Compensation Management Essay Example for Free

Compensation Management EssayCompensation Management is an entire part of the care of he organization. Compensation is a systematic come to providing monetary value to employees in exchange for work performed. It may achieve some(prenominal) purposes assisting in recruitment, suppose action, and job satisfaction. It is the remuneration begetd by an employee in return for his/her contribution to the organization. It is an organized practice that involves balancing the work-employee relation by providing monetary and non-monetary benefits to employees.It is a tool used by steering for a variety of purposes to further the existence and growth of the company. It may be attuned according to economic scenario, the traffic wishs, goals, and available resources. Compensation Management contributes to the overall success of the organization in several ways. To be effective, the managers must appreciate the value of competitive pay off, their human resources, and go an inve stment view of payroll costs. We want to maintain pay trains that attract and retain quality employees while recognizing the need to manage payroll costs.The increasing engagement of the labour market and turnover of employees had resulted in nightm are in payment planning. Apart from this, the growing demands of the employees and competitive salaries offered by multinational companies had almost resulted in a remuneration war in certain industries. in that respectfore, the human resources managers and tax experts have to evolve proper compensation planning for High end and qualified employees. The components of compensation have to be devised in such(prenominal) a way that, it focuses on the growing demands of employees while retaining the competitiveness and profitability of the company.Compensation management, also known as wage and salary administration, remuneration management, or reward management, is concerned with designing and implementing total compensation package. T he traditional concept of wage and salary administration forceful on only determination of wage and salary structures in organisational settings. Pay is a difficult publication of conversation in most organizations. In fact, the bailiwick is altogether taboo in many workplaces. It simply isnt discussed unless absolutely necessary. And, when it is necessary, such as when a pay raise (or lack of one) must be xplained to an employee, many managers find themselves at a loss for words. As the dreaded date of such a discussion approaches, managers may begin checking their sick condemnation banks to see if they spate disappear for a day or two. While it may be a touchy subject, pay is a critical performer in the work lives of employees. Jobs are accepted or rejected ground in part on starting salary and the opportunity for future increases in pay. Employees compare their pay to that of others in the same line of work. They constantly compare their pay level to their level of contrib ution, trying to determine whether the ratio of give and receive is a fair one.While it may non be a frequent topic of open discussion, employees think about(predicate)(predicate) pay often. Components of compensation- basic wages/Salaries- These refer to the cash component of the wage structure chemical group on which other elements of compensation may be structured. It is normally a inflexible amount which is subject to changes based on annual increments or subject to periodical pay hikes. Wages represent hourly rates of pay, and salary refers to the periodic rate of pay, irrespective of the number of hours put in by the employee. Wages and salaries are subject to the annual increments.They differ from employee to employee, and depend upon the nature of job, seniority, and merit. Dearness compensation- The payment of dearness allowance facilitates employees and workers to face the price increase or inflation of prices of goods and services consumed by him. The onslaught o f price increase has a major bearing on the living conditions of the labour. The increasing prices reduce the compensation to nothing and the moneys worth is coming down based on the level of inflation. The payment of dearness allowance, which may be a fixed percent on the basic wage, enables the employees to face the increasing rices. Incentives- Incentives are paid in admittance to wages and salaries and are also called payments by results. Incentives depend upon productivity, sales, profit, or cost reduction efforts. at that place are (a) respective(prenominal) incentive schemes, and (b) Group incentive programmes. Individual incentives are applicable to specific employee performance. Where a given task demands group efforts for completion, incentives are paid to the group as a whole. The amount is later separate among group members on an equitable basis. Bonus- The bonus can be paid in different ways.It can be fixed percentage on the basic wage paid annually or in proport ion to the profitability. The Government also prescribes a minimum statutory bonus for all employees and workers. There is also a bonus plan which compensates the Managers and employees based on the sales revenue or Profit margin achieved. Bonus plans can also be based on piece wages but depends upon the productivity of labour. Non-monetary benefits- These benefits give psychological satisfaction to employees even when financial benefit is not available.Such benefits are (a) Recognition of merit through certificate, etc. (b) Offering challenging job responsibilities, (c) Promoting growth prospects, (d) Comfortable working conditions, (e) Competent supervision, and (f) Job sharing and flexi-time. Commissions- Commission to Managers and employees may be based on the sales revenue or profits of the company. It is always a fixed percentage on the target achieved. For taxation purposes, deputation is again a taxable component of compensation. The payment of commission as a component of commission is practised heavily on target based sales.Depending upon the targets achieved, companies may pay a commission on a monthly or periodical basis. Mixed plans- Companies may also pay employees and others a combination of pay as well as commissions. This plan is called combination or mixed plan. Apart from the salaries paid, the employees may be eligible for a fixed percentage of commission upon achievement of fixed target of sales or profits or Performance objectives. Nowadays, most of the corporate sector is following this practice. This is also termed as variable component of compensation. Piece rate wages-Piece rate wages are prevalent in the manufacturing wages. The laborers are paid wages for to each one of the Quantity produced by them. The gross earnings of the labour would be equivalent to number of goods produced by them. Piece rate wages improves productivity and is an absolute mensuration of productivity to wage structure. The fairness of compensation is total ly based on the productivity and not by other qualitative factors. Fringe benefits- Fringe benefits may be defined as wide range of benefits and services that employees receive as an integral part of their total compensation package.They are based on critical job factors and performance. Fringe benefits constitute indirect compensation as they are unremarkably extended as a condition of employment and not directly related to performance of concerned employee. Fringe benefits are supplements to regular wages received by the workers at a cost of employers. They include benefits such as paid vacation, pension, health and insurance plans, etc. Such benefits are computable in terms of money and the amount of benefit is generally not predetermined.The purpose of fringe benefits is to retain efficient and capable people in the organisation over a long period. They foster loyalty and acts as a security base for the employees. Profit Sharing Profit-sharing is regarded as a steppingstone to industrial democracy. Profit-sharing is an agreement by which employees receive a share, fixed in advance of the profits. Profit-sharing usually involves the determination of an organisations profit at the end of the fiscal year and the distribution of a percentage of the profits to the workers qualified to share in the earnings.The percentage to be shared by the workers is often predetermined at the beginning of the work period and IS often communicated to the workers so that they have some intimacy of their potential gains. To enable the workers to participate in profit-sharing, they are required to work for certain number of years and develop some seniority. The theory behind profit-sharing is that management feels its workers ordain fulfill their responsibilities more diligently if they realise that their efforts may result in higher profits, which will be returned to the workers through profit-sharing.Approaches of compensation management There are 3P approach of developing a compensation policy centered on the fundamentals of paying for Position, Person and Performance. Drawing from external market instruction and internal policies, this program helps establish guidelines for an equitable grading structure, determine capability requirements and creation of short and long-term incentive plans. The 3P approach to compensation management supports a companys strategy, mission and objectives. It is highly proactive and fully integrated into a companys management practices and business strategy.The 3P system ensures that human resources management plays a central role in management decision making and the achievement of business goals. Paying for position Paying for person Paying for performance Because it is so classical to employees, the issue of pay deserves to be clearly addressed. In spite of their hesitance, managers are capable of dealing with this sometimes difficult issue in a professional and effective manner. By keeping the following basic poin ts about pay in mind, they can address virtually any pay-related topic with their employees in a professional and productive manner.Specificity is Key Pay is a topic with many different shades and a variety of implications. Whenever approaching the subject, it is important to work out the details beforehand so that specifics can be clearly communicated. For the manager, this means that the increase amount is nailed down before discussing a advance with an employee. No chance of misunderstanding or false expectations can be permitted. Far too often, managers are apt to discuss generalities. It will mean a good increase. What exactly does that mean in terms of the employees monthly budget?If care is not taken here, good news can convey the source of conflict and resentment. By the same token, if asked for a raise, the manager should request that the employee suggest a specific number that he believes reflects his value. Once the employee provides that number, the manager can do his homework and decide what, if anything can be done. The employee can thusly be given a definitive response. Pay is Relative What one employee considers a fantastic increase maybe an insult to another? Each mortal has a unique set of creativity and competencies.Pay should be based on the performance, position and the competencies/skills the person is having. Pay is Not Created Equal Various forms of pay have different purposes. The two most common forms of direct cash compensation in most companies are base pay and bonus. Base pay is the annual salary or hourly wage paid to an employee given the job he holds, While bonus is typically (or at least should be) rewarded based on the achievement of a goal of the organization. Discussions about bonus payments should be as specific as possible.This is the opportunity to point out particular accomplishments that contributed to overall team or company success. Even if the bonus is paid to all employees based on a simple overall company prof it target, the manager should use the opportunity to point out specifically how individual employees helped achieve that target. Distributing bonus checks presents a unique motivational opportunity for a manager. Handing money to an employee while discussing actions and behaviors he would like to see repeated, creates a powerful link between performance and reward.Discussions about base pay increases can be a bit different. Most companies claim to link their annual base pay increases to performance. In reality, however, base pay decisions take into account a variety of factors, including the relative pay of others in the same job, the companys increase budget, market practices and where the individual fall within his pay range. Even when performance is a factor, the manager is faced with the difficult task of evaluating an entire years worth of activity and then categorizing it according to the percentage increase options allowed by the budget.It becomes very difficult to pinpoint specific employee actions or accomplishments as the reason for the increase. For these reasons, its appropriate for the discussion about base pay increases to be more general and balanced. Both strengths and weaknesses of the employee should be addressed. The actual increase is then based on an overall assessment, as strange to a link with one or two specific outcomes. Any other factors that impact the increase percent, such as budget or pay range should be openly discussed as well. Development of a Compensation PhilosophyAll organizations pay according to some underlying philosophy about jobs and the people who do them. This philosophy may not be in writing, but it certainly exists. Pay maybe treated in a noble and structured manner at one company. At another, any appearance of structure is intentionally avoided so that decisions can be made arbitrarily. Either way, the approach taken reflects a fundamental belief about people, motivation and management. Before an organization ac tually develops a compensation plan, there are several questions that need to be answered.Taking the time to consider and answer these questions will make the both the process of developing and administering a compensation plan much easier and will result in the development of a compensation plan that more closely matches the organizations goals and objectives. Managers often want to view each individual as a separate case. It is important to understand, however, that employees operate within a compensation system. A manager is wise to take the time to learn as much as possible about his companys compensation system.

Technical Education and Its Importance in Pakistan Essay Example for Free

Technical debate and Its Importance in Pakistan EssayACKNOWLEDGEMENTS I would like to thank Professor David Bergin for providing me with support and guidance throughout my enquiry. Through my experiences working with him I learned a great deal close the research process and how to structure my writing and feel better vigilant to move forward with research in the future. I would also like to thank my thesis committee members who provided me with a lot of feedback on how to improve my research topic and gave me ideas to build on in future research studies. A great amount of thanks goes to the checks sampled in this study.The director of the Area C atomic number 18er sum of m item-by-itemy was very welcoming and open to my research topic allowing me to gain as much exposure to c argonr and technical t apieceing and their students as I wanted. Without the ACCs interest in my study this research would non have been possible. I also want to thank the local postgraduate civ ilize that allowed me access to a few students even though they had very demanding schedules. Gaining insight from Advanced Placement students creating an interesting element to my study that I have found very valuable.ducation at an Area calling Center in mid Missouri. Newer programs that combine go and technical bringing up notes with traditional mellow nurture instruction crumb pull in students in allowing them to get in touch their academic program lineal activity with real world animateness historys and practical concepts. This study looks at students perceptions of CTE, the sources of influence they typographyed on their decisions to take or not take CTE courses in high schooldays and the role pagan capital soured in their views.Utilizing a qualitative method of data collection 8 high school seniors entered in either CTE only classes, AP only classes or a combined CTE and AP course load were interviewed about their views of CTE at the local res publica c be er center. All of the students were white and there were four boys and four lady friends interviewed in the study. Results show that all students in the study associated CTE with few form of hands on education, with students enrolled in CTE courses reacting to a greater extent favorably to CTE instruction and its connection to c areers and occupations.The most significant influences on students decisions to take or not take CTE classes were their future academic or career goals and how CTE knowledge would or would not help them. Other reported influences intromit teachers, family members and personal experiences. Finally, the role of cultural capital in students views of CTE is explored reaching the terminus that more data and analysis is requisite to find more arguable claims. 1 CHAPTER 1 Introduction In this study, I interview high school students in order to understand their thoughts on career and technical education programs in high school.One reason why this is important i s that according to a 2002 survey by the U. S. Chamber of Commerce Center to Workforce Preparation, nearly 75 percent of employers report difficulty when trying to hire qualified workers. 40 percent say that applicants are poorly skilled and 30 percent say that applicants have the wrong skills for available agate lines (The Association for calling and Technical Education (ACTE) www. acteonline. org). I believe this reputes that career and technical education can play a vital role in helping promote this environs and help students succeed through hands on education coupled with challenging high school curriculum.The current high school curriculum in the United States faces challenges with the No Child Left follow through legislation that mandates a standards-based education. This initiative makes career and technical education harder to promote in public schools because CTE courses are elective classes. It rests on the students to enroll themselves in courses that ordain provi de them with the best preparation for post high school opportunities. In this study, I ask students about their attitudes toward CTE courses.Research on comprehensive education programs suggests combining more rigorous forms of education, such as advanced placement (AP) with CTE (Association for occupational group and Technical Education, 2006 Stern, D. , Dayton, C. , Paik, I. -W. , Weisberg, A. , Evans, J. , 1988). Because of this I include students who are taking AP courses in this study to gauge their replys to CTE. While government statistics show that most high school students 2 take at least unmatchable vocational course in their high school careers such as typing or station economics.(http//www. ed.gov/about/offices/list/ovae/pi/cte/index. html), it seems downtrodden that high school students do not pursue a more advanced career and technical education if it is available to them alongside their academic coursework. Students who are interested in a more academic route wit h AP courses can correspondence their studies with career and technical coursework. While benefits of career and technical education can appear obvious to some, it is not difficult to understand the rejection of this alternate form of education when at least a college degree is becoming a indispensableness for the majority of jobs.Purpose and Research promontorys Newer programs that combine career and technical education courses with traditional high school instruction can benefit students in allowing them to connect their academic training with real world careers and practical concepts. Research on career and technical education in the U. S. has a history of highlighting the faults of CTE education such as not delivering on its promises and in some cases world a one- charge ticket to a working class life (Claus, 1990).These out-dated reports are re encloseative of rush and Technical Education programs in the older sense and not the new-fangleder, academically and career focu sed model being utilized in many another(prenominal) high schools today. There is little research on why students take their chosen classes in high school and how students connect their high school curriculum to their post high school decisions and careers. There is also little research on how companionable class might impact students views and use of career and technical education.In this study I addressed students views of current high 3 school career and technical education programs in an Area Career Center (ACC) in Missouri. Area career centers fall under the umbrella of CTE housing career focused coursework and training in a separate edifice from local high schools. I investigated how students reports of cultural capital seem to influence these views. I chose to conduct a qualitative study because qualitative research allows one to investigate the idiosyncratic meanings that people construct about their lived experience.I was able to pursue in-depth reasons that the students give for their decisions, and was able to use follow-up questions to elaborate on understandings. The present study entrust address the following research questions Research Question 1 How do students who are enrolled in CTE or AP classes perceive CTE? Research Question 2 What sources of influence do they report experiencing regarding academic versus CTE coursework? Research Question 3 What role does cultural capital play in students views of CTE coursework and their decisions to take or not take CTE classes in high school?Limitations to the Study There were a few limitations to my method of recruiting students and the transferability of the findings. First, there are over 1100 students from the high school enrolled in CTE classes at the Area Career Center so eight participants is not a very representative sample of students. However, qualitative research methods undeniable that I keep my participant pool small. Second, at the local high school, I did not have as much require ov er the students selected for involution as I did at the ACC. the site counselor who helped me in my4 recruitment process may have introduced bias into the process. Third, all of the participants were white and there were more males than females in CTE classes and more females than males in AP/Advanced classes. Also, the three AP students in this study were all interested in theatre, an area of study not offered at the ACC so there was probably a general feeling of lack of interest in CTE because no courses were offered in their specific area of interest. Future qualitative studies would benefit from more diverse students from underrepresented populations.Also, because student recruitment took place in the spring, it was hard to recruit students, curiously those enrolled in AP courses (either AP only or CTE/AP combined), because end of the course of instruction AP exams take place during the spring. Recruitment of students in the fall might take a crap a wider participant pool. 5 CHAPTER 2 Literature Review History of Career and Technical Education Career and technical education began as vocational education in Europe in the 19th century in response to the increase in demand for skilled workers who were educated in industrialized professions.Other factors that influenced the birth of career and technical education include the interest traditional European elites had in their children receiving both an education as well as certification in skills. They wanted their children to gain access to positions in law and theology, and the marrow class parents wanted their children to attain the necessary educational enfranchisements to help them enter careers in the civil service or managerial positions (Benavot, 1983). In the U. S. , federal funding for career and technical education was initiated with the passing of the Smith-Hughes portrayal in 1917.Over the next 65 years and four modifications to the act in 1947, 1958, 1963 and 1968, career and technical educ ation increased funding, expanded programs to improve in the areas of science, math, and foreign languages, offered support for technical occupations related to national defense, and include work study programs. In 1968, a National Advisory Council on Vocational Education was initiated to start collecting information about the progress and development of vocational education programs and students.In1984, the Vocational Education Act was renamed the Carl D. Perkins Vocational Education Act (Perkins I, P. L. 98-524). While continuing federal support for vocational education, it established programs emphasizing the acquisition of job skills through both vocational and technical education. The act also sought to make vocational education 6 programs accessible to special populations, including individuals with disabilities, disadvantaged individuals, single parents and homemakers, and incarcerated individuals. The Carl D.Perkins Vocational and Applied Technology Education Act Amendments of 1990 (Perkins II, P. L. 101-392) made several revisions to the 1984 Act. Notably, the act created the tech-prep program designed to coordinate alternative and postsecondary vocational education activities into a coherent sequence of courses. Programs to eliminate sex bias were designed to prepare students for nontraditional training and employment (e. g. , training women to be welders or men to be nurses).Also, the law also required states to develop and implement performance standards and measures (e.g. , program completion and job placement) to assess gains in learning and in program performance. The Perkins Act of 1998 provided specific federal assistance for secondary and postsecondary vocational education (Skinner and Apling, 2005). The reauthorized 1998 Act also made modifications to performance standards and measures of the 1990 Act. A core set of performance indicators were included in the 1998 Act that resulted in sanctions if the level of performance was not reached or increased funding if performance exceeded the requirements.A key element of the 1998 Act was a great focus on accountability with states required to provide data for four core performance indicators focusing on (1) student attainment (2) credential attainment, (3) placement and retention, and (4) participation in and completion of non-traditional programs. (CRS Report for Congress) Under its most recent amendment in 2006, the Carl D. Perkins Act became the Carl D. Perkins Career and Technical Education Improvement Act. The 2006 amendment showed one of the most notable revisions to the act since it was established by replacing the term7 vocational education with career and technical education. This name change is especially significant in research on the influences student report in their decisions to take CTE classes because of the stigma associated with the world vocational. Vocational education resonates with many as being representative of vocational education in the traditi onal sense and not academically focused or resulting in a college degree or high status occupations the way career and technical education can be perceived.Changing the name could help change the image of CTE towards a viable and licit option for secondary schooling. The 2006 revision also set in place a system of accountability to coincide with the No Child Left Behind Standards mandated for public education in the United States. Under this system of accountability, academic attainment and graduation rates of students enrolled in CTE at the secondary level will be measured.These new accountability measures create a greater need for research on how students perceive CTE in order to discover additional methods for recruiting new students and drawing greater attention from parents who steer their children towards a more college prep, academically focused course load. If students decisions not to take CTE classes rests in their view that to go to college and be a doctor they have to ta ke advanced high school classes and CTE doesnt look good on his transcript, administrators can use this information to create better recruitment methods.They can focus on educating students and parents on the goals of CTE and how these goals align with the traditional or advanced coursework. The subject areas most commonly associated with career and technical education are the following Agriculture (careers related to food and fiber production and agribusiness) Business (accounting, business administration, management, information technology and8 entrepreneurship)Family and Consumer Sciences (culinary arts, management and life skills) Health Occupations (nursing, dental, and medical technicians) Marketing (management, entrepreneurship, merchandising and retail) Technology (production, communication and transportation systems) and Trade and Industrial (skilled trades such as automotive technician, carpenter, reckoner numerical control technician).One difficulty in defining career an d technical education coursework is the existence of district regulated definitions on what qualifies as a CTE course and how many courses a student needs to take to be classified as a CTE student. In the state of Missouri, there are 16 career clusters (See appurtenance C, Table 1). Career Clusters can give all students the academic preparation, guidance, careerrelated knowledge and flexibility to help them plan studies that are in line with their interests, abilities, and career goals.The Career Clusters role model offers a practical way for educators in all disciplines to create relevant contexts for their students learning. At the same time, it fortifys the schools fundamental objectives of academic accountability and improved attainment for all students. (Source Missouri Department of Elementary and Secondary Education, Division of Career Education http//dese. mo. gov/divcareered/career_clusters. htm).In response to the need for a redesigned educational system in U.S. public schools to fit the needs of the 21st century, the Association for Career and Technical Education (ACTE) compiled a report on their views of how the remodeled education system should look (Association for Career and Technical Education, 2006). The report proposes that Career and Technical Education should be modified to do the following (1) Support students in the acquisition of rigorous core knowledge, skills, habits and attitudes needed for success in9 postsecondary education and the high-skilled workplace, (2)Engage students in specific career-related learning experiences that equip them to make well-informed decisions about further education and training and employment opportunities, and (3) posit students who may choose to enter the workforce directly after high school with levels of skills and knowledge in a particular career area that will be valued in the marketplace (Association for Career and Technical Education, 2006).Career and Technical Education Research Research on C TE tends to fall most very much in two areas the likelihood of students neutralizeping out of school and how to serve at risk students ( plop, 2001 Stern, et al. , 1988 Catterall, 1986), and longitudinal effects of CTE programs (Plank, 2001 Arum Shavit, 1995). In 1986, Catterall and Stern looked at the use of alternative high school programs in preventing students from move out.They utilized the California sub-sample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors) and studied the impact alternative education programs had on labor market outcomes for students. The High School and Beyond Survey in 1980 asked students how many courses they had completed in each of four CTE areas business, office, or sales trade and industry technical courses or other vocational courses. In addition to finding mixed support for alternative programs to prevent drop outs, they also found positive results on employment and wages.Stern, et al (19 88) conducted a study in California that yielded similar results. Their 10 research reported the results from the inaugural two years of an effort in 10 high schools to replicate the California Peninsula Academies. The students in the Academy school were identified by school counselors as low performance students with a high risk of dropping out of school (Stern, et al. , 1988). They were then placed into the Peninsula Academy, which was a school within a school, for grades 10 through 12.These low performing students took most of their remaining classes together at the school including coursework in English, math, and science as well as a course in the particular Academys focus (Stern, et al. , p. 163, 1988). The Academy model combines the core academic curriculum with technical instruction in a particular occupational field. local anaesthetic employers representing that field participate in various ways by donating equipment to the school and serving as mentors to the students.Fo r example, Hewlett-Packard contributed computer expertise and hardware. The companies also provide summer jobs for some of the students at the Academy school. Having a paid summer job which is related to the Academys instructional focus creates a powerful connection amongst school work and real work (Stern, et al. , p. 163, 1988). Academy students generally compiled better grades and more course credits than students in comparison groups at the same high schools.At three sites in particular, Academy students consistently out-performed comparison groups in the first two years. The authors also found that results were replicated at other sites and helped prevent students from dropping out of school.Claus (1990) conducted an ethnographic analysis of the student experience in a single CTE program, looking to answer two questions (1) why did the students in the program report satisfaction and improved attitudes in association with their CTE program and (2) how11 was CTE related to incre asing the opportunity of these primarily working to lower class, academically-alienated youth? The CTE experience tended to reinforce class-related inequalities.The ethnographic fieldwork and analysis suggest that while the students found their CTE program enjoyable and rewarding, this response was often rooted in a classroom experience which circumscribed their development and reinforced their tendency toward working to lower class work and lives after school (Claus, 1990, p. 13).Arum and Shavit (1995) utilized the 1987 High School and Beyond data to study individuals early labor market outcomes after high school and their track placement while in high school. They found that vocational secondary education is neither as pernicious nor as detrimental as some of its opponents have maintained. (p. 199) They found that CTE inhibited students in their decisions to continue on to college or achieve success in high prestige occupations, but also found that CTE programs serve as a safety net for those high school graduates who are unlikely to go on to college. (p. 199) Planks 2001 report for the National Research Center for Career and Technical Education looked at the balance between CTE and academic course-taking during high school for members of a longitudinal study beginning in 1988 with their eighth grade year. The students in the study were broken down into four groups purely academic concentrators, purely CTE concentrators, dual concentrators who took both academic and CTE course work, and a group of students who took neither the purely academic or CTE coursework.Plank found the following (1) academic concentrators showed the highest 1992 achievement, followed by dual (academic and vocational) concentrators, then students who fulfilled neither concentration, and then CTE concentrators (2) almost all students were either in 12 postsecondary education or working, or both, in 1994, with academic concentrators most likely to be in regular school and CTE concentr ators most likely to be in full-time employment.The study concluded that further research is needed to determine what characteristics of CTE or academic education increase the risk of dropping out, and what types of integrationof academic and vocational education are most successful. Gaunt and Palmer (2005) conducted a quantitative study that investigated students attitudes towards career and technical education (CTE), what influenced their views, and their course selection decisions.They utilized the data from a previous study in Michigan of over 450 high school seniors. The were interested in the career and technical education funding crisis that is occurring in the heat up of No Child Left Behind.Gaunt and Palmer (2005) found the majority of students citing social relationships with their friends and parents as the prime influencers of their views of career and technical education. In addition, students offered responses on how course structure, the benefits offered from each pr ogram, and advertising of the CTE programs affected their views of CTE. These results provide support for further research on the subject of career and technical education that puts an emphasis on academic training alongside CTE instruction in career-related fields.What was interesting about Gaunt and Palmers (2005) data was that more than half of the students not enrolled in career and technical education courses adage the courses as helping students prepare for college immediately after high school in comparison to 81% of students enrolled in CTE courses who saw this same connection. to a greater extent than 80 percent of both groups of students saw the ACC as preparation for work after high school and close to 80 percent of all students saw the ACC in Michigan as designed for students of all ability levels.13 Utilizing a qualitative methods approach with open ended interviewing methods, my study gives the students a greater opportunity to express their views of CTE education and how they compare it with their purely academic coursework. Gaunt and Palmers (2005) research is a big step forward in publications on career and technical education and I hope the dialogue of the participants in my study help take research even more forward. Sources of learn How students perceive career and technical education and the their high school coursetaking decisions can be attributed to a variety of factors.In this study one of my research questions examined what are these factors and how do they influence student choices. Previous research on the influences students experience while choosing their high school classes include parents and friends, current labor markets, and school social networks including teachers and counselors. The most detailed account of influences that impact a students decisions to pursue a CTE curriculum in high school is Rossettis 1991 study about the influenced students who chose not to enroll in a Vocational School in Ohio.While evaluating the e xternal factors that contributed to students decisions to enroll in CTE classes, Rossetti found that friends were the most important with fifty-three percent stating that they had consulted their friends. (Rossetti, 1987) The next most influential figures were mother/female guardian (49%) father/male guardian (44%) brother/sister (39%) counselor (35%) girl/boyfriend (32%) other relative (32%) teacher(s) (28%) and athletic coach(es) (21%).A report by Dunham and Frome (2003) took a closer look at the role teachers and14 counselors can play in encouraging and influencing students in their high school course selections. Their results were similar to Rossettis (1991). Current labor markets can also affect a students decision to enroll in CTE coursework. A publication by the National Center for Educational Statistics reported students may be more likely to concentrate in vocational areas that prepare them for occupations with increasing job opportunities (p. 1). In the case of the curren t U. S.job market, this would mean that students who take advanced courses in math and science and focus their studies towards design careers could be doing so not for their interest in those subjects but because they recognize the labor markets shift to careers in engineering fields. This would also mean that these same students would specifically withdraw from involvement in courses focusing on low demand careers. This study was completed in 1998 and concluded that the reason for the reject in CTE courses was due to the job market not requiring those skills.New forms of career and technical education need to emphasize academics and career training in electronics and computer fields because the job market has made a turn towards careers of a more technical nature. Social Class and Cultural Capital The theoretical framework of this study relies upon cultural capital surmise. Cultural capital can be defined as high status cultural signals used in cultural and social selection (Lam ont and Lareau, 1988).According to Bourdieus definition, cultural capital consists mainly of linguistic and cultural competence and that relationship of familiarity with culture which can only be produced by family upbringing when it transmits the dominant culture 15 (Bourdieu, 1977). Cultural capital, according to Bourdieu, includes things such as going to museums, appreciating art and listening to classical music. Bourdieu argues that individuals in countenance social locations are advantaged in ways that are not a result of the intrinsic merit of their cultural experiences.Rather, cultural training in the home is awarded unequal value in dominant inductions because of the close compatibility between the standards of child rearing in privileged homes and the (arbitrary) standards proposed by these institutions. (Lareau, p. 276) In a dominant institution like education, the role of cultural capital translates to the practices of the school staff, teachers, organizational process es and authoritative relationships set in place as a method of exclusion for those who are unfamiliar with the institutional practices.In the U. S., children from high cultural capital backgrounds, according to cultural capital theory, have been taught directly or indirectly the value of natural elevation ones hand to be called on, working independently on homework assignments, and possessing a sense of entitlement to resources and extra help from teachers and other figures of authority (Lareau, 2000). It is argued that children from higher(prenominal) social locations enter schools already familiar with these social arrangements (Lareau, 1987, p. 288) and therefore succeed at a higher level than those not familiar with these practices.Being more familiar with the skills and knowledge valued by the dominant culture, students of the dominant culture are better able to adapt their skills to new settings to help negotiate their way to higher, more prestigious education and jobs. This creates a higher economic class position and allows their children to be exposed to the same culture, which is congruent with cultural reproduction theory (Aschaffenburg and Maas, 1997). 16 Bourdieu used the term cultural reproduction to describe the way society stratifies members of the population by reproducing the values, lif.

How Can a Nurse Improve and Develop Professional Identity?

How Can a Nurse Improve and Develop maestro individuation?According to DeJong 2014, professionalism can be defined as the means of acting in an acceptable and appropriate way while adhering to a professional order of conduct. It also means completing given tasks and responsibilities on time. On the other hand a Professional identity can be described as a set of principles that define a person in their professional purport history. A professional identity can also be defined fit to the attitudes, beliefs, experiences, ideals, professional involvement, need for advancement and codes of a given c arer. These virtues determine the kind of people we interact with in our lines of profession. These experiences and professional interactions tend to define ones professional identity.In the line of nursing professionalism is significantly essential if hold backs are expected to provide quality and effective services and care to their clients and to the population as a whole. In wellness care Professionalism is regarded as a bridge between the interests of the nourish and the needs of society. It is evident that better professionalism is associated with good medical care and better health outcomes in general. (DeJong et al 2014).Nurses need to be able to develop and improve their imaginative and creative skills in order to attain and improve effective tolerant care. In a research by OBrien, Strzyzewski and Szpara 2013, on nurses prevailing in the surgical department it was found that by creating an organized process of didacticsal projects to encourage, support and promote professionalism nurses were able to improve their professional identity and complete their practice successfully safely and effectively. In order to achieve the best results clinical Nurse Specialist (CNS) and Educational Nurse Coordinators (ENCs) in the surgical unit developed meetings for nurses with the medical librarians and unit leaders. Teaching was carried out by character of posters and viva voce presentations. Through this nurses were able to master effective ways of generating ideas and implementing them to complete projects. (OBrien, Strzyzewski and Szpara 2013).There are many factors that influence professional competence for nurses for example organization of unravel, individualized characteristics, cognitive abilities and clinical knowledge. In order for a nurse to be able to undergo Professional growth they need to be committed to their work in order to able to fulfill their work tasks. Professional identity is usually accompanied by the workers self-concept self-respect, identity, essential nature, team spirit and values. Moreover for a nurse to improve their professional identity they need to be flexible and resilient in their field of work. This means that nurses need to believe in oneself and be willing to take risks. In addition to that they know a career insight in order to be able to establish realistic career goals by being aware of their str engths and weaknesses. (Tamm 2010).There are some inevitable factors in the health sector that take aim for professional growth and that has impact on the management, employers and the employees. First creation of new knowledge, there are changes in the scientific and technical knowledge every few years which demand nurses to update their education levels from time to time. Secondly technological innovations are taking place so rapidly that nurses have to be willing to sharpen their skills and change with the changing times. Lastly, the upcoming of more challenging tasks demands for professional development in order for nurses to be able to cope efficiently. (Willetts and Clarke 2012).Development of professional identity according to Tamm 2010, starts with how individuals view their work roles and how good they manage their work life and related practices. Moreover professional identity is a process of becoming independent and having self-awareness through work. For a nurse to be able to develop and improve their identity they first have to have a professional self-concept and respect, in short they need to accept their roles as nurses. Nurses begin to build their professional identities during their study period and continue to develop all through their work life. Development of professional identity is a life course process comprising of different stages. Which range from novice to expert. (Tamm et al 2010).In conclusion development is accompanied by professional maturity which is a nurses preparedness to handle work tasks in different phases of their work. Nurses need to be cognitively prepared, this means that they need to have sufficient knowledge on principles of health care to be able to apply them in real life situations. In additional to that nurse need to have knowledge on the nature of the profession and the occupational sphere. (Willetts et al 2012).In my opinion there are numerous number of factors that have effect on the development and approa ch on a nursing professional identity. I have learnt a lot of new information from this assignment. It is a broad topic and I sense I still have a whole lot more to learn or so developing my professional identity in the future.REFERENCESD. OBrien, N. Strzyzewski and T.Szpara 2013, acquiring to Success Supporting Staff Nurses to Enhance Practice and Professionalism. Journal of PeriAnesthesia Nursing. Volume 28, Issue 3, June 2013, Pages e34Available http//www.sciencedirect.com/science/article/pii/S1089947213002037Accessed 7th September 2014G. Willetts and D.Clarke 2012 The shaping of Professional Identity in Nursing An ethnographic Case StudyAvailable http//global-qhr.org/wp-content/uploads/2012/02/Abstracts.pdfAccessed 7th September 2014S .M. DeJong 2014 Chapter OneWhat is Professionalism? Social Media and Online Professionalism in Health treat 2014, Pages 111Available http//www.sciencedirect.com/science/article/pii/B978012408128 cd0011Accessed 7th September 2014Tiia Tamm, 2010 P rofessional Identity and Self-concept of Estonian Social Workers .University of TampereAvailable http//tampub.uta.fi/bitstream/handle/10024/66631/978-951-44-8115-4.pdf?sequence=1page=69zoom=180,-4,613Accessed 7th September 2014Stem Bark Extracts of Anthocleista Antioxidant PropertiesStem Bark Extracts of Anthocleista Antioxidant PropertiesOriginal 1 Research ArticlePHYTOCHEMICAL AND ANTIOXIDANT PROPERTIESOF STEM BARK EXTRACTS OF ANTHOCLEISTANOBILISABSTRACT coach This study was carried out to determine the phytochemical and antioxidant properties of selectionsof Anthocleista nobilis.Methodology Acetone and methyl alcohol extracts of A. nobilis were investigated for their free composition scavenging activities in the presence of diphenyl picrylhydrazyl (DPPH) using ascorbic acid as positive control.Results In the phytochemical screening of the name extracts, results showed that both extracts recorded the presence of alkaloids, tannins, flavonoids, and glycosides. The acetone and me thanol extracts of A. nobilis exhibited significant free radical scavenging activities in the DPPH assay with theacetone extract save better action. The antioxidant activity of the two extracts was however, lower than that recorded by the positive control-ascorbic acid.Conclusion The result suggests that the extracts have potential antioxidant properties which could beexploited in medicinal drug and food industry.Keyword Anthocleista nobilis, antioxidant, DPPH.1. INTRODUCTION demonstrates have been utilized by humans to treat various infectious and non-infectious diseases since thebeginning of time as they constitute a safe source of therapy. In addition, they are also the primarysource for many of todays medicines 1,2,3. For instance, purified collateral metabolites much(prenominal) as vinca alkaloids are employ widely in cancer chemotherapy 4.Quinine and artemisinin, derived from thebark of the cinchona and qinghaosu steers respectively and their derivatives have been wide ly used forthe treatment of malaria 5,6,7.Some of these secondary metabolites are synthesized for specific purposes by plants. Others may beby-products of plant metabolism which currently have no cognize biological function. Hydroxylatedcoumarins have been reported to accumulate in carrots in answer to fungal invasion 8,glucosinolates, recognized for their antimicrobial properties9, have also been reported in Brassiarapa in response to fungal infection/attack 10.These secondary metabolites fall under one of the major phytochemicals such as flavonoids, tannins,glycosides, steroids, terpenes, etc. Although these compounds are known to be bioactive, a lot is yetto known about their mechanisms of action. Some of these groups of compounds such as flavonoids,proanthocyanidins and tannins are polyphenols or phenolic 11. Phenolics are known for theirantioxidant properties 12.Antioxidants are molecules that halt oxidation processes while the molecules get oxidized in theprocess. The antio xidant activity of phenolics is derived from their ability to act as reducing agents,donating hydrogen, electrons and stabilizing reactive oxygen species (ROS) 13. ROS such ashydroxyl radicals (OH.), superoxide anion radicals (O2.) and singlet oxygen (145 O2) have been implicatedin many disease processes such cancer, diabetes, ageing, atherosclerosis and neurodegeneration14. Consumption of fresh fruits and vegetables rich in plant polyphenols(antioxidants) as food hasbeen reported as a protection against several diseases which include cancer, cardiovasculardiseases, diabetes, asthma etc. 15 suggesting that the mechanism of action of the secondarymetabolites can be traced to their antioxidant properties. ROS can cause the admixture of food bycausing lipid peroxidation. The rancid odor and taste of lipid containing food such as palm oil occur asresult of lipid peroxidation which in turn affects the nutritional value and safety 52 of such food items16.Recently, the use of synthetic pr eservatives and other additives has been linked to increaseprevalence of cancer. For instance, sodium nitrate and sodium nitrite used to preserve processedmeat has been implicated in bowel cancer 17. As a result, the demand for essential food preservativeshas been rising steadily 14 and that prompted the European Union funded AGROCOS to include thereplacement of synthetic preservatives and other ingredients as part of the FP7 research topics whichhas yielded about 30 natural compounds for the food and cosmetic industries presently being superchargetested by Greek and German companies 18.Anthocleista nobilis which is commonly called the candelabrum or cabbage tree in English language,Duwa Kuchi in Nupe language, Kwari in Hausa language and Apa Ora in Yoruba language belongs tothe family Loganiaceae 19. Anthocleista nobilisis used in local medicine in parts of double-u Africa forcuring fever, stomach ache, diarrhoea, and gonorrhoea, and are also aspoultice for sores 20,21. Theprese nt study was designed to investigate the antioxidant properties of extracts of Anthocleista nobilisby measuring their free radical scavenging properties with aim of confirming the ethnobotanical useand assessing their suitability as preservatives in the food industry.2. MATERIALS AND METHODS2.1 Sample collectionThe stem barks of A. nobilis were collected in March, 2014 from Ezza Community in Ebonyi state,Nigeria. They were identified by a plant taxonomist in the Department of Pharmacognosy andTraditional Medicine, Faculty of Pharmaceutical Sciences, Nnamdi Azikiwe University, Awka, Nigeria.The plant material was pulverized into fine powder using a mechanical rubbing machine.2.2 Extraction500 g of thepulverized plant was macerated in 1 Liter of acetone and methanol respectively for 48hrs.The mixture was sieved using porcelain cloth and was throw out filtered using No. 1 Whatman filterpaper. The filtrate was concentrated using rotary evaporator and the crude concentrate was thenstor ed at 4o80 C until required for further experiment.2.3 Phytochemical ScreeningIn the phytochemical analysis of the extracts of A. nobilis stem barks, tests for alkaloids, tannins,saponins, flavonoids, steroids, cardiac glycosides, and terpenoids were carried out using standardmethods reported by Trease and Evans 19.2.4 In vitro free radical scavenging activity of the extract (Diphenyl dipicrylhydrazyl (DPPH) freeradical scavenging activity)The free radical scavenging activity of the various extracts and ascorbic acid was measured withDPPH. Three (3) mL of DPPH in methanol solution was added 100 L of different concentrations ofextracts (10-1000 g/mL). After 30 minutes, the absorbances of the extract solutions ion methanolwere measured at 517 nm after calibration with methanol. Lower absorbance indicated higher freeradical scavenging activity. The antioxidant activity of the extracts was expressed as IC50 which wasdefined as the concentration of the extracts that inhibited the formati on of DPPH radical by 50 %. Eachexperiment was carried out in triplicate. The average absorbance for each triplicate was calculatedand the percentage inhibition of the extracts at different doses calculated using the formula%Inhibition 100o soA AxAWhere Ao is absorbance of control and As the absorbance of tested extracts.3. RESULTS AND DISCUSSIONThe antioxidant activity of the extracts of A. nobilis was investigated and the results were compared tothat of ascorbic acid which was used as the positive control. The results are shown in Figures 1. Also,the result of the phytochemical analysis links the presence of flavonoids and other polyphenols to theantioxidant activities observed. Different levels of the secondary metabolites based on the testscarried out were observed as displayed in confuse 1.Table 1. Result of the Phytochemical Analysis of A. nobilis ExtractsUNDER PEER REVIEWAlkaloids Tannins Saponins Flavonoids Glycosides Terpenoids SteroidsMethanolextract++ +++ ++ + ++ Aceton eextract+ ++ ++ + ++ +++ = Abundantly present ++ = Moderately present += gently 108 present =AbsentFigure 1. Comparison between free radical scavenging activities of acetone and methanolextracts of A. nobilis and ascorbic acid determined using DPPH. IC50 for Acetone extract= 400g/mL Methanol extract= 800 g/mL Ascorbic acid= 30 g/mL.The bark of A. nobilis is used as warm expellant and as antimalarial remedy amongst otherethnobotanical uses by the Ezza people in Nigeria. The result of this study showed that the crudeextracts showed significant antioxidant properties with the acetone extract of A. nobilis recording anIC50 of 400 g/ml. The methanol extract of A. nobilis had the lowest antioxidant activity with an IC50 of800 g/mL.However, the acetone extract of A. nobilis which had the best antioxidant activity compared to themethanol extract had moderate presence of terpenoids, flavonoids and tannins. Flavonoids andtannins are polyphenols which are known to have potent antioxidant pr operties due to there reducingability 23. The lower activity observed can be explained by the fact that flavonoids only exihibitantioxidant properties if features such ortho-dihydroxy substitution in the B-ring, C2-C3 double bondand a carbonyl group in C-4 of the C-ring are present 24. Quercetin is a good example of a flavonoidwith such structural features and it has a high antioxidant property 25.Although the free radical scavenging activities observed for the extracts were not as much as thatobserved for ascorbic acid which was the positive control, the antioxidant activity of the extracts, canbe said to be significant considering that the extracts were in the crude form. Further purification of theaqueous extract is expected to produce pure compounds with improve antioxidant property.4. CONCLUSIONThe findings of this study reveal that Anthocleista nobilis possess antioxidant property. This provides ascientific basis for the ethnomedicinal utilization of this plant. The antioxida nt property of this plantmay qualify it for use as preservatives of natural origin in the food industry. Further tests are needed to explore the exact mechanism of action at the molecular level and to know the genuine 138 constituentsresponsible for these activities.%inhibitionConcentration(g/ml)% Inhibition Versus ConcentrationAcetone extractMethanol extractAscorbic acidUNDER PEER REVIEWREFERENCESKrishna S, Bustamante L, Haynes RK, Staines HM, Artemisinins their growing immenseness inmedicine. Trends PharmacolSci. 2008, 29(10)520-527.Akhondzadeh S, Noroozian M, Mohammadi M, Ohadinia S, Jamshidi AH, Khani M, Melissaofficinalis extract in the treatment of patients with mild to moderate Alzheimers disease a doubleblind, randomised, placebo controlled trial. J Neurol, Neurosurgery Psych. 2003, 74(7)863-866.Luciano-Montalvo C, Boulogne I, Gavilln-Surez J. A screening for activities of Carribean herbal tearemedies. BMC Comp Alter med. 2013, 13126.Sahenk Z, Brady ST, Mendell JR. Studie s on the pathogenesis of vincristine-inducedneuropathy. Muscle Nerve. 1987, 10(1)80-84.Haynes RK, Krishna S Artemisinins, activities and actions. Microb Infect. 2004, 6(14)1339-1346.Bucher C, Sparr C, Schweizer WB, Gilmour R, Fluorinated Quinine Alkaloids, Synthesis, X-rayStructure Analysis and Antimalarial Parasite Chemotherapy. Chem-A Euro J. 2009, 15(31)7637-77.Wright C, Plant derived antimalarial agents, new leads and challenges, PhytochemRev. 2005, 4(1)55-61.Darvill, A. G. and Albersheim, P. Phytoalexins and their elicitors a defense against microbialinfection in plants. Annu Rev Plant Physiol. 1984, 35243-275.Al-Gendy AA, El-gindi OD, Hafez AS, Ateya AM, Glucosinolates, volatile constituents andbiological activities of Erysimum corinthium Boiss. (Brassicaceae). Food Chem.2010, 118(3)519-524.Abdel-Farid IB, Jahangir M, van den Hondel CAMJJ, Kim HK, Choi YH, Verpoorte R fungalinfection-induced metabolites in Brassica rapa. Plant Sci. 2009, 176608-615.Cowan M, Plant products as antimicrobial agents, Clinical Microbiol Rev. 1999, 12564-582Khan RA, Khan MR, Sahreen S, Ahmed M. Evaluation of phenolic contents and antioxidantactivityof various outcome extracts of Sonchusasper (L.) Hill. Chem Central J. 2012, 612Huda-Faujan N, Noriham A, Norrakiah AS, Babji AS, Antioxidant activity of plants methanolicextracts containing phenolic compounds.African JBiotech.2009, 8484-489Saeed N, Khan MR, Shabbir M. Antioxidant activity, total phenolic and totalflavonoid contents ofwhole plant extracts of Torilis leptophylla. LBMC Complementary and Alternative Medicine.2012,12221-233.Pandey KB, Rizvi SI, Plant polyphenols as dietary antioxidants in human health and disease. OxidMed Cell Longev. 2009, 2 270278.Monica Leopoldini M, Russo N, Toscano M, The molecular basis of working mechanism of naturalpolyphenolic antioxidants Food Chem 2011, 125288-306.Zhu H, Yang X, Zhang C, Zhu C, Tao G, Zhao L, Shu, Z, Cai J, Dai, S, Qin, Q, Xu, L, Cheng H, scag T, cheer X. Red and processe d meat intake is associated with higher gastric cancer risk ameta-analysis of epidemiological observational studies Plos one 2013, 81-10.ESASTAP (2014). EU Project hunts for natural substitutes for synthetics.http//www.esastap.org.za/news/20140911.php (accessed 27/09/2014).Ayodele PO, Okonko IO, Evans E, Okerentugba PO, Nwanze JC, Onoh CC. Effect ofAnthocleistaNobilis Root Extract on the Haematological Indices of Poultry Chicken Challengedwith Newcastle Disease Virus (NDV). Science and Nature.2013, 2(2) 65-73.Irvine, FR. arboriform plants of Ghana. Oxford University Press, London, UK.1961. pp.194, 208, 548.Dokosi, OB. Herbs of Ghana. Ghana Universities Press. 1998. pp. 615-623.Trease GE, Evans WC. Pharmacognosy.11th Edn, Balliere and Tindall. Eastbourne, London1983, pp 243-551.Rodrigues HG, Diniz YS, Faine LA, Galhardi CM, Burneiko RC, Almeida JA, Ribas BO, Novelli EL,Antioxidant effect of saponin potential action of a soybean flavonoid on glucose tolerance and riskfactors for athe rosclerosis.Int J Food Sci Nutr. 2005. 56(2)79-85.Chen Y, Miao Y, Huang L, Li J, Sun H, Zhao Y, Yang JY, Zhou W. Antioxidant activities ofsaponins extracted from Radix trichosanthis an in vivo and in vitro evaluation. BMC ComplementAlt Med.2014,1486-94.Zhang H, Zhou Q, Tyrosinase Inhibitory Effects and Antioxidative Activities of Saponins fromXanthocerasSorbifolia Nutshell, PlosOne 2013, 8e70090-e70096

Aboriginal Identity In Australia

primary Identity In AustraliaAt its very core, this paper is interested in indigene identity in Australia the principle business enterprise is to analyse in-depth, the affinityships between their ethnical identity and the shore up. One of the main retail stores that face aborigine mountain in contemporary Australia has indis barfably been the arrival of white settlers in the eighteenth Century. The events that out-of-doors followed everywhere the past 200 days live with led to generations of disputes, degradation and ultimately the loss of contribute by the Indigenous state. Thousands of Indigenous battalion were killed and the survivors were simply put in reserves their home defeated estate have been exploited and resources taken without consent.First and fore nigh, it must be made clear that the literature review here is as much about defining and catch what immemorial geography is as much as providing a rigorous demonstration of the present-day(prenominal) is sues of Aboriginal land rights and identity through views of both Aboriginal and non Aboriginal multitudes. The aim therefore, is wholly about ensuring that the background of autochthonal Australians is understood which leave alone and then put into perspective the context of the investigate project that follows, in Chapter 4. This review will geographic every(prenominal)y encompass the cultural issues and differences Aboriginals and non-Aboriginals have faced in new-fashioned history with reference to the effect of Aboriginal land rights on identity a contendion of key texts from Gumbert and Maddock will exclusivelyow a solid strain and reference point for the research. This will non unaccompanied ensure that manifestly broad generalisations ar eliminated but will also get out an in-depth understanding of wherefore such(prenominal) research is undeniable for a successful future regarding these issues. By this, the paper refers to the reconciliation of the Aborigina l race from the app arent generations of wrong doing by the colonizers.The cracking importance in assessing the come tos on identity of such events in the modern day means there must be a level of understanding for the political and historical background of white settlement in Australia, mean the nature of Australian colonisation and the struggles that have been contribution of the defining nature of the Aboriginal culture today will be thoroughly explored. The review and investigation that follow explores the difference in Aboriginal and non-Aboriginal values, familiarity systems and attitudes towards to each one separate and the repugn landscape. at that place is of course, a further need to examine these issues in more than than one context to ensure that the argument does not simply generalise and emboss Aboriginal communities across Australia. Therefore, the review will not only discuss the history of land issues and identity creation but also discuss them in relatio n to the two knowledge systems involved in this process that is, the separate concerns of the Aboriginal and non-Aboriginal people of Australia. Clearly, everywhere the countrys history, there has been a phenomenal difference in the way that the two groups view land and the link between the two is paramount to future development for an understanding between the two groups of people.Academic scopeIn light of the papers aims, the pre overabundant classification that must be addressed is the very explanation of an Aboriginal person. Lenzerini (2008, p.75) notes that the term Aboriginal encompasses an infinite miscellanea of diverse realities that sometimes greatly differ with each other. A exposition must be made despite this a commonly accepted definition of Aboriginal people is written by Cobo (1986). It states that Aboriginalcommunities, people and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territ ories, consider themselves distinct from the other sectors of the societies now prevailing on those territories , or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to the future generations their inherited territories, and their ethnic identity , as a basis of their continued existence as peoples, in accordance with their let cultural patterns, social institutions and legal system.This definition broadly contains the meaning of what it means to claim Aboriginal identity in Australia and interestingly notes the negative connotations of colonialism. For a true(a) understanding of Aboriginal identity and its relation to land rights, the study must look to the roots of the issue. At its very simplest then, as Gumbert (1984, p.xiii) notes, the founding of an English colony in 1788 led to the Aborigines losing their rights to their land. The loss of their land led to m all generations of Aborigines losing their i dentity and their land. The suggestion here is that when Aboriginal people lost their land to the British in the 20th Century, they also lost their identity. This is because their make cultural knowledge shows a salutary understanding that each of them is attached to the country that they are at one with each other. As Sarra (2010) notes, this is qualitatively antithetic from the relationship to land that prevails in mainstream Australia. It screwing be now recognised then that the knowledge systems that the two groups give are undeniably different at their core, suggesting why there is such complex controversy surrounding the compatibility of Aboriginal and non-Aboriginal people in the selfsame(prenominal) vicinity. For the endemical people, the land is part of them and they are part of the land, making their dispossession even more offensive and disrespectful. Anderson and Gale (1992, p.220) discuss the inextricable binding that the Aboriginal people have with the land, expl aining that it is not an external physical physical object but has mythical deduction to their culture. The colonial vision further show a satisfyingly different view of land. Heathcote (1972, p.27) recognises three stages in which Western cultures had but different knowledge systems in relation to land The first stage was the increased level of industrial machinery used to exploit the land and its resources in an unregulated fashion, the second stage encompassed the same exploitative framework but in a more technical, strategic fashion. The terce stage has been influenced in recent years by an ecological vision that recognises the limited resources used and is becoming rebranded under the framework of sustainable development. While this framework is of great use in recognising an stinting colonial knowledge system, the author fails to consider the socioeconomic uses of the land, limiting its vision. This does however, successfully show the exploitative system that was brought by the colonisers. This enhances the divide between Aboriginals and non-Aboriginal.It was then, in retrospect, beingly inevitable that the struggle for land would always be fought by the indigenous people of Australia. There are undoubtedly a number of important events that have permeated this struggle and deserve recognition however, rather than to generalise and dilute an examination of a range of different land claims and events over the course of history, the more signifi cleart examples will be discussed in detail to part a solid understanding of the issues. For example, one of the most portentous movements that started Aboriginal land claims began in the sixties with the Gurindji people, who in an effort to reclaim what they believed to be their land, left the areas which had been selected for them by the white people and instead moved back into an area which was legally causeed by a British comp any (Gumbert, 1984, p.1). This tidy act demonstrated to the white people not only that they wanted their land back, but truly believed that the land belonged to them, and had done since to Dreamtime (which refers to the beginning of time for the Aboriginal people, an era in which spirits created the Earth (Flood, 1995, p.5)) . This movement became widely recognised as the Aboriginal land rights movement. It can be argued that this marked the beginning of the legal and political struggle for land and in effect, also demonstrates the real struggle that Aboriginal people have in showing white people what the land means to them. This strongly links to the Aboriginal knowledge systems and beliefs and again, their identity.To be Aboriginal is significantly different to what it means to be British or European. At the heart of each culture is a considerably different approach to many of the values of life, not least to the land. As has been demonstrated, from a whitemans perspective land is a commodity, a legal product to be bought and sold to each other whereas the indigenous people of Australia have a apparitional attachment to the land from the moment they are born (Morphy, 1983, p.110). It is these different knowledge systems that the research in Chapter 4 is interested in, as this has clearly been the issue for many generations between the two cultures. The fact that the term Aboriginal did not exist until European settlement is testimony to this (Brush, 1996, p.1). The issues faced by the indigenous communities are more often than not quantified into economic terms which is an entirely Westernised view of looking at issues. The argument here is that the current issues surrounding Aboriginal people are seen through a biased, Western perspective and do not therefore consider what is significant to the Aboriginal people themselves. In this sense, the cultural significance that they uphold regarding the land was ignored and in its placement laws of displacement were put forth (Myers 1991, p.127). Through a cultural understanding of the land and its people, the environment can be significantly affected (Saggers and Gray, 1991, p.16) yet as demonstrated, the arrival of Europeans brought different customs that upset the Aboriginal traditions political power and laws being a significant driving force for the dispossession of land. It is argued then that Aboriginal land rights would never come about through settlers learning about the land tenure systems of Aborigines and a constant declaration of their attachment to the land (Morphy, 1978 p, 39).It should be noted that as Australia became a colony of Britain it meant that it fell under British law instantly, unquestioned. Government policies brought to Australia instantly reduced Aboriginal people to aliens, giving them no legal stand point. This occurred to the extent that even their physical liberties were taken away from them. (Scholtz 2006, p.87). As Aboriginal people were increasingly displaced and rounded up into humbled, controllable areas, there was a clear sign that the white people were trying to convert the indigenous people to their own societal values and began to lose what was their own culture and practices, particularly in more urbanised areas (Gale, 1972, p62). The Queensland Act number 17 of 1987 permitted this rounding up of Aboriginals which allowed Parliaments to put them into reserves which gave great power over the indigenous people. Further to this in the Northern Territory in 1910, the Aborigines Act and, in New South Wales the Aborigines breastplate Amending Act 1915 was passed which gave the Chief Protector of the land legal powers and guardian status over Aboriginal children above and beyond the legal powers of the parent (Morphy 1991, p.32). This was obviously devastate to the Aboriginal community, yet was seen as a management scheme for white people against the Aboriginal problem. It was hoped by the white that by legally confining Aboriginal people to institutions it would decrease the riskiness of miscegenati on and the black people would eventually die out. These political laws led to what is referred to as the Stolen Generation (Young, 2009, p.36) whereby children were taken from their parents and put into institutions. It was a way for white people to try and assimilate the blacks into their own customs. Robin argues that communities are windlessness recovering from this attempt at assimilation, however this does not place more emphasis on the family attachments rather than the significance this has to land which is a slight weakness in the argument. Rather than understand the cultural difference, it has clearly been demonstrated that European settlers attempted to force their own laws upon the indigenous people of Australia, forcing them to lose their own culture and identity that had been with them for thousands of years (Broom and Jones, 1973, p.1). The argument for the stealing of the children was that it was to integrate the indigenous people to the rest of society yet for the m ost part the Aboriginals who were removed from their parents were in reality more displaced than the rest of their community. It meant that they were not brought up in the same community as people from their own cultural heritage, and were instead taught the customs of the Westernised world, leading only to further loss of culture and identity.As Maddock (1983. p.5) discusses, Aborigines can be seen as disadvantaged Australians in need of assistance if they are to step into the mainstream of life in this country. There was a severe lack of help for the indigenous community in terms of the law. They could also be viewed as a minority, distinctly different culturally from the rest of the country and maintained as stovepipe they could. This distinction was an attempt to retain what British law was trying to wipe out. Whichever view was taken, it was clear that legally, either would make a significant impact on laws and policies of the future for Aboriginals in Australia. It was extrem ely clear that Aboriginals wished to claim their land back whichever way it was viewed however in 1970, Peter Nixon, Minister of the Interior, presented a speech that agitate the Aboriginal community, creating a deep sense that something must be done (Dagmar, 1978, p.134). Nixon stated that Aboriginals should not be encouraged to demand ownership of land simply because previous generations from their families had an attachment to the land. They would then, have to claim land in a similar way to other Australians.Undoubtedly then, if the Aboriginal people wished not only to simply survive but to create a fairer livelihood for themselves then something ultimately had to be done. As the Europeans had entirely stuck to their own customs and laws then the Aboriginals take in the only way to create a lasting and permanent change was to bring the case to the courts. In June 1992, the High Court of Australia ruled in save of the Mabo and Others v Queensland (No.2) case (or as it will be simply referred to, the Mabo case). This is undeniably one of the greatest achievements in recent history for Aboriginal communities all over Australia as it rejected the previous law of terra nullius that in essence was a term used to describe the land in a manner that allowed Britain to colonise the country it did this by stating that the land had never been owned by a sovereignty, therefore nobody owned it (Kidd 2005, p.310). The case also agreed that there was such a notion of native title which meant Aboriginal people were free to oppose the white people who had dispossessed them from their lands previously.This, of course, did not end Aboriginal predicament overnight. There were still issues of validity surrounding whether the Aboriginals really did own the land previously and this is the issue further embedded in the primer coat Rights Act (Northern Territory) 1976. In the present day, existing property rights are based upon the written European law as opposed to oral tradi tions can traditional land relationships to be a valid cause for ownership? There is no shortage of petitions from Aboriginal sources demonstrating a strong view that they are more than just legal, just owners of the land. As discussed, Aboriginal people believe they have more than simply a physical connection to the land but also a uncanny one. They believe that their relationship to it is part of divine history , and he loses sense when considered apart from his spiritual beliefs (Woodward, 1974 p.38). This meant that the opportunity to gain their land back was a way of preserving this spiritual link with the land, giving back their sense of identity. These petitions demonstrate a view that they were invaded as the land was used without their permission. For example, the Gurindji (QUOTE) petition stated that the Aboriginal people have lived in these lands further back than memory serves and their cultures and sacred places have evolved in the lands. (Maddock, 1983 p.35) The imp ortant message here is that not only should the Aborigines legally own the land but it is also a moral right that it is theirs. The same can be said for the Yirrkala tribe who petitioned that the land taken from them was taken with disrespect as they had hunted for food there for thousands of years (Maddock, 1983, p.37).Even though Aboriginal Australians have been dispossessed from their lands for over two hundred years, they would still have no difficulty in knowing where the lands of their ancestors were which gives more depth to the argument that land rights should be based upon tradition (Bell 1993, p.115). As aforementioned, the meaning of property, as aforementioned, to the Aboriginal people is much different to them and has legally been extremely difficult to put into terms in English law as their view of country is one of acknowledgment rather than ownership. A land claim hearing then, is based upon history, dreaming sites and actions, continued use of and care and concern for the country Evidence is oral (Rose, 1991 p. 249). It would give an opportunity for the Aborigines to explain who they are, and why they believe they are right to claim the land back. This is referred to as traditional evidence and allows Land Commissioners to gain further knowledge from the Aboriginal communities it also allows multiple systems of knowledge to be engaged without eradicating each other (Broome, 1996, p.52). To elaborate, the land rights Acts (Central Land Council, 2012) that have been lawfully submitted in Australia, are plumb leave in the sense that they do specify any anthropological models that Aboriginal people must conform to in order to demonstrate their Aboriginality to the Land Commissioner and courts. This is a valid argument but Broome fails to note the irony in that the Aboriginal community must present themselves in a Westernised court of law. There is then, a wildly produced system. The post-Mabo era of land claims could become a cannon of authent icity for proof of land (Broome, 1996, p.53) yet this expectation to prove authentic Aboriginality could in other cases reduce Aboriginal communities even further should legal recognition of native title become rejected. It can be argued that the Acts have become paradoxical in that rather than giving freedom to Aboriginals, they actually give Westernised cultures in Australia the opportunity to silence the claims forever through a knowledge system produced by their own practices.Now that it has clearly been established that there is an opportunity for Aboriginal land rights to be discussed, we must look forward from the theoretical context. The quest chapters discuss in a variety of ways how identity issues in relation to land rights have moved on in contemporary Australia, through a political, socioeconomic and cultural lens. There are clear themes of reconciliation and thorough discussions concerning the different types of knowledge systems presented in Australia today.Methodolo gyAs part of my degree, I had the painful opportunity to study abroad for a year and I was lucky enough to study at Sydney University in Australia. Upon arrival I was blissfully unaware of the scale of the Aboriginal issues that permeate the everyday lives of the people around me in Sydney. I didnt think much more of it until quite early on in my year abroad three Aboriginals attempted to mug me in the street one night. When I spoke to my Australian friends about it nearly everybody replied Yeah, theyre a problem. aught however seemed willing to talk about the field anymore, choosing rather to give a strangely vague answer and move on. Naturally I was blow out of the water by the responses I received, provoking me to look further into the issue. I soon discovered that Aboriginal issues were deeply rooted in Australian history and most of it was bitter. I realised there were a wide range of contentious topics from education to heath and from the standard of living to outright ra cism. What struck me most however was the displacement most of the Aboriginals had faced over the past 200 years. With the Mabo case (Attwood, 1996, p.45) having just passed its 20th year since inception, I felt a strong relish to continue with this line of research to see what the impacts have been on both Aboriginal and non-Aboriginal people. Surpassing this however, it became clear that the main issue for Aboriginal people was that the strong relationship they felt with the land had been taken from them when there was no permission granted for such dispossession of land, leaving them with a sense of identity loss. With this in mind I continued my research with a strong idea of the issues surrounding land rights and identity for Aboriginal people in Australia.1. AimsThere is a vital need to understand the relationship between Aboriginal and non-Aboriginal people and the relationships each of these groups has with the land when concerning identity. While there is a focus on the re lationships with non-Aboriginals, the research must gain a complete understanding of what it is to be an Aboriginal in contemporary Australia. The following research questions have therefore been devised 1. What are the dominant impacts of land rights on both Aboriginal and non-Aboriginal people?2. What are the differences and similarities in the views of Aboriginal and non-Aboriginal knowledge systems concerning land rights and identity?3. What are the future factors of change for Aboriginal people?2. MethodsThe following methods have been chosen as the most effective way of documenting this construction of AboriginalityInterviewsSurveysSecondary selective informationPhotographs3. InterviewsAfter much consideration, it was decided that the stovepipe form of wonder would be a semi-structured discourse. This way it would allow me to ask questions in the style of an structured interview but also vary the questions should the interviewee seem to wish to talk more about one area than another (Silverman 2007, p.43). While there is this flexibility, the structure also allows me to bring the interview back to any particular matter I find more important should the interview go off topic slightly. While the questions are more general in their frame of reference from that typically found in a structured interview schedule (Bryman, 2008 p.196). When choosing whom to interview, it was clear that I must be very cautious in the way that I approached the interviewee. This came to my attention when I was aggressively turned away from an Aboriginal land rights office by one of the members inside. In hindsight, it was uninformed of me to think that Aboriginal people would be so open to an interview by a white (and British) student after they are under such pressure in society already. After this incident I approached the matter much more carefully, instead choosing to find contacts through members of staff at the University of Sydney.The following research from my intervie ws is based upon interviews withWarwick Hawkins- A lecturer at Sydney University who teaches about Indigenous sport, education and culture. An Aboriginal himself, Warwick was a good choice from whom to get an academics viewpoint succession also having vast knowledge on Aboriginal life.Darryl French- Head Community Development teacher at the Tranby Aboriginal College- An Aboriginal whos dream it is to get more Aboriginal students into UniversitiesMowan Garri- A groundsman at Komay Botany Bay National Park in CronullaIt is interesting to note that Mowan Garri, despite meeting prior to the interview, was still unwilling to take the interview face to face. This created some positives and negatives. Firstly, it meant that the interview had to be taken over the phone which initially worried me as I would not be able to engage in non-lexical observation during the interview. Shuy (2002) suggests that this may make the telephone interview inferior as interviewees do not fare as well when a sked about sensitive issues. However, the interviewee chose the setting so I olfactory perception it was the correct decision as they felt most comfortable talking over the phone. I asked if I could record the conversation and permission was granted. There are of course many more advantages and disadvantages to telephone interviews for example Frey (2004) believes that a telephone interview is not likely to be any longer than 25 minutes which may not be long enough to gather enough info yet a positive is that by not being in the same room, the respondents feel less inclined to respond to the interviewers non-lexical gestures and facial expressions, making them feel more at ease. It was having this in mind that made me believe that in order to make all the interviews fair, I would then have to do all the interviews over the telephone despite most other interviewees suggesting they were willing to have an interview face to face. I believe rapport was upheld well with all respondents and each were tending(p) a full briefing of the research proposal before hand so they were comfortable in the knowledge that their answers were not going to be taken out of context and used in a negative light. This, as Bechhofer and Paterson (2000, p.70) state, is extremely important in the interview process to minimise any manipulation. It was made clear from the outset that the research aim is to try to find a positive perspective on Aboriginal land rights and identity issues.It is necessary to address the reason for the respondents being the perfect candidates for this research. By choosing a lecturer from an Aboriginal background who has been through the tough Aboriginal education process, answers can be answered effectively on both a personal anecdotal manner and an academic framework. Warwick demonstrates a great influences on contemporary ideas, giving the answers depth and meaning in relation to future work. Darryl French is the head community development teacher at Tranb y College in Sydney that takes up to 28 Aboriginal students a year, all of whom come from a struggling background as a consequence of the belligerent conditions they have been put under by the colonising British. This therefore has given me the opportunity to directly address research question 3 about what he believes the future concerns are for his students and local Aboriginal people. Mowan Garri was also an ideal candidate to interview as the Komay Botany Bay National Park employs all Aboriginal workers which provides interesting thought for discussion and, despite not owning the land, demonstrated a clear connection to the park and its protection.4. SurveysSurveys were further used to back up the initial interviews taken out. The adopt was taken out in three parts, the first of which was given to a University class studying Indigenous Sport, Education and Culture. Survey one was taken in week one before any teaching had commenced and survey two was taken towards the end of the semester when the class was near the end of the teaching period. This was done in order to gain an understanding of the students knowledge of Aboriginal land right issues and identity problems both before and after the classes were taken. It will also give insight into whether this provides a positive or a negative impact on the views of those learning about the issues. As Blaikie (2000, p.29) states, a critical stage in any research is the process of selecting the people, events or items from which about the data will be collected. This is precisely why a great deal of thought was given to who should be the respondents of the surveys to give the best results. The other chosen group for the third survey were the students of Tranby Aboriginal College. This, much like the interviews, was excellent for providing a compare and contrast view of knowledge systems between Aboriginal and non-Aboriginal people. The surveys themselves, varied slightly with each setting but the core research q uestions were all asked in one form or another. Some questions were deemed inappropriate to ask both groups as they would plague biased answers. Bias is always at the centre of surveys (Collier et al. 2004, p.101) and many precautionary measures were taken when phrasing certain questions correctly to ensure nobody was offended. The majority of the questions were open ended as the nature of the research asks for opinions and thoughts simple yes or no questions were seen as unsuitable and they would not provide an in-depth account of the knowledge systems that were required. Despite the questions being open ended, the surveys were kept relatively short to avoid respondent fatigue. Without an interviewer present also, it allows the respondent to write more freely than if they were the subject of an interview. Furthermore, it reduces the researchers imposing ability on the participant (Stoecker 2005, p.39). Naturally, there are downsides to using a survey, for example the respondent ca n read the survey as a whole meaning that the answers are not truly answered independently of each other and they may find it difficult to answer a lot of questions. Of course there is also the risk of a low response rate. However, taking this into consideration a survey was seen as the most effective method as time restrictions did not allow for individual interviews and many of the Tranby College students were either unwilling to or could not attend a focus group session.5. Secondary dataTo support the ideas expressed further, an encompassing range of reliable secondary data will be drawn upon in order to express and reiterate the ideas and views shown by the interviewees and respondents to the surveys. Dale et al. (1988) argue that this form of data analysis is paramount to a research project as it provides high-quality data and allows opportunity to give views real depth and understanding in the context of Aboriginal issues in the wider community. By using this in tandem with p rimary research, I believe it gives the project as a whole a great mainstay for any concluding arguments that are put forth. Government statistics are paramount to the research as clearly time and money constraints would not allow for my own research into Aboriginal demographics. It further gives opportunity to analyse unbiased data whereas all other primary research is subject to unavoidable bias, no matter how small. While the data may not address my research questions directly there will undoubtedly be statistics that are useful for the research.6. PhotographsPictures can demonstrate many different emotions and encompass a vast amount of what an identity involves, therefore a range of photographs were taken and one in particular powerful photograph has been included to help exhibit the need for Aboriginal title and identity to be recognised in the wider community. The messages behind this particular photograph will be discussed in the Analysis chapter.Analysis of Research1.Provi ding Background KnowledgeThus far, it has been necessary to provide an analytical background to the histories of Aboriginal land rights and cultural identities. Therefore in order to contextualise the analysis, there must initially be a base knowledge of the Aboriginal population to gain a true understanding of the qualitative size of their race in relation to the rest of the Australian population it has been noted previously that the indigenous population of Australia is very small in comparison to the non-indigenou

Essay --

The lava lamp was created in the 60s by Edward Craven Walker (Kleinman). The lamp contained a colorful wax surrounded by clear liquid and was powered by a light source. When the wax was heated, it would rise to the top and when it was farther away from the light source, the wax would cool and eliminate back to the bottom of the lamp. Throughout the years, people have still been captivated by the colorful reaction and many have tried to make their accept homemake version of the lamp. After researching this subject and investigating the various ways to approach this project, I too decided to try to recreate a lava lamp do from household items. Being the curious person that I am, which method would work best? Not being sure, I decided to do three different types of lava lamps. The first (A) will be made with table salt. The second (B) will use with vinegar and baking soda and the last (C) will be made using Alka-Seltzer. In Experiment A (Qwertas1243), you will need salt, vegeta ble oil, a clear plastic bottle, food coloring and water. You will need gloves, if you be not careful beca...

Recruiting and Retaining Qualified Personnel Essay example -- Work Wor

Recruiting and Retaining Qualified Personnel INTRODUCTION One of the most critical challenges facing public administration is the recruitment and memory of qualified personnel. While the problem of attracting talent into public service is not new, the introduction and rapid expansion of the high technology and Internet industry, the problem has reached crisis proportions. both(prenominal) the public and private sector have embraced the Information Age with increasing dependence on a skilled and versatile workforce. Private industry responded by developing greater versatility in expanding and contracting their workforce to compliment the strategic requirements and goals of the organization. Public administration did not adequately recognize the changes in private industry that had such a significant impact on the workforce. In the past twenty years the workforce, who had previously expected to spend their career with a genius employer, has adjusted to a norm of changing employe rs several times, (and in many cases changing career paths). This changing expectation of the workforce necessitates not only insurance changes in public administration, but far better flexibility in hiring, rewarding and retaining methods. The shift to broader based training and advanced skills have changed the expectations of the workforce. Workers are increasingly less content with remaining within a single occupational discipline and have matched the flexibility and agility of their employers. Public administrators have increasingly accepted the need to modify reward and incentive programs placing much greater emphasis on performance than tenure. Private business, with its ability to change and re-focus strategic goals and objec... ...US Department of Defense, encyclopaedism Managers Recruiting, Hiring and retentiveness Handbook, Hiring, 15 April 2001. Available from http//gravity.lmi.org/acqbook/hiring/index.html. US Department of Defense, Acquisition Managers Recruit ing, Hiring and Retention Handbook, Retention, 15 April 2001. Available from http//gravity.lmi.org/acqbook/retention/index.html. US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, The defense Acquisition workforce Improvement Act (DAWIA), 15 April 2001. Available from http//gravity.lmi.org/acqbook/dawia/index.html. US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, The DoD Civilian Acquisition Workforce Personnel Demonstration Project (AcqDemo), 15 April 2001. Available from http//gravity.lmi.org/acqbook/acqdemo/index.html.