The Canadian Judiciary Balancing Public and Private Spheres free essay sample

Focuses on explaining the Judiciarys role in Canadian society. This paper represents an attempt to identify the Canadian Judiciarys ability to balance the interests of the public and private spheres according to changing social and political attitudes, as well as an evaluation of internal characteristics of the judiciary and how they necessarily effect this balance. Without question the judiciarys role in protecting individual liberties is valuable, however there are certain elements involved in the judicial process that have made its role highly controversial. The undemocratic nature of the judiciary calls into question its merit in handing down activist decisions that see the judiciary competing with legislatures to form the laws of Canada. Similarly, the its undemocratic, unrepresentative nature creates suspicion as to whether the judiciary is interested in protecting the rights of the common man which is the underlying purpose of the Charter. Perhaps of greatest concern is the tremendous scope of interpretive power the legislature commonly leaves to the judiciary, through the formation of unspecific, inconclusive legislation. We will write a custom essay sample on The Canadian Judiciary: Balancing Public and Private Spheres or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Colombia Revolt essays

Colombia Revolt essays UP AGAINST THE WALL, MOTHER******! THIS IS A STICK-UP! Perhaps nothing upset our enemies more than this slogan. To them it seemed to show the extent to which we had broken with their norms, how far we had sunk to brutality, hatred and obscenity. Great! The New York Times put forward three interpretations of the slogan, the only one of which I remember is the one which had to do with putting the administration up against the wall before a firing squad-apparently our fascistic final solution. The truth is almost as bad: the slogan defined Grayson Kirk, David Truman, the Trustees, many of the faculty, and the cops as our enemies. Liberal solutions, restructuring, partial understandings, compromise are not allowed anymore. The essence of the matter is that we are out for social and political revolution. Mark Rudd - SDS Columbia Chapter Chairman and one of the leaders of the Strike In the spring of 1968 students at Columbia University participated in a controversial series of demonstrations designed to disrupt the ongoings at the university. The Columbia Revolt was original and unique at this point in history. It was the most bold and disruptive protest up until that time. It was the first at an Ivy League institution. It led the way for many protests at universities during the era. It represented the spread of student opposition to the war and racial injustice. It also represented the growing cynicism students felt about whether or not change would actually happen within the political system (May 1). The protest thus resulted in a more disruptive form of protest designed to really stir things up at the All-American college campus. This protest was a message to the American people that the future super elite were willing to reject their place in the world in order to make change. It was a higher level of aggressiveness for the movement of the time, i t was a higher level of student protestor tha...

Subtle Expressions of Patriotism Essay Example | Topics and Well Written Essays - 750 words

Subtle Expressions of Patriotism - Essay Example It is not the cultures of the Irish, Hispanics, and Germans that dot this continent. America is a set of principles, values, and ideals that have remained unchanged for over two centuries. Giving our continual vigilance and support to these abstract concepts is what patriotism is. A colorful hat or a flag on the lawn does little to strengthen our nation or bind us together as a people. Living the principles and ideals of our founding fathers is a subtle, yet powerful, way to not only show our patriotism, but to put it to work to strengthen our nation. Practicing the founding principle of equality binds us together in a nationalistic environment that creates the strength of numbers with the peace of individualism. We practice equality in our day-to-day lives by acting on the immortal words "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed, by their Creator, with certain unalienable Rights" (Declaration of Independence). We live up to this ideal by treating our fellow citizens with dignity and respect. This calls us to do more than simply profess to be fair and equal in our treatment of minorities, religions, and opposing political opinions. It means that we must also accept them as legitimate and equal in terms of allowing them to exist, flourish, and grow. The practice of equality is a subtle expression of patriotism that is built upon the foundation of our nation's beliefs. Equality helps our nation assure that we are allowed to remain free and have the liberty that our independence granted us. Founding father Thomas Jefferson warned us that, "The price of freedom is eternal vigilance" (qtd. in Quotation Page). Our subtle patriotism is shown by our continued watch over our government, its excesses, and its direction in forming our domestic and foreign policies. As with equality, this expression of patriotism also requires action on the part of the citizenry. It requires us to stay informed of the issues that affect America. It demands that we participate in government when possible and whenever necessary. This may mean taking the simple action to vote, or may require running for public office. In addition, as Mark Twain said, we need to support our government when it deserves it. Freedom is a right that must be lived and watched over to assure it remains a part of our American tradition. As a nation that is built on equality and liberty, we have a patriotic obligation to support our country when we can, and criticize it when we can't. While we see our brave soldiers as true patriots, some patriots may be subtler in their approach. Visiting a veteran's hospital to thank the courageous men and women that have placed their life in harms way for our freedom is a quiet, yet forceful, show of patriotism. In addition, we must be willing to criticize our government when our conscience tells us that the government is taking action that is not in the best interest of the people. Civil disobedience can be as patriotic as enlisting in the armed forces. In both cases we are defending the principles and values that make this nation America. In conclusion, patriotism is an action that must be lived and incorporated into our daily lives. It isn't displayed by our once a year display of flags and fireworks. Patriotism is an

Nonprofit Assignment 2 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Assignment 2 - Coursework Example With a mission to ensure racial equality and socioeconomic uplifting of all citizens, the organization boasted about 425000 members in 2007. Through its various departments like Branch and Field Services, youth and collage department, Legal department, and Education department, the organization looks to improve the living conditions of all American citizens and provide them with the best facilities available. The Association also does strong lobbying in the US government that is something contrary to the theories discussed in the commentary. The NAACP is also run through a proper hierarchical management system and takes the ideology of business processes in its operations. The organization also had a rivalry with the IRS at the point of its tax-exempted status. The IRS contented that the organization has been actively taking part in the political affairs which was obnoxious but eventually, the case went in favour of the organization(NAACP, 1997). The philanthropic foundation works under private ownership and is a division of the main for profit business of the Kellogg Company. Hence this is a good example of the corporate effort towards non-profit businesses. The foundation was the 7th largest foundation in 2005 with 82% of its founds spent in the US. The company also invests in a variety of programs including schools, and other social programs. The assets held by the company are humongous in volume with US $ 7 billion. This is in compliance with the theories cited in the commentary about the growing influence of the non-profit organizations. The new management framework employed by the organization enables it to emphasise on food, Health, Social wellbeing and Education and Learning. The organization, unlike many others, has been very successful in fulfilling its objective of helping children face the future with confidence, health, and under high security (W.K. Kellogg Foundation, 1999). The Association of Jewish family and children agencies

Technology Philosophy Essay Example | Topics and Well Written Essays - 750 words

Technology Philosophy - Essay Example Varying the use of available instructional technology materials will keep the students expectant in every lesson. This gives inspiration to both teachers and students as well. For the teachers, there is the challenge to create new and exciting presentations and for the teachers, there is the continuous wondering not only on the concepts to be learned but on how these concepts are presented. The way these are presented is important because it paves the way for their clear understanding of the topics. The use of technology in the teaching-learning process should not be used as a tool in presenting the lessons like using the MS PowerPoint presentations to show the ideas and concepts or the use of transparencies to project the outline of the discussion or the content of the lecture. These should be part of the learning activities also where the students are enabled to understand these technologies and enabled to use these because in a way, creativity and technical skills are also developed. These can also be used as aid in learning concepts also like the use of computer games to teach the concept and activity of inference, hypothesis and prediction. My approach toward my educational philosophy with regard to technology was inductively developed. I looked at what I believe in with regard to the teaching-learning process and attached to these what I believe should be the role of technology. Later on, I looked into existing educational philosophies, and identified from there, which among these best fit my philosophy. As I have identified, these are as follows: John Dewey’s experiential philosophy, Dr. Howard Gardner’s multiple intelligences theory, and John Mc Peck’s teaching critical thinking. Dewey’s philosophy involves the use of experience in teaching like in teaching addition and subtraction of numbers for example, instead of teaching the

Importance of History and Context Considerations for Clients

Importance of History and Context Considerations for Clients Historical and Contextual Considerations for Clients Siobhan L. Healy Abstract This paper discusses four cases in total, two from the perspective of a psychologist in private practice and two from the perspective of a school psychologist. First, we will be covering two clients who visited Dr. Goldstein’s private practice: Client #1: Brian, a 28 year old, married father of a two year old daughter and a six month old infant son, is expressing a feeling of unhappiness. He states that he is miserable, making everyone around him miserable. Client #2: Cindy, a 41 year old, recently divorced woman without children and high school education is not able to relax and worries about something all the time. She experiences a feeling of â€Å"going crazy†. Next, we will be discussing two clients Dr. Venneman, the school psychologist, is covering: Client #1: Rosie, a 7-year-old second-grader from an intact family has recently moved into the school district and was referred for experiencing academic difficulties concerning reading and writing, as well as social difficulties with her classmates. Client #2: Marco, a 17 year old high school student was referred for failing grades and refusal to follow course sequences. He is considering dropping out of school. The hypothesis for this paper is, that, when clinicians are able to gather enough information about their clients’ history and weave together pertinent data to get a clear picture of each case, they will be able to use the correct assessment in order to design a treatment plan. According to Groth-Marnat, the evaluation of the referral question in each case is of great importance. An inaccurate clarification of a problem can result in practical limitations of psychological evaluations. It is the clinicians’ responsibility to provide useful information and to clarify the requests they receive, and each clinician is aware of the value and the limitations of psychological tests. Furthermore, clinicians should not assume that requests for evaluation and referrals are adequately described or elaborated on. In fact, clinicians may need to uproot unspoken expectations of clients and uncover interpersonal relationships and hidden agendas. Limitations of psychological tests need to be explained to clients and the clinician is required to fully understand the vocabulary, dynamics, referral setting, and conceptual model (Groth-Marnat, 2003). Because clinicians are rarely asked to provide a general or global assessment, but are instead expected to answer specific questions, they need to address these questions and should contact the source of the referral at various stages in the assessment process. In an educational evaluation, such as in Rosie’s and Marco’s case, the school psychologist should observe the student in the classroom environment. The information gathered from such an observation should then be relayed back to the source of the referral (school) in order to get further clarification and, possibly, a modification of the initial referral question (Groth-Marnat, 2003). After gaining insight into the referral question, clinicians should proceed with the collection of information. A variety of sources may be used for this purpose, such as personal history, interview data, behavioral observations, and test scores. Furthermore, clinicians could obtain any previous psychological evaluations, medical records, police reports, school records, or they could discuss the current issues with the client and/or with parents or teachers (Groth-Marnat, 2003). For example, Dr. Goldstein could ask his client, Brian, the 28 year old father of two small children, a few background questions, such as, â€Å"when did you first experience the feeling of unhappiness and what exactly do you do to make everyone around you miserable†, or â€Å"how was your marriage before the birth of your children†, â€Å"what may be additional stress factors besides the overwhelming task of having two young children†, and â€Å"how is your social life†? Furthermore, Dr. Goldstein should explore any possible medical reasons for Brian’s â€Å"unhappiness†. Once the clinician has ruled out certain factors that may be contributing to Brian’s condition, he may be able to pinpoint the cause of his unhappiness and determine that Brian is simply and temporarily overwhelmed by the addition of a new baby to an already stressful life. After all, additionally to having to go to work to financially support a family of four, Brian is most likely sleep deprived due to his infant son’s irregular sleep pattern. Ultimately, Brian’s wife and daughter may be placing unreasonable demands on him by asking for more help and attention. Most likely this phase will pass and the clinician will be able to design a solid assessment and treatment plan. Dr. Goldstein’s second case of Cindy, the 41 year old, divorced female, may be a complex one to examine. Once again, Dr. Goldstein should ask Cindy questions such as â€Å"what were the reasons for your recent divorce†, and â€Å"when did you first experience the feeling of â€Å"going crazy† and how does it present†, â€Å"what kind of worries are the most prevalent and what have you tried to do in order to relax†? After ruling out a medical problem, the clinician should examine Cindy’s situation carefully, as it sounds like she may be suffering from anxiety and depression due to her recent divorce. After the divorce, she may have also lost common friends she shared with her partner. The divorce may have left her financially and emotionally drained and she may be going through a midlife crisis. In cases like that, the potential for substance abuse as a coping mechanism can be high. With detailed information about Cindy’s background, D r. Goldstein should be able to create a thorough assessment and a feasible treatment plan. In the case of Rosie, the 7-year-old second-grader from an intact family who recently moved to a new school district, the school psychologist, Dr. Venneman, should obtain any and all school and medical records and he should gather as much information from Rosie’s parents and current and former teachers (or principals). Dr. Venneman should explore whether Rosie had any academic issues in her former school. She may have to get an eye exam to rule out a vision problem since her decreasing performance involves reading and writing. After ruling out any medical problems, Dr. Venneman should find out if Rosie may be missing her old friends and social activities. He should ask parents and teachers questions such as â€Å"has she made any friends at all yet†, or â€Å"is she still involved in the sports activities that she used to enjoy†? It is very likely that Rosie is just experiencing a temporary loss of a sense of stability (of a predictable environment and routine) a nd the loss of her friends due to the move. Once she is used to her new situation, she will most likely be able to adapt, make new friends, and catch up with school work. In the case of Marco, the 17 year old high school student who is considering dropping out of school, Dr. Venneman may have to explore his school and police records and conduct interviews with his family and teachers. After ruling out a medical condition or a possible criminal past, the clinician should ask Marco and everyone concerned a number of questions, such as â€Å"how long has the lack of interest in school work persisted and what was done to intervene†, â€Å"what are his peers like†, and â€Å"what does Marco want for his future†? Fortunately, Marco is a short time away from graduating from high school and the clinician should put emphasis on finding a quick and solid solution to jump-start Marco’s motivation. In all of these cases, it is important to realize that any tests themselves are just one tool (or source) for gathering data. Each case history is of importance as it provides the clinician a context for understanding each client’s current issue and with this knowledge the test scores become meaningful. A number of ethical guidelines have emerged for conducting formal assessments, ensuring â€Å"that appropriate professional relationships and procedures are developed and maintained† (Groth-Marnat, 2003, p.48). When assessing all of the above clients, the clinician must carefully consider what constitutes his or her ideal practice. There will always be difficulties involving assessment procedures. The main issues are the â€Å"use of tests in inappropriate contexts, confidentiality, cultural bias, invasion of privacy, and the continued use of tests that are inadequately validated† (Groth-Marnat, 2003, p.48); consequently, this has resulted in many restrictions as to the use of certain tests, increased skepticism, and a greater need for clarification within regarding ethical standards within the field of psychology (Groth-Marnat, 2003). As in Rosie’s and Marco’s case, the clinician would be concerned about dealing with minors, especially if one was diagnosed with a disability, and should obtain consent to perform the assessments through a parent or legal guardian. As described by Steege Watson (2013) â€Å"when information is systematically collected and analyzed for the express purpose of determining behavioral function and the development of a BIP, it should be considered an evaluation and parental permission obtained† (p.34). Furthermore, it would be unethical of Dr. Goldstein, for example, to reveal information about Brian or Cindy to others, unless the clients are posing a risk to themselves or others (such as a threat of suicide or homicide) (Steege Watson, 2013). In the case of Cindy, Dr. Goldstein could begin with a semi-structured interview format and list a sequence of questions that he would like to ask her. The first series of questions could include: â€Å"What are some important concerns that you may have?† â€Å"Could you describe the most important of these concerns?† â€Å"When did the difficulty first begin?† â€Å"How often does it occur?† â€Å"Have there been any changes in how often it has occurred?† â€Å"What happens after the behavior(s) occurs?† (Groth-Marnat, 2003, p. 79-80). Since clients vary in their personal characteristics (age, degree of cooperation, educational level, etc.) and type of problem (childhood difficulties, legal problems, psychological problems), the questions should vary from person to person (Groth-Marnat, 2003). In Cindy’s case, the above questions are appropriate to ask. The series of questions should not be rigid, but asked with a certain level of flexibility, in order to explore relevant but unique issues that may arise during the interview. It is difficult to speculate on the conduction and outcome of the interview, because different theoretical perspectives will exist when it comes to clinician-client interaction between Dr. Goldstein and Cindy. It is important to note, that, a successful interview is achieved first and foremost with a proper attitude of the clinician, and not so much by what he or she says or does. The interviewer should always express â€Å"sincerity, acceptance, understanding, genuine interest, warmth , and a positive regard for the worth of the person. If clinicians do not demonstrate these qualities, they are unlikely to achieve the goals of the interview, no matter how these are defined† (Groth-Marnat, 2003, p. 80). Dr. Goldstein should be aware of the interviewer effect because his interview with Cindy is a social interaction and his appearance may influence her answers. This is a common problem and such bias can render the results of the study invalid. For example, body language, age, gender, ethnicity, or social status of the interviewer can create this effect. If Dr. Goldstein happens to be of the same age and ethnicity of Cindy’s ex-husband, with a similar social status and body language, she may not answer all the questions without bias. Unfortunately, there is always going to be such a possibility when conducting an interview. After Dr. Goldstein has concluded the interview with Cindy, he will then provide an outline of the behavioral assessment, similar to the behavioral interview. He will initially provide Cindy with an overview of what has to be accomplished with a clearly detailed specification of her problem behavior. Dr. Goldstein will identify the target behavior(s) and define them in exact behavioral terms. For example, Cindy’s target behaviors may be excessive worry and inability to relax as part of an anxiety disorder. The clinician will then determine the problem frequency, duration, and intensity (â€Å"How many times has the feeling of â€Å"going crazy† occurred today,† â€Å"How long did it persist†, etc.). He will then identify the conditions in which the problems (worrying, not being able to relax, and so on) occur â€Å"in terms of its antecedents, behaviors, and consequences† (Groth-Marnat, 2003, p. 114). Dr. Goldstein will determine the desired level of Cindy’s performance and consider an estimate of how realistic this is for her with possible deadlines. He will definitely identify Cindy’s strengths and also suggest procedures for measuring her relevant behaviors. He will decipher who will record what and how will it be recorded, when and where. Then, Dr. Goldstein will determine how the effectiveness of the program should be evaluated. After completing the discussion of areas, he will summarize it to ensure that Cindy understands and agrees. Again, this outline should not be rigid and should be used as a general guideline (Groth-Marnat, 2003). In Cindy’s case, the behavioral interview itself may have presented enough material for an adequate assessment but some form of actual behavioral observation may be required before, during, and after treatment. A method for observing the behavior(s) is often decided on during the initial behavioral interview. While interviews primarily serve to obtain verbal information from clients, behavioral observation conducted to actually carry out certain techniques and strategies of measuring relevant areas of behavior that were previously discussed during the behavioral interview. With Cindy, a behavioral observation may be useful, although it is usually used more frequently in cases such as assessing young children, the developmentally disabled, or resistant clients, but it would be interesting to obtain interval recording, narrative recording, ratings recording, and event recording. Dr. Goldstein may ask Cindy to observe her relevant target behaviors. He and Cindy will have to decid e on the number of target behaviors to record and the complexity of a recording method, as the task will have to remain manageable and not â€Å"overly complex† (Groth-Marnat, 2003). Target behavior(s) should be identified in a narrative description of Cindy’s problems and later specified by determining the antecedents and consequences related to her problem behavior. All of her behaviors need to be measured in an objective manner, with complete definitions that enable concise observations of the measures of the behaviors. Such definitions should not include abstract terms, such as absentmindedness or sadness, and instead concentrate on specific behaviors. Furthermore, the definitions should be easy to read. When Dr. Goldstein is measuring behavioral frequencies, he must clearly define when the behaviors begin and end. It can be difficult to measure less clearly defined behaviors. The recordings should measure the duration of behaviors and their intensity. For example, how fast does Cindy’s heart beat during an anxiety/panic attack in which she feels that she is losing her mind and how long did this heart rate remain? Measurements as such will deter mine how urgent and strong a treatment approach should be (Groth-Marnat, 2003). Of further importance is the setting of a behavioral observation and it can range from a natural setting to a highly structured one. Natural, or in vivo, settings for Cindy can include her home, the park, or the mall. Such natural settings are the most effective ones when trying to assess high-frequency or depressive behaviors, as in Cindy’s case. Unfortunately, observations in natural settings require an extensive amount of time but are useful when the amount of change the client has made is measured after a treatment. Dr. Goldstein may decide to create a structured environment, such as a role play, that bring out specific types of behaviors. Such environments can be important for infrequent behaviors but this type of setting may not generalize into Cindy’s actual life. The training of the observer has to include a clear understanding of measuring the behaviors, emphasizing on taking objective and accurate recordings. The clinician should take precautions to avoid obse rver error, through bias, lapses in concentration, leniency, and discussing of data with other observers. Reliability may be checked by â€Å"comparing the degree of agreement between different observers rating the same behaviors† (Groth-Marnat, 2003, p.116). After gathering enough information about their clients’ history and pertinent data during behavioral interviews and assessments, clinicians have a clear picture of each case and will be able to design and implement the correct treatment plan. References Groth-Marnat, Gary (2003). Handbook of Psychological Assessment 4th ed. John Wiley Sons. Retrieved on 20 February 2015 from http://marijag.home.mruni.eu/wp-content/uploads/2009/02/handbook-of-psychological-assessment-fourth-edition.pdf. Steege, M.W., Watson, T.S. (2013). Conducting School-Based Functional Behavioral Assessments, Second Edition. Guilford Press. VitalBook file.

Economic History of Europe from Early 100s to Medieval :: essays papers

Economic History of Europe from Early 100s to Medieval In the tenth century, Europe was coming out of a torment of invasion, plunder, and rapine, by enemies’ form all sides. They were from Scandinavia, the Norsemen or Vikings that pillaged and harassed everyone almost to Constantinople. They were also plagued by the Saracens from across the Mediterranean and from the Magyars from the east overland. But no one will submit to this kind of abuse forever. Europeans began to retaliate and counter the thrusts of their attackers, raising the price of aggression. Over the years the northern tribes and Hungarian invaders gave up, settled down and domesticated. This end form danger launched Europe on the path for development and growth. Western Aristocracy, however, did not foster the idea of a successful, efficient economy. The Aristocratic empires squeezed al they could out of what they had instead of looking for new ways to make more. They pressed and oppressed harder. These societies had no initiative and could not operate in terms of productivity. The medieval period that followed was considered a transitional society. These nomadic communities kept in constant motion mad nothing so special or valuable as to cause issues of ownership or other ambitions to power. In the centuries that followed authority began to weaken. The tradition of election passed on to hereditary rule, but the old customs and appearances also faded away and the ruler, even when designated at birth was formally elected. His power was weakening and some seeked to restore the empire that had once been. At this point the basis of economy in Europe was private property what could be held, defended, and conquered. As communication and transportation came into people’s lives the contest for power in European societies gave rise to semi-autonomous city, or an organized commune. But nothing like the commune appeared outside Western Europe. The commune had a primary economic function to be a government of the merchants, by the merchants, and for the merchants. Also it functioned in its ability to grant social status and political rights on its residents, rights that are crucial to the conduct of business and to freedom from outside interference. These cities became gateways to freedom. Migration to cities improved the income and status of the migrants. Self emancipation in Western Europe was directly linked to the franchised villages and urban communes. Economic History of Europe from Early 100s to Medieval :: essays papers Economic History of Europe from Early 100s to Medieval In the tenth century, Europe was coming out of a torment of invasion, plunder, and rapine, by enemies’ form all sides. They were from Scandinavia, the Norsemen or Vikings that pillaged and harassed everyone almost to Constantinople. They were also plagued by the Saracens from across the Mediterranean and from the Magyars from the east overland. But no one will submit to this kind of abuse forever. Europeans began to retaliate and counter the thrusts of their attackers, raising the price of aggression. Over the years the northern tribes and Hungarian invaders gave up, settled down and domesticated. This end form danger launched Europe on the path for development and growth. Western Aristocracy, however, did not foster the idea of a successful, efficient economy. The Aristocratic empires squeezed al they could out of what they had instead of looking for new ways to make more. They pressed and oppressed harder. These societies had no initiative and could not operate in terms of productivity. The medieval period that followed was considered a transitional society. These nomadic communities kept in constant motion mad nothing so special or valuable as to cause issues of ownership or other ambitions to power. In the centuries that followed authority began to weaken. The tradition of election passed on to hereditary rule, but the old customs and appearances also faded away and the ruler, even when designated at birth was formally elected. His power was weakening and some seeked to restore the empire that had once been. At this point the basis of economy in Europe was private property what could be held, defended, and conquered. As communication and transportation came into people’s lives the contest for power in European societies gave rise to semi-autonomous city, or an organized commune. But nothing like the commune appeared outside Western Europe. The commune had a primary economic function to be a government of the merchants, by the merchants, and for the merchants. Also it functioned in its ability to grant social status and political rights on its residents, rights that are crucial to the conduct of business and to freedom from outside interference. These cities became gateways to freedom. Migration to cities improved the income and status of the migrants. Self emancipation in Western Europe was directly linked to the franchised villages and urban communes.

Evidence Based Health Promotion Essay

Health promotion has emerged in the last decade as an important force to improve both quality and quantity of people’s lives. Sometimes termed ‘the new public health’ it seeks to support and encourage a participative social movement that enables individuals and communities to take control over their own health. (Bunton,R & Macdonald,G 1992) Health promotion plays an important part in everybody’s life and the lives our children and our children’s children. The purpose of this assignment is to discuss and give justification for evidence based health promotion, some people may ask why we need evidence based health promotion and practice, this paper goes some way to identifying the answer to this question. Health promotion can be defined in may ways, as defined by the World Health Organisation health promotion is the process of enabling people to increase control over and to improve their health. (www. who. int accessed November 2007) Tannahill (1985) defined health as ‘the process of enhancing health and reducing risk of ill health through the overlapping spheres of health education, health protection and disease control,’ ultimately they all accept that lifestyle and ecological elements play a critical part in any health promotion strategy. The topic of evidence based health promotion is a timely one given the resolution of the World Health Assembly that all members state: ‘adopt an evidence-based approach to health promotion using the full range of quantitative and qualitative methodologies. WHO, 51st World Health Assembly, Geneva, 1998) (www. who. int accessed November 2007) In the past few years significant advances have been made in health promotion to generate readily accessible systematic reviews of evidence on the effectiveness of interventions and programs. The influence of this evidence on policy and practice has, however, been unpredictable and proponents of evidence based health practice are identifying ways to increase the use of research in decisions about health promotion interventions. www. oxfordjournals. org) Health promotion is a process directed towards enabling people to take action and control over their own health, it is not something that is done on or to people, it is done by, for and with people either as individuals or as groups. In Choosing Health (DOH, 2004) the Government insist a positive way forward is to promote and to motivate the nation to make healthier lifestyle choices. Ewles and Simnett (2003) state that health promotion is about raising the health status of individuals and communities – this means improving health, advancing, supporting, encouraging and placing it higher on personal and public agendas. The purpose of health promotion is to strengthen the skills and capabilities of individuals to take action and the capacity of groups or communities to act collectively to exert control over the detriments of health and achieve positive health. Evidence based health promotion assists people in this aim. The response to the current need for evidence has been two fold, on the one hand we have witnessed an increase in the number of published systematic reviews, together with more robust evaluations from the field. On the other hand there has been considerable debate about the nature of evidence and how we can assess effectiveness. Concerns about the possible dominance of a positive methodological agenda and its limited applicability to health promotion have been more fully discussed elsewhere. Signs are emerging that these concerns are being beginning to be addressed. There is increasing recognition of the broad epistemological basis of health promotion research, the value of methodological pluralism and the particular capacity of qualititative methods to provide illuminating perspectives. (www. oxfordjournals. org) Evidence based health promotion asks us, how do we know? who says so? , it is based on inspiration, values, experiences, statistics, data, samples and research. Research is about proving and disproving and is completed to ensure data is valid and reliable; we depend on evidence based health promotion to contribute to the development of our knowledge. It is a crucial means of producing evidence which informs practice, offers guidance and prescription, It makes the practitioner an informed individual who practice is less likely to be questioned as unsafe or unreliable. Government documents are increasingly emphasising the importance and their support for evidence based health promotion such as the document better health Wales in 1998 which covers many areas of health, although some years ago the content is still as relevant today. The dominant model for reviewing health care interventions is that established by the Cochrane Collaboration (1994). This is a bio-medical model, in which the ultimate effectivness of interventions is expressed as ‘hard’ outcomes such as changes in mortality and morbidity and behavioural outcomes. Accumulating scientific proof of the effectiveness of a clinical intervention can be complex and can involve randomized controlled trial’s meta-analysis and undertaking systematic reviews. ( Webb,D 1999) So what are these trials and why are they used? A randomized controlled trial is an experiment with a group of patients which seeks to determine which outcomes are obtained with a particular intervention. Of course it is always possible that a clinical outcome may be a consequence of some factor other than the intervention This possibility is ‘controlled for’ by incorporating into the design of the trial a second group, the ‘control group’ who do not receive the intervention. Patients are randomly assigned to either the intervention or the control group through randomising the allocation of patients to intervention or control groups it becomes likely that factors which might influence an outcome, for example socio economic differences are equally distributed and therefore cancel each other out. The random controlled trial provides the best assurance that outcome differences can be attributed to the intervention and not to extraneous factors. ( Webb,D 1999) Randomized controlled trials are the most rigorous way of determining whether a cause effect relation exists between treatment and outcome and for assessing the cost effectiveness of a treatment. They are used to establish efficiency of a treatment as well as frequency of side affects. This is meant to address issues such as, effects of treatment may only be small and therefore undetectable except when studied methodically on a large scale, also biological organisms are complex and do not react to the same stimulus in the same way, which makes influence from single clinical reports very unreliable and generally unacceptable as scientific evidence. Finally, it is also known and has been proven that when administering the treatment it can have psychological effects on a person this is known as the placebo effect. There are some limits of a randomized controlled trial such as ethical concerns, some might say it is unethical to expose a patient to treatment that is inferior to one already currently available, however some might say how can we progress until these trials are performed and results are found. It is widely acknowledged that random controlled trials are not well suited to explaining how something happens, rather than what happens (Pawson & Tilley, 1997), However, understanding how something was implemented and what effect this has on outcomes, is absolutely crucial to health promotion. Since the late 1970’s Meta analysis has emerged as a powerful tool for synthesising the results of independent trials. In essence, it is an overview of clinical trials in a particular area of treatment, in which the results are presented in the form of numeric summary. ( Webb,D 1999) There are some weaknesses of using this method, one is that sources of bias are not controlled by this. Even if you have a good design of meta analysis if you have a bad study you will get bad results, it can be argued that only methodologically sound studies should be used in meta analysis, a practice called by Robert Slavin as ‘ best evidence meta analysis’. Systematic reviews of the literature on clinical effectiveness are being undertaken to provide clinicians, managers and policy makers with a more efficient means of accessing information about effective interventions. Systematic reviews are intended to provide a synthesis of research findings in given areas and present the results in ways which are manageable, Systematic reviews can seek to establish whether research findings are consistent, can be generalised across target groups and settings or determine whether they vary by particular sub sets (Mulrow, 1995). In addition to the need for systematic reviews to incorporate less stringent inclusion criteria for research designs is the criticism that they have been predominantly concerned with the quality of the research design and have not considered in detail the range and quality of the interventions in each study. (Speller & Webb 1997) Both quantitative and qualitative research test on rich and varied traditions that come from multiple disciplines and both have been employed to address almost any research topic you can think of. To put it simply qualitative data typically consists of words while quantitative data consists of numbers. Although there are clear differences between to two anything that is qualitative can be assigned meaningful numeric values, these values can then be manipulated to help us achieve greater insight into the meaning of the data and to examine specific hypotheses. (www. socialresearchmethods. et) Qualitative data is extremely varied in nature it can include almost any information that can be captured that is not numerical in nature such as interviews, observations and written documents. Another difference between the two is that in quantitative research, the researcher is ideally and objective who neither participates in nor influences what is being studied. In qualitative research, however, it is thought that the researcher can learn the most by participating or being immersed in a research situation. These basic underlying assumptions of both methodologies guide and sequence the types of data collection methods employed. (www. writing. colostate. edu) Research in several countries provides consistent evidence of a ‘theory practice gap’ in health, clear disparities have been demonstrated between the best practice ideals and values that are taught and those actually encountered in everyday practice. (www. eprints. soton. ac. uk) Larsen et al (2002) said it is obvious that almost everyone spontaneously experiences a gap between theory and practice. Theory and practice exist in their own right as two kinds of knowledge, theoretical knowledge and practical knowledge. This statement of relations between theory and practice challenges not only theorists and practitioners but also basic thinking in modern, western cultural circles that has been in place since the enlightenment. The experience of a gap is a social construct, it is a product of history and society. While most of the literature on the subject of theory practice gap sees it as a problem it has been suggested that a positive benefit of the gap is that it can provide you with an opportunity to develop problem solving skills. Eraut et al (1995) offers a more precise typology of theory practice gaps, focusing on different types of knowledge and its implication for use in practice. The ideal and the real world for care delivery, the difference between generic and specific application of theory, the problems of translation and implementation (transfer of learning) and the need to identify the relevant from the irrelevant ( often dependent on the setting and the resources available) Research has shown that there can be many factors involved in causing the gap, such as rapid changes in the clinical setting that affect the nature and setting of care delivery, sequencing of theory and practice, lack of recent clinical experience by nurse educators, lack of collaboration between clinical areas and educational institutions and the need to be an educational generalist who can cover a wide subject range whilst clinical areas are becoming increasingly specialist and even super specialist. (www. who. org) Solutions that have been suggested to bridge the theory practice gap such as an innovative curriculum allowing closer sequencing of theory and practice, improving collab oration between clinical areas and educational institutions. The creation of joint appointments (between education and services) where the role is to facilitate the application of theory to practice, promote effective collaboration between the two services and education: promote research based practice: and facilitate the development of nursing practice. And by using the use of tools such as the skills grid that sets out the knowledge, skills, behaviour and outcomes are linked and supported by research evidence. ( Knight C M et al) Then role of evidence based practice in health promotion has amplified over the years, this is due to the increased amount of evidence available and the willingness of the specialist’s and practitioners, also the need for precision when it comes to health promotion. Evidence based health promotion is an aide to health promotion and an essential part of advancement in the health field. Health promotion, in order to be effective needs both quantitative and qualitative research to best inform practice, even with all the methods of research it still depends on the rigour and the extent to which the investigator is methodical in the collection and analysis of the data and its limitations. Qualitative approaches are able to explore the different meanings that individuals attach to health and to the different variations, given that health promotion is committed to the idea that there are many different definitions of health and that the role of health promotion is to help meet some of the diverse needs and aspirations of different communities as can be seen in the Ottawa chart. (Webb 1999) Evidence based health promotion starts from skills and qualities which many health promoters have already. It complements reflective practice by adding the experience of others, presented in various forms.

Surviving Infancy in the Middle Ages

Surviving Infancy in the Middle Ages When we think about daily life in the Middle Ages, we cannot ignore the death rate that, compared to that of modern times, was horrendously high. This was particularly true for children, who have always been more susceptible to disease than adults. Some might be tempted to see this high rate of mortality as indicative of either an inability of parents to provide proper care for their children or a lack of interest in their welfare. As we shall see, neither supposition is supported by the facts. Life for the Infant Folklore has it that the medieval child spent his first year or so wrapped in swaddling, stuck in a cradle, and virtually ignored. This raises the question of how thick-skinned the average medieval parent had to be in order to disregard the persistent cries of hungry, wet and lonely babies. The reality of medieval infant care is a trifle more complex. Swaddling In cultures such as England in the High Middle Ages, babies were often swaddled, theoretically to help their arms and legs grow straight. Swaddling involved wrapping the infant in linen strips with his legs together and his arms close to his body. This, of course, immobilized him and made him much easier to keep out of trouble. But infants were not swaddled continuously. They were changed regularly and released from their bonds to crawl around. The swaddling might come off altogether when the child was old enough to sit up on his own. Furthermore, swaddling was not necessarily the norm in all medieval cultures. Gerald of Wales remarked that Irish children were never swaddled, and seemed to grow strong and handsome just the same. Whether swaddled or not, the infant probably spent much of its time in the cradle when it was home. Busy peasant mothers might tie unswaddled babies into the cradle, allowing them to move within it but keeping them from crawling into trouble. But mothers often carried their babies about in their arms on their errands outside the home. Infants were even to be found near their parents as they labored in the fields at the busiest harvest times, on the ground or secured in a tree. Babies who were not swaddled were very often simply naked or wrapped in blankets against the cold. They may have been clad in simple gowns. There is little evidence for any other clothing, and since the child would quickly outgrow anything sewn especially for it, a variety of baby clothing was not an economic feasibility in poorer homes. Feeding An infants mother was ordinarily its primary caregiver, particularly in poorer families. Other family members might assist, but the mother usually fed the child since she was physically equipped for it. Peasants didnt often have the luxury of hiring a full-time nurse, although if the mother died or was too ill to nurse the baby herself, a wet nurse could often be found. Even in households that could afford to hire a wet nurse, it was not unknown for mothers to nurse their children themselves, which was a practice encouraged by the Church. Medieval parents sometimes found alternatives to breastfeeding their children, but there is no evidence that this was a common occurrence. Rather, families resorted to such ingenuity when the mother was dead or too ill to breastfeed, and when no wet nurse could be found. Alternate methods of feeding the child included soaking bread in milk for the child to ingest, soaking a rag in milk for the child to suckle, or pouring milk into his mouth from a horn. All were more difficult for a mother than simply putting a child to her breast, and it would appear that- in less affluent homes- if a mother could nurse her child, she did. However, among the nobility and wealthier town folk, wet nurses were quite common and frequently stayed on once the infant was weaned to care for him through his early childhood years. This presents the picture of a medieval yuppie syndrome, where parents lose touch with their offspring in favor of banquets, tourneys, and court intrigue, and someone else raises their child. This may indeed have been the case in some families, but parents could and did take an active interest in the welfare and daily activities of their children. They were also known to take great care in choosing the nurse and treated her well for the ultimate benefit of the child. Tenderness Whether a child received its food and care from its own mother or a nurse, it is difficult to make a case for a lack of tenderness between the two. Today, mothers report that nursing their children is a highly satisfying emotional experience. It seems unreasonable to assume that only modern mothers feel a biological bond that in more likelihood has occurred for thousands of years. It was observed that a nurse took the place of the mother in many respects, and this included providing affection to the baby in her charge. Bartholomaeus Anglicus described the activities nurses commonly performed: consoling children when they fell or were sick, bathing and anointing them, singing them to sleep, even chewing meat for them. Evidently, there is no reason to assume the average medieval child suffered for lack of affection, even if there was a reason to believe his fragile life would not last a year. Child Mortality Death came in many guises for the littlest members of medieval society. With the invention of the microscope centuries in the future, there was no understanding of germs as the cause of disease. There were also no antibiotics or vaccines. Diseases that a shot or a tablet can eradicate today claimed all too many young lives in the Middle Ages. If for whatever reason a baby could not be nursed, his chances of contracting illness increased; this was due to the unsanitary methods devised for getting food into him and the lack of beneficial breast milk to help him fight disease. Children succumbed to other dangers. In cultures that practiced swaddling infants or tying them into a cradle to keep them out of trouble, babies were known to die in fires when they were so confined. Parents were warned not to sleep with their infant children for fear of overlaying and smothering them. Once a child attained mobility, danger from accidents increased. Adventurous toddlers fell down wells and into ponds and streams, tumbled down stairs or into fires, and even crawled out into the street to be crushed by a passing cart. Unexpected accidents could befall even the most carefully watched toddler if the mother or nurse was distracted for only a few minutes; it was impossible, after all, to baby-proof the medieval household. Peasant mothers who had their hands full with myriad daily chores were sometimes unable to keep a constant watch on their offspring, and it was not unknown for them to leave their infants or toddlers unattended. Court records illustrate that this practice was not very common and met with disapproval in the community at large,  but negligence was not a crime with which distraught parents were charged when they had lost a child. Faced with a lack of accurate statistics, any figures representing mortality rates can only be estimates. It is true that for some medieval villages, surviving court records provide data concerning the number of children who died in accidents or under suspicious circumstances in a given time. However, since birth records were private, the number of children who survived is unavailable, and without a total, an accurate percentage cannot be determined. The highest  estimated  percentage I have encountered is a 50% death rate, although 30% is the more common figure. These figures include the high number of infants who died within days after birth from little-understood and wholly unpreventable illnesses that modern science has thankfully overcome. It has been proposed that in a society with a high child mortality rate, parents made no emotional investment in their children. This assumption is belied by the accounts of devastated mothers being counseled by priests to have courage and faith upon losing a child. One mother is said to have gone insane when her child died.  Affection and attachment were obviously present, at least among some members of medieval society. Furthermore, it strikes  a false  note to imbue the medieval parent with a deliberate calculation of his childs chances of survival. How much did a farmer and his wife think about survival rates when they held their gurgling baby in their arms? A hopeful mother and father can pray that, with luck or fate or the favor of God, their child would be one of at least half of the children born that year who would grow and thrive. There is also an assumption that the high death rate is due in part to infanticide. This is another misconception that should be addressed.   Infanticide The notion that infanticide was rampant in the  Middle Ages  has been used to bolster the equally erroneous concept that medieval families had no affection for their children. A dark and dreadful picture has been painted of thousands of unwanted  babies  suffering horrible fates at the hands of remorseless and cold-hearted parents. There is absolutely no evidence to support such carnage. That infanticide did exist is true; alas, it still takes place today. But the attitudes toward its practice are really the question, as is its frequency. To understand infanticide in the Middle Ages, it is important to examine its history in European society. In the  Roman Empire  and among some Barbarian tribes, infanticide was an accepted  practice. A newborn would be placed before its father; if he picked the child up, it would be considered a member of the family and its life would begin. However, if the family was on the edge of starvation, if the child was deformed, or if the father had any other reasons not to accept it, the infant would be abandoned to die of exposure, with rescue a real, if not always likely, possibility. Perhaps the most significant aspect of this procedure is that life for the child began  once it was accepted.  If the child was not accepted, it was essentially treated as if it had never been born. In non-Judeo-Christian societies, the immortal soul (if individuals were considered to  possess  one) was not necessarily considered to reside in a child from the moment of its conception. Therefore, infanticide was not regarded as murder. Whatever we might think today of this custom, the people of these ancient societies had what they considered to be sound reasons for performing infanticide. The fact that infants were occasionally abandoned or killed at birth apparently did not interfere with the ability of parents and siblings to love and cherish a newborn once it had been accepted as part of the family. In the fourth century, Christianity became the official religion of the Empire, and many Barbarian tribes had begun to convert, as well. Under the influence of the Christian Church, which saw the practice as a sin, Western European attitudes towards infanticide began to change. More and more children were baptized shortly after birth, giving the child an identity and a place in the community, and making the prospect of deliberately killing him an altogether different matter. This does not mean that infanticide was eradicated overnight throughout Europe. But, as was often the case with Christian influence, over time ethical outlooks altered, and the idea of killing an unwanted infant was more commonly viewed as horrific. As with most aspects of western culture, the Middle Ages served as a transition period between ancient societies and that of the modern world. Without hard  data, it is difficult to say just how quickly society and family attitudes towards infanticide changed in any given geographical area or among any particular cultural group. But change they did, as can be seen from the fact that infanticide was against the law in Christian European communities. Furthermore, by the late Middle  Ages,  the concept of infanticide was distasteful enough that the false accusation of the act was regarded as a salacious slander. While infanticide did persist, there is no evidence to support widespread, let alone rampant, practice. In Barbara Hanawalts examination of more than 4,000 homicide cases from medieval English court records, she found only three cases of infanticide.  While there may have been (and probably were) secret pregnancies and clandestine infant deaths, we have no evidence available to judge their frequency. We cannot assume they  never  happened, but we also cannot assume they happened on a regular basis. What is known is that no folkloric rationalization exists to justify the  practice and that folk tales dealing with the subject were cautionary in nature, with tragic consequences befalling characters that killed their babies. It seems fairly reasonable to conclude that medieval  society, on the whole, regarded infanticide as a horrible act. The killing of unwanted infants  was, therefore, the exception, not the rule, and cannot be regarded as evidence of widespread indifference towards children from their parents. Sources Gies, Frances, and Gies, Joseph, Marriage and the Family in the Middle Ages (Harper Row, 1987). Hanawalt, Barbara, The Ties that Bound: Peasant Families in Medieval England (Oxford University Press, 1986). Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).

How to Write a Reflective Essay - Proofeds Writing Tips

How to Write a Reflective Essay - Proofeds Writing Tips How to Write a Reflective Essay If you think that a â€Å"reflective essay† is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice. Mirrors are for kittens.(Photo: Paul Reynolds/wikimedia) What Is Reflective Writing? The kind of â€Å"reflection† we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future. This makes reflective writing a useful part of courses that involve work-based learning. For instance, a student nurse might be asked to write a reflective essay about a placement. When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like â€Å"I† or â€Å"we† in academic writing. In reflective writing, using the first person is essential! The Reflective Cycle There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle. This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps: Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did. Feelings – How you felt before, during, and after the experience you describe. Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this. Conclusions – Final thoughts on what you’ve learned from the experience. Action – How you will put what you’ve learned into practice. If your reflective essay addresses the steps above, you are on the right track! Structuring a Reflective Essay While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following: Introduction – A brief outline of what your essay is about. Main Body – The main part of your essay will be a description of what happened and how it made you feel. This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay. Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future. Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document. Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!

Statistics Project, Political Science Project Example | Topics and Well Written Essays - 500 words

, Political Science - Statistics Project Example The essay analyzes international politics comprehends state sovereignty, globalisation and international security, nuclear proliferation, ecological sustainability and nationalism, global finance and economic development, organised crime and terrorism, human security, human rights and foreign interventionism. The discussion highlights that the independent variable that was prevalent in these data sets was distribution of power in the global system. The dependent variable that stood out was foreign policy decision. The data sets could be found online by simply typing the name of the database and specify your topic later inside the site. The hypotheses developed include that states, all the times, act in line with their national interest/concern, or the interests/concerns of that state; the world is a dangerous place; a state’s main interest is self-protection; there is no overarching power, which can impose international rules and/or punish unlawfulness; ethical behaviour is extremely risky since it can affect a state’s capacity to safeguard itself; the global system itself influences states to apply military force; global institution and law have no force or power; they exist only provided that states acknowledge them, and; the wide ties among countries have both made it har d to describe national interest and diminished the worth of military power.This paper finds that distribution of power is negatively affected by international politics. This is because some nations seek to be above others.

Human Resource Planning Assignment Example | Topics and Well Written Essays - 3250 words

Human Resource Planning - Assignment Example Restlessness in the sense that human capital has become more aware of their freedoms and rights and is not ready to settle for any thing less than justice for services rendered. This has placed new challenges to organizations plans on human resource and necessitated more research in the area so as to offer fresh solutions for the emerging challenges. It can be argued that the realization of any organizational plans depends on the kind of human resource in the organization. Poor human resource planning has led to organizations having a work force which can not deliver often making organizations spend so much in remunerations at the expense of profits. This has led to the closure of companies which causes a myriad of other related problems such as loss of jobs and revenues to governments. Just how important and relevant is human resource planning important for organizations Does human resource planning affect the performance of an organization Does proper human resource planning contribute to the success of organizational planning process Is human resource planning a prerequisite for organizational planning The purpose of this study is to evaluate the importance of human resource planning in organizational planning process. The study will seek to find out how lack of human resource planning can affect organizations. It will further seek to establish bottlenecks in human resource planning. Human capital... iii) To identify challenges faced in human resource planning. iv) To establish the contributions of human resource planning to organizationalplanning process. Research question. What is the importance of human resource planning in organizational planning process Significance of the study.Human capital is the most treasured asset of any organization. It interlinks all departments while ensuring coherence and oneness of purpose therefore contributing to an organizational failure or success. As the adage goes failing to plan to is planning to fail therefore there is no alternative to this issue, organizations must properly plan their human resource. Of signifance to this study are governments, private institutions and virtually every organization which is interested in improving its processes The study will become a vehicle for organizational planners who will be able to appreciate the role of human resource planning. To the planers, the study will provide a framework which will act as a guide in the implementation of changes. This is of significance since it is not uncommon for organizations to rush in to recruitment of staff without a prior evaluation of the organizations needs. The following assumptions will guide the study. i) Human resource managers will be cooperative and provide reliable responses. ii) There exists a gap in the knowledge of the importance of the human resource planning in organizational planning process. iii) There are possibilities for raising the level of awareness in organizations for the role played by human resource planning. Delimitations. The proposed study will confine itself to interviewing human resource managers