Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time. †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster. Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.

Cadbury Report Essay

Introduction Initial corporate governance developments in the UK began in the late 1980s and early 1990s in the wake of corporate scandals. Cadbury Report (1992) defines ‘Corporate Governance as An Act of governing by the board of Directors†. Financial reporting irregularities led to the establishment of the ‘Financial Aspects of Corporate Governance Committee’ led by Sir Adrian Cadbury. The resulting Cadbury Report published in 1992 outlined a number of recommendations around the separation of the role of an organisation’s chief executive and chairman, balanced composition of the board, selection processes for non-executive directors, transparency of financial reporting and the need for good internal controls. The Cadbury Report included what is termed as â€Å"The Code of Best Practice† and its recommendations were incorporated into the Listing Rules of the London Stock Exchange. The Code was initially directed to the board of directors of all listed companies registered in the UK, but it is was not limited to only the listed companies as it also encouraged many other companies as possible to aim at meeting their requirements. Bringing greater clarity to the respective responsibilities of directors, shareholders and auditors will also strengthen trust in the corporate system. Companies whose standards of corporate governance are high are the more likely to gain the confidence of investors and support for the development of their businesses. According to Cadbury Report (1992) By Law, all directors are responsible for the stewardship of the company’s assets. Conclusion and Recommendations The Cadbury Report was followed by three more major reports: Greenbury (1995), Hampel (1998) and Turnbull (1999). The Greenbury Report responded to the concerns about the level of executive pay rises, especially in the privatised utilities. The Hampel Report reviewed the progress of companies in responding to the Cadbury and Greenbury Reports and made some suggestions for improvement. The Turnbull Report addressed the important issue of how to implement best practice systems of internal control. The Report had set a deadline of 30 June 1993 for the beginning of reporting compliance with the Code. By this time 54 out of 66 reporting FTSE100 companies had complied  with the reporting requirement. The percentage of companies with combined CEO and Chairman of the board had declined from 25% to 15%. Within a year the percentage of FTSE350 companies with remuneration and audit committees had doubled and the percentage with nomination committees was rising. The result of all this activiti es is that UK corporate governance ranks as the most open and transparent system of any in the leading industrialised countries. The UK is now ranked ahead of the US in terms of the quality of the environment facing investors on the basis of the governance practices of the firms they are most likely to invest in. Compliance with the Code of best Practise was not enforced and it was not mandatory many firms subjected. Many firms conformed because they did not want to fall victim to the destructive consequences resulting from the disregard of corporate governance. References Cadbury, A. (2002). Corporate Governance and Chairmanship: A Personal View. New York, Oxford University Press Cadbury, A. (1990) .The Company Director, London: Director Books. Cadbury, A. (2000).‘The Corporate Governance Agenda’, Corporate Governance, Vol.8 (1), pp.7-15.

How did Bobbie Ann Mason`s upbringing in the rural south influence her writing of Shiloh Essay

Bobbie Ann Mason is considered as one of the great American writers from the South. Her personal background as a Southerner influenced and set a backdrop for most of her fiction stories. From a small country girl who used to read Bobbsey Twins and the Nancy Drew mysteries, Bobbie Ann Mason has become one of the America’s leading fiction writers. In 1980 The New Yorker published her first story. â€Å"It took me a long time to discover my material,† she says. â€Å"It wasn’t a matter of developing writing skills; it was a matter of knowing how to see things. And it took me a very long time to grow up. I’d been writing for a long time, but was never able to see what there was to write about. I always aspired to things away from home, so it took me a long time to look back at home and realize that that’s where the center of my thought was† (Bobbie Ann Mason’s Homepage). This discourse will try to map out the journey that Bobbie Ann Mason has taken from being just a country girl to being one of America’s leading fiction writers as well as how her upbringing has been manifested in her writings, especially â€Å"Shiloh†. Bobbie Ann Mason was born in 1940 in a small town in Mayfield, Kentucky. Growing up in her parents’ dairy farm, she spent most of her childhood days in the typical rural Southern setting and experiencing the Southern way of upbringing. (â€Å"Bobbie Ann Mason,† Wikipedia) The first nine (9) years of her educational life were spent in a rural school. Shortly thereafter Bobbie Ann Mason attended a â€Å"city† school where she stayed until her graduation. It was here where she first experienced living in the city and experiencing the hustle and bustle that was absent from the rural setting that she was accustomed to in Kentucky (Webber). It was her love for literature that prompted her to pursue a degree in journalism from the University of Kentucky and eventually attain a Ph. D. in English from the University of Connecticut. (â€Å"Bobbie Ann Mason,† Wikipedia) This seeming â€Å"duality† of her background, growing up in the Southern Setting and highly educated in a metropolitan setting, is reflected within most of her written works (Hunt). Rothstein describes Mason’s style as a combination of her â€Å"intellectual sophistication† (after all, she had a doctorate degree) and â€Å"the sense of isolated, yearning existence of her rural characters [is] one she has never quite shed herself. † The influence of growing up in the South is clearly shown in most of her characters in her stories yet the theme and feel of the story reveals her intellect and cosmopolitan views as well. A perfect example of how Mason reveals this â€Å"duality† is in Shiloh. In Shiloh, Mason shows this through the challenges that the characters undergo; some of these changes that the characters in experience deal with the nature of human life, the changes brought on by death, the issues on disease and aging; but these changes are not so common, nor as troublesome, in Mason’s stories as the changes brought on by a changing society. These changes, as Edwin T. Arnold correctly observes, are brought about by the fact that the present â€Å"has effectively displaced, transformed, and cheapened the traditional,† and Mason’s characters are depicted as they lose their strengths and beliefs and find nothing substantial to replace them (136) Bobbie Ann Mason’s writings are mostly set in the South. Her version is more realistic and not romanticized; unlike the works of Faulkner or O’Connor (Hunt), she depicts small-town rural Southern living, using dialogue and settings characteristic of the South (Hunt). However, â€Å"southern history and all it represents seems irrelevant to her characters’ lives† (Fine 87). Bobbie Ann Mason occasionally reveals her talent and wit by being able to focus more on her characters and their sense of isolation and their want for something more from their lives and draw the reader towards the characters and make them empathize with the characters. These characters are not simply depicted as typical Southerners, but rather as people â€Å"who are trying desperately to get into the society rather than out of it† (Reed 60). Mason shows the Southern Influence by creating believable characters that are caught in the transition between the old, pastoral, rural world of farms and close-knit communities and the modern, anonymous, suburban world of shopping malls and fast-food restaurants (Shiloh: Themes). In â€Å"Shiloh,† for example, Leroy did not notice the change in his hometown while he was on the road as a trucker. However, now that Leroy has come home to stay, â€Å"he notices how much the town has changed. Subdivisions are spreading across western Kentucky like an oil slick. † Change, a theme often used by Mason in her works, shows just how much Mason is influenced by her upbringing and also reveals how she laments over how people are slow to realize the changes in southern society. In this story, it takes a traumatic event of some kind to make the characters see that the land has changed or that they no longer know who they are. In Leroy’s case, it is his accident and injury in his rig that make him see that the land has changed, that Norma Jean has changed, and that â€Å"in all the years he was on the road he never took time to examine anything. He was always flying past scenery† (2). Several of Mason’s characters react to the changes in their lives by trying, at least momentarily, to go back. Leroy thinks that he can hold onto his wife if he can go back to a simpler time. He decides to accomplish this by building her a log cabin for which he goes so far as to order the blueprints and to build a miniature out of Lincoln Logs. Mabel, Leroy’s mother-in-law, is convinced that if Leroy and Norma Jean will go to Shiloh where she and her husband went on their honeymoon, they can somehow begin their fifteen-year-old marriage anew. So does Leroy. He says to Norma, â€Å"You and me could start all over again. Right back at the beginning† (15). It is ironic, fitting, and symbolic that it is at Shiloh that Norma tells him she wants to leave him. By story’s end, Leroy knows that he cannot go back as â€Å"it occurs to him that building a house of logs is . . . empty — too simple. . . . Now he sees that building a log house is the dumbest idea he could have had. . . . It was a crazy idea† (16). He realizes that â€Å"the real inner workings of a marriage, like most of history, have escaped him† (16). The female characters that Mason brings to life are what set her stories apart from the usual literature which depicts Southern women; their dreams, goals, and their want for progress significantly differs from those of the traditional Southern belle characters such as Scarlett O’Hara and Adie (Hunt). The female characters of Mason embrace change and are not afraid of it (Kincaid 582). This seemingly feminist theme reflects the change in social relationships between men and women; how evolving and rapidly shifting gender roles affect the lives of simple people. Mason also shows how some of her women try to forge new identities in the wake of shifting gender roles and how their efforts often include a blatant shrinking of traditionally feminine behaviors or characteristics; sometimes they seem almost completely to be trading roles with the men in their lives. And since change often causes uncertainty and instability, another aspect is the way these women find some solid ground through connections with other women (Bucher). â€Å"Shiloh† is a story that â€Å"symbolizes the modern woman striving to find her identity† (Cooke 196). In this short story, Bobbie Ann Mason masterfully portrays the lead female character, Norma Jean, as one such woman; strong, determined and confused in a search for her identity. Mason is able to show this to the reader through the acts of Norma Jean as she tries to improve her physical appearance by â€Å"working on her pectorals† (Mason 271), enrolls in a â€Å"variety of classes, from weightlifting to cooking exotic foods to English composition in an attempt to become a new woman† (Thompson 3). These actions of Norma Jean actions reveal more of a strong desire for inner personal transformation, much more than anything else. However, Mason also recognizes that abrupt change in one’s personality has its own dangers (Hunt), as illustrated by Norma Jean and Leroy’s relationship. Norma Jean and Leroy’s relationship is a perfect example of the dangers of an abrupt change as it shows a marriage with serious problem and the effect that change has on it. Leroy and Norma Jean Moffitt, are working-class people living in the modern South, and thus they bring into their marriage all sorts of unspoken expectations of who they should be, which often contrast violently with who they are – even more so with who they are becoming (Bucher). When in a twist of fate, Leroy loses the use of his leg, Norma Jean suddenly assumes the role of being the man in the family and this leads to problems. It is this sort of change that is not only abrupt but also drastic which Mason shows in Shiloh that reveals her Southern influence. She emphasizes the changing role of women in society by using the Southern setting as a backdrop. Mason is a lover of rock and roll music. This passion and preference for rock music and pop culture are frequently reflected throughout her stories as well (Webber). â€Å"Writing is my version of rock-and-roll,† Rothstein quotes her (Webber). This is aptly shown in â€Å"Shiloh,† where the main characters themselves are named after Elvis Presley and Marilyn Monroe, popular icons of the rock and roll scene and pop culture in the early 1950s. All in all, it can be said that Bobbie Ann Mason’s personal background shows a very consistent influence in the fiction stories that she writes and provides a deeper and different perspective about living in a Southern setting and rural life in general. â€Å"In the country in Kentucky, people are just amazed that anybody in New York wants to read about their lives† (Rothstein). With fiction stories of Bobbie Ann Mason, however, it is not surprising that people will want to read more about Kentucky or the Southern locales of the United States, for that matter, for her stories speak of the universal human experiences that transcend physical and cultural boundaries which people can identify with. WORKS CITED: Arnold, Edwin J. â€Å"Falling Apart and Staying Together. † Appalachian Journal (1985): 135-141Aycock-Simpson, Judy. Bobbie Ann Mason’s Portrayal of Modern Western Kentucky Border States: Journal of the Kentucky-Tennessee American Studies Association, No. 7 (1989) â€Å"Bobbie Ann Mason. † Wikipedia: Free Encyclopedia. August 30, 2006. November 11, 2006 â€Å"Bobbie Ann Mason. † Bobbie Ann Mason’s Homepage. September 17, 2005. November 24, 2006 â€Å"Shiloh: Themes. † Short Stories for Students. Ed. Marie Rose Napierkowski. Vol. 3. Detroit: Gale, 1998. eNotes. com. January 2006. 24 November 2006. Bucher, Tina. â€Å"Changing Roles and Finding Stability: Women in Bobbie Ann Mason’s Shiloh and Other Stories† Border States: Journal of the Kentucky-Tennessee American Studies Association, No. 8 (1991) Cooke, Stewart J. â€Å"Mason’s ‘Shiloh. ‘† The Explicator 51 (1993): 196-197. Fine, Laura. â€Å"Going Nowhere Slow: The Post-South World of Bobbie Ann Mason. † The Southern Literary Journal 32 (1999). Hunt, Kristina. â€Å"Mason’s Transformation of the South. † October 27, 2000. November 11, 2006.

Write a paragraph for each questions using your own word Essay - 5

Write a paragraph for each questions using your own word - Essay Example This implies that the existence of nature is proof enough of the existence of God. And since every human on this planet is exposed to nature it can only be the mind’s irrationality that can deny such an existence. The answer to why God does not protect us from evil lies in the concept of the purpose of this universe’s creation. Surely, evil exists. But this universe and this life as we know it is a test. If God were to use us as puppets making us do whatever He wants us to do, there would have been no reason behind the universe’s creation, again referring to the teleological argument; even human artifacts have a purpose (Palley 325). And there is no point of testing your own puppet. And we should protect our children from evil because we are not ‘perfect’. A ‘perfect’ being will do the job completely leaving no room for any evil to enter. But, we in all our imperfection can only try. We can’t turn our children into puppets even if we intend to. Not everything is black and white. And so in this question too we see shades of grey. Their views can be considered atheistic because of the insignificance with which they consider this phenomenon. But, it is the way of expression that they are talking about and not the existence of God. So it can be concluded that these thinkers are merely atheistic in their concept of expression. Palley, William. Natural Theology; or, Evidences of the Existence and Attributes of the Deity. 12th. Philadelphia: Philadelphia : Printed for John Morgan, No. 51, South Second-Street by H. Maxwell, no. 25, North Second-Street,

Introduction of Management Essay Example | Topics and Well Written Essays - 2000 words

Introduction of Management - Essay Example He has to understand the team and be a transformational leader himself. He also has to modify his own behaviour incorporating the behavioural theory in his leadership style. He also has to use transactional style of leadership to reward and punish the employees appropriately. Also, he has to keep in mind that these employees have been working in this firm for a long time and have good relations with the owner which could work negatively for him. In the last section of the report it is illustrated how power can influence leadership. The right kind of power has to be given to the right person so that leadership can be healthy and meaningful. If powers are wrongly distributed or used then it would hamper leadership instead of helping it. The right kind of leadership is essential for productivity of the firm. The employees cannot work appropriately in an environment where the leadership is sloppy. The employees need direction and goals and someone who binds them together making them into a team. This can only be done by a good leader who has leadership qualities and who knows just how to distribute powers and motivates the employees. Any imbalance in the above would cause misuse of powers by the employees and the leader himself which would inturn produce dissatisfaction among the employees affecting the production directly (Torbert 2004). The main problem of leadership in this situation is the lack of leadership qualities in the leader. He lacked the competencies of a good leader. This is the reason why the employees were unable to work in a team. He was not able to make them work together. Instead they became divided into two broad groups and worked on their own with no one to monitor their work and productivity, the previous supervisor was not bothered and concerned as he himself was not motivated about the productivity and deadlines of work (Coleman, 2004, pp. 297-319). According to Howell

Ketchikan, Alaska Essay Example | Topics and Well Written Essays - 500 words

Ketchikan, Alaska - Essay Example This however drew attention to the enormous wood reserves and in 1954; one of the biggest pulp mills in the world was established. This too was closed down as a result of obsolete equipments and severe environmental regulations. (Thompson, 2008). The city is a home to a large number of different tribes and communities and hence presents a very wide and diverse culture. Many different tribes that have origins ranging from Indian to American live in this area. The famous tribes of Ketchikan are: Inupiat, Yupik, Aleut, Inuit, Tlingit, Haida, Tsimshian and Eyak. Akin to the various tribes, there are a range of religions prevalent in the area but the most widely practiced are Christianity and Buddhism. There are a number of churches in the city like St John’s Church on the mission street and the First Lutheran Church on the Tongass avenue. These religions have made an impact on the life of the people of Ketchikan as well as the whole region of Alaska. Different Institutions like sc hools, colleges as well as churches reflect the ideologies of these different religions spread throughout the state. (Ketchikan, Alaska) The city contains plenty of historical sites and museums that attract the visitors.

Legal environment of business W 1 Essay Example | Topics and Well Written Essays - 500 words

Legal environment of business W 1 - Essay Example According to Swendiman (2012), the health care reform is one of such interventions that came at the national level that has really been instrumental in addressing most of the concerns of citizens on health in areas such as coverage, accessibility, cost, accountability and quality of health care. The debate however continues as to the inadequacy of this provision, giving rise to suggestions for a U.S. constitutional right to have access to all forms of healthcare. There may be several arguments against this position but the argument for having a U.S. constitutional right to have access to all forms f healthcare is greatly supported in this instance. Firstly, it would be noted that as part of the explicit rights spelt out in the constitution, there is no direct mention of the word â€Å"health† or â€Å"medical care† as noted by Swendimen (2012). However, Public Health America (2013) debates that the constitution is more of an implied document rather than a contextual one. By implication, aspects of the constitution may be debated in accordance with others. For example, to ensure the human rights to life, one could imply that a person ought to have all conditions that make the provision of factors that protect life available. Meanwhile, the health of a person is an important determinant that cannot be overlooked when mention is made of protection of life. From this perspective, it would be argued that have a U.S. constitutional r ight to have access to all forms of healthcare would help in realizing the implied constitutional provision on right to life. Again, Stuart and Showalter (2011) noted that even though the healthcare reform has solved most of the health needs of citizens, studies from different sources actually indicate that people continue to have limitations to excellent healthcare because of the numerous limitations with access to certain forms of healthcare. This means

IHRM(international human resource management) Essay

IHRM(international human resource management) - Essay Example The following sections will deliberate on Volvo’s strategies of maintaining competitive advantage in the Curitiba market. Resources and capabilities that Volvo can obtain from Curitiba It is apparent that for any organisation to develop and maintain competitive advantage, just like Aaker and McLoughlin 2007 stipulated, some concepts of working towards attaining organisation’s goals should be articulated upon. Curitiba, being a region of congested traffic, has been a potential market for Volvo. This is arguably true because, as contingency theory stipulates, the environment in which an organisation operates involves articulation of factors such as size and technology among many other factors (Hooley, Piercy and Nicoulaud 2008). In this regard, it is evident that Volvo has strategized on gaining competitive advantage in the Curitiba market. The fact that Curitiba is traffic congested makes it a strategic market for Curitiba to operate in. in essence, Volvo specialises on providing the buses for public transport. Analytically, this is in line with strategically operating in an environment that can provide market for its automobiles. Basically, the primary goal of any organisation is to enter into a market that has demand for its products, thus offering an opportunity to make profits (Martin 2013). Nevertheless, it is indispensable of the management of organisations to apply principles of leadership and management in order to make the right decisions when entering new markets. In another dimension, Volvo must have considered the issue of corporate social responsibility. In any metropolitan area, organisations should focus on applying both economic and corporate social responsibilities in order to be successful. For example, before entering into the Curitiba market, Volvo was aware of the need to formulate a strategy that would bring growth in this region. For example, in the process of providing buses for public transport, Volvo has simultaneously cre ated jobs for many residents in the city. The CSR issues involve bringing in social and responsibility factors into action (Piercy 2009). When people get jobs through Volvo’s involvement in the public transport, their lives get uplifted, thus bringing the overall growth of the city. In addition, Volvo has been able to create its own organisational culture, through which its competitive advantage has been developed and maintained in Curitiba. Volvo’s organisational culture has been a reflection of its vision statement. However, organisation’s culture is developed strategically by its leaders and managers. It is the reflection of what the leaders and managers believes in and work towards realising their goals (Ranchhod and Gurau 2007). In order for Volvo to have managed to capture the Curitiba market, it is apparent that the management has developed a culture that keeps the company growing and surviving in a highly competitive market. For this to happen, the leade rship of the organisation should be well conversant with how to both manage the workforce and focus on customer satisfaction. Studies have document that forms that empowers their employees through various employees wellness and reward programs tend to have a smooth organisational culture development. Therefore, the human resource department must have a grasp of how it can motivate its employees in order to deliver top results. In regard to Volvo’s case, its workforce could be termed as proficient

Analiza Web-sites, blogs, pod cast, videos, articles, and powe points Essay

Analiza Web-sites, blogs, pod cast, videos, articles, and powe points - Essay Example He had short summaries of each of his books on a separate page so that the reader could examine only one book at a time. This page was all about the fantasy world that Silverstein has created. In contract to Silverstein’s site, Charlotte’s Library was boring. It is written by a woman who is an archeologist and she reviews fantasy books for children. The website itself does not really do much for fantasy except give someone who is looking for fantasy books an idea of some that may be good to read. The website is very structured and it seemed more geared towards adults who were looking for good books for their children or teenagers. This was disappointing in a way because the reviews were written more for parents than they were for children. Unfortunately, I would say that this website would not be one that I would send anyone to because it did not really make me want to read the reviews. Another site that is similar to Charlotte’s Library is the Annotated List of Children’s Poetry Books. This is a great site that has annotations about the books that makes a reader want to check them out from their local library and read them. This is an opportunity to see how well the author of the site, Wendy E. Betts, liked the books. Her annotations are intriguing and some of them leave you hanging for more.

Anzia yezierska struggle for independence in the new world and her Research Paper

Anzia yezierska struggle for independence in the new world and her strategy on being successful - Research Paper Example She struggles to rise out of the poverty of the New York City ghetto, to have cleanliness and space for herself. She also struggles with the desire for secular education, while continuing to respect her father's strict religion. Most importantly, Sara is struggling to be able to make her own choices. She desires independence and free-will and she is willing to work hard to achieve it. The novel's ending is controversial, though Sara does get the happily-ever-after ending the American dream promises to all immigrants. The youngest of nine children in a devoutly Jewish family, Anzia Yezierska was born in the Russian-Polish village Plinsk, near Warsaw, between 1880 and 1885. The exact date of her birth is unknown and Yezierska, herself, was constantly lying about her age to further convolute the biography. Her family immigrated to the United States in the early 1890's, joining an older brother who had moved several years earlier. Yezierska was given the name Harriet Mayer by her new gov ernment, though she went by Hattie at first and then reassumed Anzia in her late twenties. Her family moved to the Lower East Side of Manhattan, a largely Jewish ghetto, where Yezierska would later find inspiration in the crowded, bustling Hester Street for her writing. The crowded tenement her family lived in, as well as all the unfortunate idiosyncrasies of living in such close proximity to your family members and your neighbors is reproduced in Bread Givers as well as her other novels. Yezierska's writing, as well as her struggle for independence, personal space, cleanliness, education and financial security come from this period of her life (Horowitz). Yezierska's father, Baruch, also reproduced in Bread Givers, was a talmudic scholar and valued the study of sacred books over any work that would financially support his family. The task of bread-winning fell on Yezierska's mother and subsequently, their nine children as soon as they were able. Extreme poverty, coupled with the fa ct that their religion does not respect the educational aspirations of women, caused Yezierska to attend elementary school for only two years. She finally moved into the Clara De Hirsch Home for Working Girls, determined to gain her independence. Choosing education as the route away from her parents and their old world beliefs, Yezierska forged a high school diploma and was admitted to Columbia University's Teachers College and given a scholarship. Yezierska was said to have wanted to become a â€Å"domestic science teacher to help better her people,† though she only taught elementary school for five years before turning to fiction as a career. Her determination to acquire an education and carve her own way in her new country is evident in every phase of her life. By placing her desire for education above everything else she was able to earn a living for herself and earn a good reputation in her community. (Horowitz). In the novel, Bread Givers, Sara Smolinsky struggles with many of the same issues as Yezierska. The tenement the Smolinsky family lives in on Hester Street is incredibly crowded and cleanliness is something often strived for, though never fully achieved. They're so poor that when Mother comes home to find ten-year-old Sara peeling potatoes for dinner, with all the weight of the families hardships upon her young shoulders, she reprimands her wastefulness. â€Å"

Why Our Troops Battle Essay Example for Free

Why Our Troops Battle Essay Along the span of time and history, there are several reasons why certain countries would commence a war against another. Scholars would often state it as an alter ego principle, which is possessed naturally by any form of government, given of course the real disposition of any individual. Even until today, there exists a raging war between the United States of America and Iraq (Price, 2003). Thus, unlike before where power and supremacy has been the explicit reason, the contemporary society caters mysterious facts on why one country would want to conquer another. 9/11, global warming, Kyoto Protocol, biological weapons—these are just a few examples of the events that shook the world, and apparently started the 21st century warm. However, a blunt question sprouts in the schema of such activity, when will the war end? What are they fighting for? Every individual is astonished. Dredged in a coat of defining the events during the nineteenth century, Michael Perman, world-renowned political historian who has made numerous books establishing the twists and the turns which took place during the time when the North and the South had a clash in ideas and on perspective during the period after the Civil War, creating a new world of prose historical writing in several renditions of his books. The whole package of the scholarly monographic masterpiece on the events and the instances that endured during that certain time had been wrapped into one book – Emancipation and Reconstruction. Perceivably one of the most accurate and precise elaboration of the realistic events when both poles of the North and the South, it catered what happened to those citizens as well as with the political situation of the country upon reaching the edge of struggles. It was mainly defined as to be â€Å"winning the war, but on the other hand, losing the peace† (Perman, 2003). Historians’ quest for defining historical icons Amongst those who have had huge enthusiasm on historical events, Perman’s indulgence on the role of the civilians anchoring the federal governments’ constant involvement in Reconstruction often created a conflict with regards to the concerns on the state relations. During that era, added disputes of such, Southerners depended on the support taken from the blacks and the whites on the participation of those who had been freed. On the level of distinguishing the form and the effectiveness of democracy, the book rendered the precise illustration onto the limits adhered by the Northerners, as well as with the Southerners (Pickering Kisangani, 2006). The North enjoyed more on their rights on democracy, which as a matter of fact was only inhabited by 5 percent of black individuals. But the main gist of the event for the South’s downfall laid on the matter that they were cohesively divided into two, making them formidable to be in unison (Miller, 2006). The British invasion on the United Arab Emirates began consequently after the ntervention of Europe in the budding years of the 16th century with Portugal. A century and a half later, Dutch and British conquests began to outdo one another in terms of dominating the UAE. In the closing years of the 18th century, Britain eventually became the major dominating force in the Arab territory (Schofield Zenko, 2004). Both the contemporary ruling clans of Ra’s al Khaymah as well as Ash Shariqah, known as the Qawasim back in the days, grew to a significant level of marine power in the lower gulf eventually raiding maritime vessels from the British colony of India. After routing the naval force of the Qawasim, the British forces mandated in 1820 a number of treaties that brought forth and maintained a maritime truce. This later paved the way for the creation of the United Arab of Emirates after being labeled with the name as Trucial States. Two years after, the external security issues as well as the foreign relationship of the state with other countries became absorbed by British responsibility. The British continued its protective control over the area of the UAE until 1971. Over the course of these years, the inner affairs of the UAE were devoid of British intervention as the latter was more after the protection of the maritime commerce in the area of the Persian Gulf (Price, 2003). Moreover, it has been observed that part of the British control of the UAE established overall peace as well as the Western notion of territorial states was also introduced. Far more importantly, the cooperative characteristic among the seven emirates was further amplified after the formulation of the Trucial States Council in 1952. The foundation of the UAE’s Supreme Federal Council is traceable in such council (Goodman, 2006). The dilemma may evidently the main reason of the wars, which transcribed in Iran and in Vietnam (Lovett, 1987). Given the fact that history relevantly established which countries are the culprits and which are not—it is under the conviction and understanding of those who live in the present era as to which story they believe is credible. These perspectives may not be considered in other culture, but then the rule of moral standards is what prevails in this story. For every country suspected to be making grave activities which will shatter the advent of peace and prosperity worldwide, then the United Nations—controlled and supervised of course by the general masses—will make a move to eradicate the unlawful deed an eventually take all means in doing so. Diversity and cultural beliefs are no longer considerable when it is the lives of many which will be compromised. Conclusions and further remarks Perhaps there is no definite answer to the question on â€Å"truth† and acceptability—since each race, class or culture have different views and perceptions in life or on any other form of belief. Some may regard these moves as unjust, but it is the society who needs to speak and it is the responsibility of the government to answer their call and act upon it. It is the main reason why the United Nations has been created, so that the power is not only vested on one country alone, or on the wealthiest, or the most popular. Without allies and without the help of the full force amongst all nations, one country will not be able to succeed. And so the blame on why these countries have been â€Å"controlled† is because they would not agree. References Goodman, R. (2006). Humanitarian Intervention and Pretexts for War. The American Journal of International Law, 100(1), 107-141. Lovett, C. C. (1987). We Held the Day in the Palm of Our Hand: A Review of Recent Sources on the War in Vietnam. Military Affairs, 51(2), 67-72. Miller, R. A. (2006). Democratic Accountability and the Use of Force in International Law by Charlotte Ku and Harold Jacobson. The American Journal of International Law, 100(4), 980-986. Perman, M. (2003). Emancipation and Reconstruction (American History Series (Arlington Heights, Ill. ) (Second ed. ). Wheeling IL: Harlan Davidson. Pickering, J. , Kisangani, E. F. (2006). Political, Economic, and Social Consequences of Foreign Military Intervention. Political Research Quarterly, 59(3), 363-376. Price, M. T. (2003). The Concept Culture Conflict: in What Sense Valid? Social Forces, 9(2), 164-167. Schofield, J. , Zenko, M. (2004). Designing a Secure Iraq: A US Policy Prescription. Third World Quarterly, 25(4), 677-687.

David Ortan Plc Case Study Essay Example for Free

David Ortan Plc Case Study Essay 1.1.David Orton Plc: A brief overview of merger of Orton group and Costwise David Orton Plc was a result of merger when Orton group, distinguish British Food Retailer Company, acquired Costwise Company in 2005. British CC (competition commission) had reservations at this mighty onset of merger as companies were independently huge retailers already and their reservation was somewhat genuine. The outcome of merger could obviously be a huge monopolize and was evidently aimed at controlling the large market share. The fear laid in commission’s stance that the result of merger will ultimately monopolize certain areas of the region. Nevertheless, it took substantial time to achieve this target as costwise had recognised since very beginning that two companies differ in structure and size therefore it will take quite a while to feel the impact physically. The impression of this merger let staff members of both companies to feel uncertain and uncomfortable, especially of costwise organisation and they feared that each company will be swallowed by the other. Motivational problems related with finance were of major importance to employees of both companies and here too, employees of costwise tended to complain more. The senior management and executive members of costwise company sought to gather and discuss at large weaknesses and strengths of the organisation on realizing that employees’ attitude and perception toward merger could have substantial impact on company’s performance. This meeting cleared company and its employees’ view of the desired merger and future of company was discussed by management personnel (Huczynski, A. Buchanan, D., 2007). 1.2.Motivational state of employees The staff at costwise was more inadequately motivated towards the merger for the most part as capacity is intricately linked with the question of motivation. Some of the employees’ concerns were included salaries issues, intangible rewards, apprehensions, secondary benefits and recognition etc which were being abandoned by the higher management. Employees were also of the view that costwise company didn’t give them a chance to flourish and  grow. They weren’t given deserving opportunities including measures and promotion which otherwise would help them to grow tithing the framework of the organisation. Conversely, management thought that employee’s reduced performance has affected the overall performance of the organisation as a whole. The organisation gave much quality of supervision, interpersonal relations, and efficient administration of regulation and policies of the company. Recognition for outstanding performances, advancement to upper level of tasks and some other general interests of employees were kept low on the other hand. Employees were bound to grow at slow pace as limited or no training programs were carried out by company’s management thus affecting the overall performance of the employees (Mullins, L., 2007). There were, nevertheless some factors which were being appreciated by the employees and which had a direct, progressive affect on employees motivation level. Those factors include sense of interaction, loyalty and trust and chemistry between employees and management which led each party to realise organisational problems occurring within the organisation. The sense of interaction and utmost respect of work were responsible to increase employees’ moral and a practice of trust and loyalty among them could be seen through observation (Kelley, H.H., 1999) 1.3.Attitudes and Perception of the employees In any such situation, there are probable situations where attitudes and perceptions of the associated employees change drastically. One of the obvious attitudes that could be expected from employees is their felling of low self worth. This feeling is probable and any person associated with a company which is going to merge up with another company of twice its size can have it. This circumstance, however, could result in employees’ reduced level of efforts and sometimes deliberately withholding efforts. Poor performance and uncertainty can be suspected in this case which organisations are required to reduce or get ready for the aftermath. Employees’ withdrawal of their commitment to work can seriously damage the stability and competitive advantage it earned during the time therefore managers have to take the responsibility and devise action plan to waive off such situations (Myers, D., 2005) The employees are supposed to have alarming beliefs and questionable attitudes toward the merger and if those attitudes do not get properly managed, it will badly affect the company’s performance. The most questionable attitude in this case could be employee’s perception toward management decisions as it could a sense of uncertainty within them. They become more sensitive to their future as any uncertain thought about company’s decisions and actions could let them thin that their job is at stake. Thus staff turnover is quite probable as no employee could thrive in uncertain work environments. Differences in opinions, either professional or technical could also result in employees’ frustration and developing angry attitude resulted by genuine work complaints (Nelson, D. Quick, J., 2006) 1.4.Resultant effects Resultant effects which such attitudes can have may include employees’ self-centeredness, their insensitivity to other people, their constant attention and affirmation seeking behaviour which could confront to abrupt in some cases. Lack of cooperation, failure to follow regulations and rules at work and absenteeism could be some results and forms of attitudes which costwise company can expect from its employees. It will be of utmost responsibility of new management to reassure the employees of costwise that they are fundamental assets of the organisation and they have to adequately motivate the employees in best possible manner. It is quite obvious that employees will act in circumstances which dictate their perception of situations. In this scenario, motivation will dictate their perception of jobs. It is also probable that employees of any company compare themselves and their positions with their counterparts and feel a sense of inferiority. Supervisory perception could also be expected for example costwise managers will feel uncomfortable to work under supervision of Orton’s management if any such scenario happens. This will only increase the problem for the costwise organisation and it will also account for bad perception of merger in vicinity of strong factors arousing uncertainty among costwise employees (Buchanan, D. Huczynski, A., 2004) Self-perceived insufficiencies in comparison to former Ortan organisation are resultant from reasons of differences in development and capacity and the suspicion that ultimately  results in lack of equity. Competition of resources is another perception that has strong effect on employees’ attitudes of both companies as it will cause discrimination since Ortan employees are in better positions than costwise’ thus they are more likely to obtain benefits and resources such as salary increments and training programs . In this case, employees of costwise will obviously feel inadequately compensated and benefited even before the merger. This threat, either real or illusionary, is suppose to cause deep-rooted problems as all such scenarios are directly related with human psychology (Daus, 1997). 1.5.Main issues faced by senior managers Complex work environments and due to some other demographic and technological changes and innovations, senior managers have now augmented responsibility of supervising staff and employees of any organisation. Obviously the most important task is to increase the employees’ performance thus increasing overall performance of the organisation. In a case where employee’s attitudes toward work have been exacerbated by above mentioned factors and attributes, senior managers have to work hard in order to obtain their objective. They need to get employees back to work with full enthusiasm which will help them in scoring tasks and meeting deadlines. There are those employees who want to be supervised, some of them feel certain insecurities, and some feel company’s decisions as threatening their future. Managers are therefore needed to address such issues within the organisation and propose sustainable solutions (Kanigel, R., 1997) Employees’ unethical behaviour is another serious issue which requires mangers to taken care of. Some employees, who are satisfied by the policies and decisions of the organisation, tend to ignore rules and regulations set by the management. They compromise on the delivery and quality of work thus affecting organisation and its outer world relationships. The challenge of such employees’ commitment and motivation is one difficult task which managers at both organisations have to carry out. This can, however, be solved by taking simple steps which first include assessment of the behaviours and attitudes of such employees and of those factors which are responsible for such behaviours and attitudes. For example, a clear observation of the case study  suggests that employees at both organisations weren’t happy for their salary compensations. They in fact found it unsatisfactory that some employees of some departments are getting higher wages whereas some other deserving staff members have not been compensated by the organisation adequately. They had another concern that organisations failed to address their social, emotional, psychological and esteem concerns. Obviously mangers do have the responsibility to take care of such issues if organisations want to increase the motivation of employees (Kinicki, A. Kreitner, R., 2006) Culture, gender, sexual orientation and religion etc. are dominated by the diverse workforce by whom both organisations operate. This diverse workforce thus engenders complexities and challenges for the management as minds of employees are naturally discriminated. These employees do have strong impact on other staff members thus senior managers are more likely to deal with challenging circumstances. Rewards, appreciation, recognition and especially balancing and equal treatment are such tools which can be highly useful in fighting similar challenges. Employees’ interaction has to be monitored by the management and with advancement of telecommunication; the challenge has become strong and important. They have to devise solutions that effectively control this challenging situation since employee privacy has already been restricted in several sectors (Gentile, M. C., 1996). 2.Critical analysis of the study Effective management of organisational behaviour is somewhat critical and requires the management to effectively examine the sources of motivation, group influence and job design among other things. It needs to define behaviour modification procedures which will help the learner to realise and appreciate the direct connection between organisational behaviour and possible consequences of it. Positive reinforcement is an effective tool which includes administrating sentencing on bad or negative behaviour and rewarding good or positive behaviour. The X and Y theories of Douglas McGregor play vital role in effective management of behaviours. Theory X involves the style of rather authoritarian management which recommends that coercion with help of application of threats upon individual is effective as an average individual detests work. The theory also argues about achievement  of organisational objectives through letting individuals concerned about it as an average individual doesnâ₠¬â„¢t like to have responsibility and rather prefer to be secure at all cost. Participative management theory or Theory Y stipulates that individuals are mainly self-directed thus they will have to take the responsibility. According to Douglas McGregor, The capacity to employ creative thinking and imagination is widely spread throughout individuals thus capacity and intelligence is partly utilised by the industry. Ability to possess responsibility and self-direction drives individuals to obtain organisational objectives (Robinson, G., and K. Dechant, 1997) The above discussed theory can be utilised in developing reward schemes and policies for staff members by rewarding those employees with benefits who perform well and grueling those who show bad behaviour and retain poor performances. By implementing this model, employees at David Orton Plc will be more obliged to work hard and return considerable benefits for the organisation in their quest to rewards, promotions, incentives and other forms of recognitions. Another effective methodology in this regard could be the Content theory which deals mainly n the area of individuals’ requirements and demands. These requirements can be broken down further into their primary requirements such as food, clothing, shelter etc. and their secondary requirements such as desire of power, achievement among colleagues, approval and love etc. It is however critical to locate the influence over behaviour by these requirements. The influence by primary needs is easy to understand and identify but influence by secondary requirements on behaviour varies by certain factors and is difficult o understand. The hierarchy of needs theory by Abraham Maslow tends to explain the requirements which could possibly affect the attitudes and behaviours of individuals working under the organisational framework (Larbi, G., 2006) Self-actualisation is needed to get managed against above mentioned background by investing in an effective, creative and challenging work place environment. Promotions, independence, flexibility and providence of bigger responsibilities are among some factors which can be employed to boost esteem if managed well. Lower level requirements including social, psychological and security requirements can be efficaciously managed by procuring safe working conditions, friendly work atmosphere and reasonable  and suitable work hours. Therefore the theory of Maslow or theory of hierarchy of needs can be applied to the case of merger, David Orton Plc which observes dissatisfaction among its employees over inadequate pay structure, lack of recognition and other social, emotional and psychological wants. This theory can be effectively applied by management by sufficiently increasing employees allowances, rewards, salaries and give them an overall well being in their areas of complaints (Larbi, G., 2006) 3.Conclusion Concluding, organisational behaviour seems to resolve around people’s perception, their power to act feel under organised settings. The organisational complexities occurring within the framework of an organisation need associated management and senior executives to evaluate key behavioral factors which dominate the system. They have to examine the reasons behind such factors and once they succeeded in identification, they got to develop sustainable strategies and plans to tackle organisational behaviour problems. Any solution aiming at increased performance by the employee will result in increased performance of the organisation. For this, management needs to realize employees that their talents are being recognized and to compensate them with adequate resources, pays and secondary benefits so that they could overcome the sense of terrifying uncertainty and work hard for the goodness of their own and the organisation. Ensuring sufficient motivation among employees is one thing but managing this motivation all along is another yet a difficult challenge for the organisation. Strategies aimed at actively fostering the development and growth of the employees will only make sure that their capacity and motivation is developed. An organisation flourishes when management succeeds in developing and establishing a strategy which ensures employees that their received salary is linked with their performance and that their expectations towards their compensation against work done will be adequately rewarded. If employees lost interest in work and what they do at the organisation, nothing could prevent organisation from failure and economic devastation therefore enriching jobs will help greatly in developing employees’ interest in their jobs they will feel enchanted to have something more than a job  which rewards them with a paycheck and it surly is a great thing. To instill such strategies into organisational framework, organisations are needed to assess behaviours and issues related with employees and propose better solutions for them. References Buchanan, D. Huczynski, A. (2004) Organisational Behaviour: An Introductory Text, 5th ed., Harlow: FT/Prentice Hall Daus (1997). Challenges of leading a diverse workforce. Academy of Management Executive, 11, 32–47. Gentile, M. C. (1996). Managerial excellence through diversity, Chicago, IL: Irwin; and Joplin, J. R. W., and C. S. Huczynski, A. Buchanan, D. (2007) Organisational Behaviour: An Introductory Text, 6th ed., Harlow: FT/Prentice Hall Kanigel, R. (1997). The one best way: Frederick Winslow Taylor and the enigma of efficiency. New York: Viking. Kelley, H.H. (1999) â€Å"Attribution in Social Interaction.† In Attribution: Perceiving the Causes of Behavior. E.E. Jones, et al. Morristown, MJ: General Learning Press. Kinicki, A. Kreitner, R. (2006) Organizational Behavior: key concepts, skills, best practices. 2nd ed. McGraw Hill Larbi, G. (2006). â€Å"Applying the new public management in developing countries,† in Y. Bangura and G. Larbi. Public sector reform in developing countries: capacity challenges to improve services. Basingstroke, Palgrave. Mullins, L. (2007) Management and Organizational Behaviour. 8th ed. FT/Prentice Hall Myers, D. (2005) Social Psychology. 8th ed. Boston: McGraw Hill Nelson, D. Quick, J. (2006) Organizational Behavior: Foundations, Realities Challenges. 5th ed. Thomson South-Western Robinson, G., and K. Dechant (1997). Building a business case for diversity. Academy of Management Executive, 11, 21–31.

Muscle Stretching Exercise for Primary Dysmenorrhoea Pain

Muscle Stretching Exercise for Primary Dysmenorrhoea Pain CHAPTER-V DISCUSSION, SUMMARY, CONCLUSION, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS DISCUSSION â€Å"Dysmenorrhoea† is derived from a Greek word and the meaning of this Greek word is difficult menstrual flow. The two divisions of dysmenorrhoea are primary and secondary. Primary dysmenorrhoea is defined as recurrent, crampy pain occurring with menstruation in the absence of significant pelvic pathology. Primary dysmenorrhoea is caused by myometrial activity resulting in uterine ischemia causing pain. Primary dysmenorrhoea is characterized by a crampy, suprapubic pain and this pain starts several hours before and a few hours after the onset of menstruation. And this pain is characteristically colicky and located in the midline of the lower abdomen but sometimes the pain may extends to lower quadrants, the lumbar area, and the thighs. The associated symptoms of primary dysmenorrhoea are diarrhoea, nausea and vomiting, fatigue, light-headedness, headache, dizziness and, rarely, syncope and fever. Age is a determinant factor of primary dysmenorrhoea, the symptoms being more pronounced in adolescents than in older women (SOGC-primary dysmenorrhoea consensus guidelines) The present study was designed to assess the effectiveness of muscle stretching exercise on pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students in KMCH College of Nursing, Coimbatore. The major findings of the study were analyzed statistically and discussed below based on objectives: The first objective of the study was to identify the Prevalence of primary dysmenorrhoea among B.Sc Nursing students Demographic Description It is seen that among 50 subjects, regarding the age, most of the subjects were under 20 years of old that means from 17 to 20.In respect of year of study, primary dysmenorrhoea was high in III year B.Sc Nursing students (72.84 per cent).With regard to age at menarche 54(per cent) attained menarche at and below 13 years and 46 (per cent) attained menarche at 14 years and above. Regarding their Body Mass Index, 40 (per cent) of students were 18.1 to 20 and 34 per cent of students were 20.1 and above. Agarwal, (2010) conducted an explorative survey technique with a co-relational approach to find out thethe prevalence of primary dysmenorrhoea in adolescent girls from the study he concluded that primary dysmenorrhoea is a very common problem among adolescent girls. Prevalence rate of primary dysmenorrhoea among B.Sc Nursing students The prevalence rate of primary dysmenorrhoea among B.Sc Nursing students was 61.25 per cent. The prevalence rate of primary dysmenorrhoea was high in third year B.Sc Nursing students (72.84 per cent). Shah et al., (2013) conducted a cross sectional study at nursing college, situated in campus of largest tertiary care hospital in central and south Gujarat, to find out the prevalence of primary dysmenorrhoea in young females. The sample size was 116. Out of 116 students, 52 (45 per cent) had primary dysmenorrhoea and the peak incidence in between 19 to 21.So the prevalence primary dysmenorrhoea is high in young female population. Such high prevalence makes dysmenorrhoea a significant public health problem among young students that demands some attention from policy makers also. Nag reported (1982) the incidence rate of primary dysmenorrhoea in India is 60 (per cent).But the true incidence and prevalence of primary dysmenorrhoea are not clearly established in India. The second objective of the study was to assess the degree of pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students. The degree of pain during primary dysmenorrhoea was measured by numerical pain scale. The investigator found that out of 50 students about 20(40 per cent) students the degree of pain was 5 and below 5, next 20(40 per cent) of students the degree of pain was from 6 to 7 and the last 10(20 per cent) students the degree of pain was 8 and above 8 that means up to 10. The degree of discomfort during primary dysmenorrhoea was measured by primary dysmenorrhoea discomfort rating scale. The investigator found that out of 50 students about 11(22 per cent)students the degree of discomfort was 60 and below 60,17(34 per cent) students the degree of discomfort was from 61 to 70 and 22(44 per cent)students the degree of discomfort was 71 and above 71 that means up to 108. Banikarim et al., (1999) conducted a cross sectional research study in that he found among 705 subjects 27(per cent) had mild primary dysmenorrhoea pain, 32 (per cent) had moderate and 41% had severe primary dysmenorrhoea pain. Other discomforts that associated with primary dysmenorrhoea were fatigue (67 per cent), backache (56 per cent), dizziness (28 per cent), vomiting (12 per cent) and headache (58 per cent). Primary dysmenorrhoea is a common cause for severe disruption to the lives of adolescent girls. Therefore the health workers should educate the female girls regarding the treatment options for primary dysmenorrhoea in order to reduce the existing health and college limitations caused by primary dysmenorrhoea. Al-Kindi and Al-Bulushi revealed in their research 94 (per cent) of the participants had primary dysmenorrhoea. Primary dysmenorrhoea was mild in 21 per cent, moderate in 41(per cent) of subjects, and severe in 32 (per cent) of subjects. Primary dysmenorrhoea resulted in limited sports activities in 81 (per cent), class concentration in 75 (per cent) of subjects, limited homework in 59 (per cent) of cases, College absenteeism in 45 (per cent) of subjects, limited social activities in 25(per cent), and decreased study performance in 8 (per cent) of the affected subjects. The third objective of the study was to evaluate the effectiveness of muscle stretching exercise on pain during primary dysmenorrhoea. The mean pre-test primary dysmenorrhoea pain score was 5.72 and post test primary dysmenorrhoea pain was 2.18 and the computed value of‘t’ was 16.09.So the calculated ‘t’ value was more than table ‘t’ value (2.021) at 49 degree of freedom, therefore the calculated ‘t’ value was significant at 0.05 level. It was statistically proved that muscle stretching exercise was effective to reduce pain during primary dysmenorrhoea. The mean pre-test primary dysmenorrhoea discomfort score was 67.74 and post test primary dysmenorrhoea discomfort was 45.54 and the computed value of‘t’ was 14.08.So the calculated ‘t’ value was more than table ‘t’ value(2.021)at 49 degree of freedom, therefore the calculated ‘t’ value was significant at 0.05 level. It was statistically proved that muscle stretching exercise was effective to reduce discomfort during primary dysmenorrhoea. Shahr-jerdy et al., (2012) conducted a research to assess the effectiveness of muscle stretching exercise on primary dysmenorrhoea. The participants were randomly divided into 2 groups: an experimental group (n = 124) and a control group (n = 55). After muscle stretching exercise intervention the pain intensity was reduced from 7.65 to 4.88, and primary dysmenorrhoea discomfort was decreased from 7.48 to 3.86(p Onur et al., (2012) assessed the effect of home-based exercise on pain intensity and quality of life in women with primary dysmenorrhoea. The sample size was 45.The data collection tools were Physical Activity Questionnaire (IPAQ), visual analogue scale (VAS), and SF-36 health survey. A standard home-based exercise intervention was instructed for all participants, and the outcome measures were re-collected during three consecutive menstrual cycles. At the end of the study VAS showed a significant reduction (P SOGC Primary Dysmenorrhoea Consensus Guidelines (2005) shows in a review of 4 randomized controlled trials and in 2 observational studies, exercise was effective to reduce primary dysmenorrhoea symptoms. A more recent research pointed out that vigorous exercises (more than 3 times per week) effective to reduce the physical symptoms related to menstruation. The fourth objective of the study was to associate the level of pain during primary dysmenorrhoea with selected demographic variables. The chi-square test showed that there was no significant association between the pre-test post test primary dysmenorrhoea pain and discomfort scores with selected demographic variables such as age, year of study, age at menarche, and Body Mass Index. Weissman et al., (2004) conducted a study to explain the prevalence, course, severity, and predictive factors of primary dysmenorrhoea in women of all reproductive ages. And they did not find any significant association between primary dysmenorrhoea and age at menarche Chauhan Kala (2012) found the incidence rate of primary dysmenorrhoea was high in low Body Mass Index ( SUMMARY Primary dysmenorrhoea is a common health problem of adolescent females. So they need further education regarding the treatment options for primary dysmenorrhoea in order to decrease the existing health and college limitations caused by primary dysmenorrhoea (Banikarim et al., 1999).Keeping in this view, the researcher aimed to conduct a study to assess the effectiveness of muscle stretching exercises on pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students in KMCH college of nursing at Coimbatore. The objectives of the study were To identify the prevalence of primary dysmenorrhoea among B.Sc Nursing students To assess the degree of pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students. To evaluate the effectiveness of muscle stretching exercises on pain and discomfort during primary dysmenorrhoea. To associate the level of pain and discomfort during primary dysmenorrhoea with selected demographic variables. Review of literature helped the researcher to collect the relevant information to support the study, to design the methodology and to develop the tools. The sample size was 50 B.Sc Nursing students. The one group pretest post-test was designed by the investigator to assess the effectiveness of muscle stretching exercises on pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students.50 B.Sc Nursing students were selected by purposive sampling technique. The research tool was developed and adopted after reviewing the relevant literature. The tools were numerical pain scale for measuring pain and primary dysmenorrhoea rating scale for measuring discomfort of primary dysmenorrhoea. The collected data was analyzed by descriptive and inferential statistics based on the formulated objectives of the study. The tested and accepted the hypothesis that there is a significant reduction in primary dysmenorrhoea pain and after muscle stretching exercises. Major findings of the study The total incidence rate of primary dysmenorrhoea among B.Sc Nursing students were 61.25(per cent).It shows the students had dreadful pain and discomfort during primary dysmenorrhoea. According to the pre-test primary dysmenorrhoea pain score more than half (60 per cent) of students had the pain score 6 and above 6. But in the post-test primary dysmenorrhoea pain score only 24 per cent of students had the pain score 4 and above 4 According to the pre-test primary dysmenorrhoea discomfort score more than half (78 per cent) of students had the discomfort score 61 and above 61. But in the post-test primary dysmenorrhoea discomfort score only 30 per cent of students had the pain score 49 and above 49. Mean difference of pre-test post-test primary dysmenorrhoea pain score was 3.54.Mean difference of pre-test post-test primary dysmenorrhoea discomfort score was22.2. Mean score of pre-test primary dysmenorrhoea pain was 5.72,mean score of post-test primary dysmenorrhoea pain was 2.18.It shows the subjects had a significant reduction in their pain after muscle stretching exercise intervention.(P Mean score of pre-test primary dysmenorrhoea discomfort was 67.74,mean score of post-test primary dysmenorrhoea discomfort was 45.54.It shows the subjects had a significant reduction in their discomfort after muscle stretching exercise intervention.(P There was no association between pre-test post-test primary dysmenorrhoea pain and discomfort scores with selected demographic variables. CONCLUSION The following conclusion is made on the light of above findings that most of the students suffer moderate to severe pain and discomfort during menstruation. Muscle stretching exercises are the effective, simple, non-medicinal measure to reduce the pain and discomfort during primary dysmenorrhoea. This research can make an awareness regarding how to manage primary dysmenorrhoea pain and discomfort among Nursing students, College lectures and parents. Muscle stretching exercises are the effective, safe, less time consuming form of therapy for students with primary dysmenorrhoea. It can be implemented into clinical practice and health education in order to increase the quality of life for students with primary dysmenorrhoea. IMPLICATIONS: The world around us is growing very fastly. Society has tremendous technological advancement in day to day life practice to managing pain that arise from unsound body mechanism. Although the natural methods of pain control is acceptable and accessible to everyone in this world because the natural methods does not have any side effect. Therefore the health care providers have the responsibility for providing support and comfort to female adolescents during menstruation. Nursing Practice A midwife can practice planned education programme to impart knowledge and skill in management of primary dysmenorrhoea. Midwife can teach medicinal, non-medicinal, and conventional practices for managing primary dysmenorrhoea. Midwifery nurses can conduct camp for school and college students regarding how to manage primary dysmenorrhoea. Understand the importance of muscle stretching exercise for managing primary dysmenorrhoea. Encourage the doctors to differentiate the primary dysmenorrhoea from secondary dysmenorrhoea and offer treatment if necessary. Nursing Education This study helps the student nurses to gain more idea regarding how to differentiate primary dysmenorrhoea from secondary dysmenorrhoea. The nurse educator can encourage the student nurses to conduct research based on the other complementary therapies for managing primary dysmenorrhoea. The nurse educator can encourage the student nurses to conduct research among adolescent girls regarding the prevalence rate and risk of primary dysmenorrhoea. Encourage the student nurses to participate in exercise progrmmes for managing primary dysmenorrhoea. Nurse educator can encourage the student nurses to educate the health professionals about primary dysmenorrhoea, its severity and its impact on adolescent health. Nursing Research This study gives guidance for further studies to conduct in this area. This is important to identify the existing prevalence rate, risk factors, and medicinal, non-medicinal, and complementary therapies of primary dysmenorrhoea. The evident from other literatures indicates more research in the area of primary dysmenorrhoea management. Nursing Administration Nurse administrator can plan and organize camp for school and college students regarding the complementary therapies for managing primary dysmenorrhoea. Programme for nurse midwives to update their knowledge regarding menstruation related complications of adolescents. Local mass media can be used to popularize muscle stretching exercise as a conventional therapy for managing primary dysmenorrhoea. LIMITATIONS OF THE STUDY The study was limited to B.Sc Nursing students of 17-21 years The study samples were taken from only one college The short term effect of the muscle stretching exercise only assessed RECOMMENDATIONS A similar study can be conducted in larger group to generalize the findings. A long term study to reinforce the effectiveness of muscle stretching exercise can be undertaken. An extensive descriptive study to assess the knowledge attitude and practice of primary dysmenorrhoea among adolescent girls can be conducted. A study can be conducted to assess the incidence rate of primary dysmenorrhoea. A similar study we can conduct to findout the effectiveness of non-medicinal interventions for primary dysmenorrhoea. A similar study we can conduct to find out the effectiveness of conventional therapies for managing primary dysmenorrhoea. A comparative study we can conduct between medicinal and non-medicinal treatment of primary dysmenorrhoea. A similar study can be conducted to know the effectiveness of muscle stretching exercise on pre-menstrual symptoms also. ABSTRACT Title of the study: â€Å"A study to assess the effectiveness of muscle stretching exercises on pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students in KMCH College of Nursing, Coimbatore. Objectives of the study were as follows, identify the prevalence of primary dysmenorrhoea among B.Sc Nursing students, determine the degree of pain and discomfort during primary dysmenorrhoea among B.Sc Nursing students, evaluate the effectiveness of muscle stretching exercise on pain and discomfort during primary dysmenorrhoea, associate the level of pain and discomfort during primary dysmenorrhoea with selected demographic variables. One group pretest and post test design was adopted. Setting of the study was KMCH College of Nursing, Coimbatore. Sample was 50 B.Sc Nursing students with primary dysmenorrhoea. Sampling technique was Non probability purposive sampling technique was adopted. The model of this study was developed from Titler et al (2004) Effectiveness model. M enstrual pain perception level was measured by using numerical pain scale and primary dysmenorrhoea discomfort was assessed by primary dysmenorrhoea discomfort assessing rating scale. Muscle stretching exercise was given to the subjects five days per week about 30 min, under the supervision of investigator. Result of the study had shown significant effect of muscle stretching exercises on pain and discomfort during primary dysmenorrhoea. This is proved by paired‘t’ test. The paired‘t’ value for pain and exercise was16.09 (p