be paying attention to key themes and debates in research, validity and generalisability of data, gaps in research and future implications to practice. I will be using the term black African throughout the review of literature; however I recognise that there are different races in Africa who share the same culture and beliefs. Literature search Material used for the literature reviewed varies; I included journals searched online, books from the library and articles from the internet and material published by the government. As I searched the online journals and books I discovered there was little material about my chosen topic and scarce research on the topic of the needs of black African children and child protection children. Most studies and literature focused on black and minority ethnics and mixed parentage children hence the proportion of black African children can be over-represented in these studies and the data cannot be generalised easily to the wider population. There is need for professionals to have knowledge about the identity and diversity of black African children and their families because Britain has seen an enormous growth of African people due globalisation and other environmental factors such as war, famine and work opportunities. However not all children from African families get involved in the child protection system. Review of the literature Research data and statistics on African black children are not constant and highlight mis-representations. According to the 2001 census the population of black African people was 0.8%. However, these statistics are from 2001 and the populations could have increased due to migration and the 2011 census will offer more up to date statistics. Also not everyone registers for the census especially black and minority people who are isolated and who do not have any immigration status might shy away from the census in fear of deportation. The department for education and skills (2006) estimated the number of African children in need to be 8000 in 2005. this accounted for 3% of the overall total- an over-representation compared with the 2001 census in which African children made up 1.4% of the population. Research highlights the over-representation of the African children and their families involved in the child protection system for example, data of African children is combined with afro-Car ibbean children and ethnic minority children- statistical data from British children represented 5% of the children on the child protection register in 2005, but census data 2001, black or black children made up 3% of the total population (national statistics, 2003). Research data continues to indicate that black communities are disproportionately represented across social welfare statistics (graham, 2006; barn et al 1997). Britain has experienced a massive increase in population due to people coming into Britain for better lifestyles, escaping war, famine, torture and looking for better job opportunities. Britain has experience a rise in the number of people claiming asylum and some of them are unaccompanied asylum seeking children. When looking at experiences of black African children and their families and how to offer them appropriate intervention it is important to acknowledge diversity in terms of religion, culture, language and beliefs (Bernard and gupta 2008; gibbs and huang 2003; robinson 2007). Research has shown that black families black African communities and ethnic communities are likely to live in poverty. There is well documented literature on social exclusion and poverty experienced by black African children which also is inclined to impact on the parenting abilities of parents. Also looking at histories and backgrounds of black African families is which add to poverty is also highlighted in research, (Bernard and gupta 2008; gibbs and huang 2003; robinson 2007). Research has shown some of the factors that affect African children and their families such as private fostering and asylum seeking, HIV/AIDS, poverty- highlighting grief, loss and separation, (Bernard and gupta 2008). Review of the research suggest that black African children are almost twice as likely to be looked after, however some of these children will be accommodated under section 20 of the children act 1989 due to being unaccompanied asylum seeking children (Bernard and gupta 2008; robinson 2007; barn 1993). Jones 2001, highlights the conflict between the children act 1989 and immigration legislation and policy and Jones argues that social work profession singularly failed to provide critical scrutiny on the status and relationship of immigration and child care law and the erosion of childrens rights. The number of refugee children arriving in uk is arising annually and the vulnerability of refugee children has legal, emotional and practical aspects (woodcock, 2003; chase, 2009). There is substantial evidence to indicate that many refugee children and young people from different cultures manifest symptoms of post-traumatic stress disorder (PTSD) and other mental health problems (Hodes, 2000 , 2002; Ehntholt and Yule, 2006; Dyregrov and Yule, 2006).Research on social work with unaccompanied children is limited (kohli and mather 2003). Research also states that there is risk of alienating black children in care by not meeting their emotional and psychological needs due to no contact with community with same culture, family and lack of black workers (bran et al 1997 pg 9). However, available research data paint a complex and contradictory picture and data is combined with other minority ethnic children Analysis of literature draws attention to that the way black African families parent their children and their daily lives had been neglected in many studies in child welfare literature and there is little empirical evidence especially about African parenting in Britain (Bernard, 2002 graham 2006). Research has looked at cultural values and how they influence parenting in African families involved with the child protection system (brophy et al 2003). Literature highlights that there is need to look at kin-ship and extended families. Family structures have been changed due to globalisation, war and other social factors. There is few research data on impact of culture, gender ideology, socio-economic status and religious belief influencing parenting and also notions of what constitutes harmful behaviour. The few data that exist states that; cultural practices appear to play some part in African children being involved in the child protection system, (mama 2004). Barn et al 2006 challeng e popular myth and stereotype that some cultural groups have more punitive punishment practices. They found no significant differences between ethnic groups with regard to physical punishment of children-thoburn et al 2005 pg 83 agree. Nobes and smith 1997s study of physical punishment by parents found physical punishment was universal in the 99 two parent families and Thompson et al 2002 found that 67 mothers in new forest are of England reported diverse behaviour management tactics and mothers who used physical punishment reported less behavioural problems in their children than mothers used reasoning. This supports the challenge the stereotypes that cultural groups have more punitive punishment practices because the majority of the above studies involved parenting by white culture in the United Kingdom. Studies on parenting by other black and ethnic cultures are scarce and there is need for research. A growing body of literature emphasises the importance of appreciating the socia l contexts of parenting and lived experiences of African children for making sense of child maltreatment (Holland 2004, Robinson 2007). Black perspective is based on the notion of common experiences that black people in Britain share and it is critical of oppressive research paradigm and theoretical formulations that have a potential oppressive effect on black people, (Robinson 2007). An understanding of black frame of reference will enable social work professionals to come up with more accurate and comprehensive assessments of African black children involved with the child protection system, (Robinson 2007). Ecological perspective is important in analysis of impacts of poverty, discrimination, immigration and social isolation on black and minority children (gibbons and huang 2003 pg 3). However there is the danger of over-generalisation and stereotyping because individual members of a culture may vary greatly from the pattern that is typical within that culture (Robinson 1998) Research argues that postmodern theories have gained a strong foothold in the profession of social work (pease and fook 1999; learnard 1997). However Their tenets have been strongly contested by those demanding a more complex understanding of identity, i.e., one that links the personal with the structural or collective elements of human existence alongside the individual ones (Dominelli 2002; graham 2002) and those drawing on the idea that what holds people together are what they share in common or their sameness (Badiou 2001). The lack of appropriate preventative suppoirt servives and lack of understanding of cultural of black families often result in social work operating against the interests of black children (barn 1993, graham 2002) Anti-discriminatory perspectives and incorporation of knowledge from service users Social workers contribute to the perpetuation of oppression through their practice by directly or indirectly engaging in structural oppression its institutional and cultural forms that are integral elements in the ways in which social relations in a globalising world have been organised, (dominelli 2007). Key to eliminating structural forms of racism is that of addressing the issue of binary dyads that reaffirm racist dynamics rather than challenging them. Nonetheless, resistance to its perpetuation is evident in many of the responses by service users and practitioners. Social work educators and practitioners have much more to contribute to the elimination of oppression. (dominelli 2007). Social work has operated within a problem oriented framework which is characterised by deficit and dysfunctional theories of black families (Robinson 2008). Dominelli (1992) argues that black children and families are over-represented in the controlling aspects of social work and under-represented in the welfare aspects of social work. Problems with communication and working in partnership have been highlighted in literature. Fifty-four young people participated in the research. Chase, 2009 study-The majority (80 per cent) of participants were identified through a single London local Authority, Young people often described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services: Hellen, from Ethiopia, said: Sometimes they dont understand you when you are sad. They keep asking you questions. It makes me angry, it makes me want to shout. It makes me remember all the bad things and they dont understand that. If they ask me (questions) I will suffer for months. The positioning of social workers within the asylum system is a difficult one to negotiate. They are expected to apply social care principles such as the best interests of the child, yet work within very clear organisational boundaries and regulatory codes-frequently dictated by resource and funding limitations. The Climbie inquiry (laming 2003) highlights the challenges faced by local authorities when developing information-sharing indexes for keeping insight of the children who are on the margins of society and whose lives are characterised by transitions. Literature highlights some of the challenges for social work assessing and making decisions about African children and families whose cultures differ from the majority white population (brophy et al 2003, laming 2003) The fear of being seen as a racist combined with cultural stereotypes can lead to a failure to make judgements and intervene appropriately regarding practices that are harmful (burman et al 2004 study) Whilst their views should form part of policy related discussions on current topics, respect for childrens rights may still be lacking. Meanwhile, such notions challenge us to take children seriously and to appreciate their contribution to social reproduction and change (Aubrey and Dahl 2006). Lots of research appear to focus on empowerment through cultural knowledge inviting new thinking about the challenges faced by black communities Relevance to policy and practice The complex social circumstance experiences by many African families pose challenges for parents, children and social work professionals working to safeguard and promote childrens welfare The framework for assessment of children in need and their families (DoH, 2000) based on the ecological approach places a requirement on workers to consider families histories and social circumstances and literature of anti-oppressive practice stresses the importance if consideration being paid to power relationships (dlrybple and burke 1995). There must be some understanding of the links between peoples personal experience of pressing and structural reality if inequality pg 123 In order to safeguard and promote welfare of African children acknowledgement of sources of discrimination and oppression, a commitment to human rights and social justice must be met. Through developing effective relationships with African children and families can professionals begin to understand their individual, emotional as well as practical needs. Global mobility and consequent changing nature of communities require local authorities to be proactive in gathering information and developing services including interpretation services that are responsive to the needs of African and minority ethnic families. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (dominelli 1997, chand 2000). Either way appropriate intervention is not pr ovided for black and ethnic minority children. The quality of services in black communities is a focus for debate and raises important issues about the lack of policy initiatives based upon needs and aspirations of local communities (graham 2002) Subjecting cultural practices to scrutiny is a necessary party of the assessment process of professionals are to achieve better outcomes for children. A balance must be struck between sensitively challenging claims that certain types of behaviour are the norm in African families whilst at the same time not losing sight of childrens welfare needs. By drawing on strengths perspective professionals can illuminate how parents draw on cultures a s a resource to parents in circumstance of adversity whilst not excusing behaviour that is harmful to children. The issue of punishment is one of the most controversial areas relating to black families, child abuse and social work (chand 2000 pg 72) Conclusion This review has highlighted that multiple social, environmental and parental factors interact in complex ways to bring black African children into the child protection arena. Thus, making professional judgments regarding thresholds of concern for African children poses a major set of challenges and, ultimately, practitioners need the skills, knowledge and conceptual tools to distinguish between the styles of parenting that differ from those of the majority culture, but which are not necessarily harmful, and parents who seek to justify abusive and neglectful behaviour by drawing on cultural explanations to justify their actions.