Information Systmes in Global Business Today Essay

1) What are UPS â€Å"smart labels†? What role do they play in UPS operations? Answer: UPS â€Å"Smart Labels† is a computer generated shipping label that stores all pertinent data for shipping of packages from inception to delivery. It stores the sender information in order to facilitate timely and efficient delivery of the package. The â€Å"Smart Labels† plays an important role in UPS operation. UPS was founded on a promised made by Jim Casey and Claude Ryan in 1907, â€Å"The Best Service and Lowest Rate†, with that, today the smart label afford the UPS customers with an increased in reliability, knowledge and flexibility in delivery of the package. 2) Write out the steps a package takes from pick-up by UPS driver to delivery including the role of DIAD, the UPS Data Center, and the UPS Package Center: Answer: First, the customer input all the information about the package, then all the information is sent to a main database, and instantly the system generates a â€Å"smart label† which is attached to the package, Second, The UPS driver picks up each day a handheld computer called a Delivery Information Acquisition Device, (DIAD), which has the daily route in addition, the DIAD can access a wireless database. The UPS Data Center stores the package delivery, all the while providing the customer with up to minute information. It is important to note, at the same time all this is happening, all package goes through a package center and all information is stored in the data base. 3) What role does wireless communication play in the UPS systems? Answer: Wireless communication plays an intricate role in the UPS system. To ensure flexibility, the DIAD IV includes wireless connectivity options. This allows customers to communicate with devices (cellphone, computer) to track their packages. Anyone with a package to ship can access the UPS web site to track their packages. This approach will increase customer satisfaction and revenue. 4) How Has information technology transformed the package delivery business? Answer: Information technology has transformed the package delivery business in a significant way. The technology has afforded companies to utilize less paper and storage space. It also allows efficiency and timely delivery as well as allowing the customer to monitor and even re-route packages throughout the delivery process. This can be done from utilizing their desktop and or smartphones. The bar code is scanned at various locations and the data is stored at the central base all this is done when a customer input the data and the drivers scan the bar code. 5) How does UPS’s investment in IT help it achieve the strategic business objectives described in Chapter 1? Answer: UPS investment in IT is essential in achieving their strategic business plan. UPS is continuously seeking to improve operational excellence in order to achieve increase profitability. The new product (DIAD IV) is essential in communication data to provide information. Because of IT investment, UPS has acquired customer and supplier Intimacy through customer ability to track packages via desktop/smartphones. With IT, UPS business manager and drivers are able to operate in real-time with shared information. This will afford an opportunity to for managers responded timely to situations that may arise. In addition, investment in provide a competitive advantage to UPS. It allows elimination of waste, continuous improvements and optimizing customer satisfaction. Because UPS remain invested in IT, the organization will remain on the cutting edge of technology and the company will continue to survive.

Math 10 Ib Porfolio

Math 10C Pre-IB Portfolio Assignment Type 1 Investigating the Quadratic Function A quadratic function is one where the highest exponent of the independent variable is 2. The quadratic function can be written in the general form of, where a, b, and c are real numbers. However, the quadratic function can also be written in the standard form of , which is sometimes more preferred, where p and q are the x and y coordinates of the vertex, respectively.The purpose of this task is to investigate the graph of a quadratic equation, the parabola, when the equation is written in the form. By analyzing p and q we can determine the vertex of the graph. Also, by increasing or decreasing the values of p or q, we can translate the parabola vertically and/or horizontally. First, if we look at the functions y=x2 ,y=x2+3, y=x2-2 we know that all 3 are in general form. To convert general to standard form you will need to use the process called â€Å"completing the square† which goes as following: Ex. y=ax+bx+cNow if we convert the three functions mentioned above, in standard form respectively they are y=x020, y=x02+3 and y=x02-2. Now if we were to graph these points, either the standard or general form would work. y=x2 , y=x020 y=x2+3 , y=x02+3 y=x2-2 , y=x02-2 Other examples of these types of graphs could be anything along the line of. An example of a parabola in the form of y=x2q with either a positive or negative q value could be y=x2+5 and y=x2-4. When we graph the two equations they are as following: y=x2+5 , y=x02+5 y=x2-4 , y=x02-4The reason I choose to convert them to standard form was to look for the vertex. By looking at the graph and the standard form of the equations we can conclude that the vertex of the graphs are (0,0) , (0,3) , (0,-2). In standard form you can also find out many other things. For example, the domain and range, the axis of symmetry. All three graphs are graphed in the same screen for comparison. From the above graph we notice that the graphs of y=x2+3 and y=x2-2 have been shifted vertically, either up or down by the q units, where the q is the number that follows the x2.By looking at the following graph, we can generalize the following: The graph of is the graph of, vertically translated q units. If q is positive, then the shift is upwards. Conversely, if q is negative, than the shift is downwards. If we look at the next following functions of y=x2 , y=x-22 , y=x+32, we can see that the functions are written in the standard form. To change standard form to general form you need to expand the function. To do this you need to do the following steps: Ex. y=x+52 When we convert the functions of y=x2 , y=x-22 , y=x+32, respectively they are y=x20x0, y=x2-4x+4, y=x2+6x+9.When we graph the following functions, we get: y=x20x0, y=x2 y=x2-4x+4, y=x-22 y=x2+6x+9, y=x+32 Furthermore, if we change the values of p in the function we can translate the graph to either the right or left. An example of this could be y=x-82 or y=x+52. Wh en graphed they should look as the following: y=x2-16x+64, y=x-82 y=x2+10x+25,y=x+52 For the first three graphs above, the vertex of them respectively are (0,0), (0,2), (0,-3). The vertex of the above graphs are (0,8), (0-5).While looking at the graphs we notice that if the value of p is changed to either a positive or negative number it depends whether the graph is shifted horizontally on the x-axis. As done previously, all three graphs have been graphed in the same screen for comparison. From the above combined graph, we notice that the graphs of y=x-22, y=x+32 have been shifted horizontally, to either the left or right by p units, where p is the number that follows after x. By looking at the above graph, we can generalize the following: The graph of is the graph of, horizontally translated p units.If p is positive, the shift is to the right. On the other hand, if p is negative, the shift is to the left. Given the trends noticed when changing p and q, we can predict the vertex of the graph. The graph ofis the graph of, vertically translated 5 units upward, and horizontally translated 4 units to the right. Since the vertex of the graph isis at (0,0), the vertex of the graph should be at (4,5). Alternatively, since we know that the vertex of the parabolic function of the form lies at (p,q), we can expect that the vertex of the graphis to be at (4,5) as p=4 and k=5.

Is Government Responsible for the Disadvantaged? Essay

In My Opinion The Government IS Responsible For The Disadvantaged. The Government Should Be Held Responsible For The Poverty Level In This Country Because They Are The One’s Allowing It To Be At The Level That It’s At Right Now. If They Truly Were Concerned About The American People They Would Do More About It. Yes We Have Medicare To â€Å"Guarantee† That The Elderly Who Can Not Get Affordable Insurance, Since They Are The Sickest Group, Have Access To Basic Medical Care. We Also Have Medicaid To Cover The Medical Cost Of Those Too Poor To Buy Insurance Or Pay For Needed Care. Aka A Government- Controlled- General Health- Insurance Scheme. Although We Have These Programs Available For Some If The Government Wasn’t So Greedy And Selfish The Programs Would Be Available For All In Need Not Just Those The Government Sees Fit. Instead Of Helping Foreign Countries By Supplying Them With Food, Water, And Shelter, The American Government Should Start At Home Here In America! There Are So Many Families, Men, Woman, And Children Who Go Hungry In This Country Every Day. Some Don’t Have Shelter During The Best And The Worst Of The Four Seasons: Winter, Spring, Summer, And Fall. Others Don’t Have Running Water To Bath In Let Alone Drink. The Help Needs To Start At Home Before Extending A â€Å"Helping Hand† To Other Countries. The Government Is Allowing The Poor To Be Poorer And The Rich To Get Richer. They Are The Ones Who Should Be Responsible To Fix The Problem Of This Countries Economic Situation. The Government Should Provide For The Disadvantaged People In This Country Because They Are The Ones To Blame For Their Disadvantages. â€Å"When A Man Tells You He Got Rich Through Hard Work, Ask Him: Whose? †- Don Marquis. The More Status/Power Men Have Over Other Men The Better For The Men In Power. People In Power Make False Promises And Tell Lies To The Less Fortunate So That They Can Remain In Power. The Government Should Provide More Job Opportunities, Among Other Things, For The American People. This Country Needs Help From Its Government But The Government Doesn’t Seem Very Willing To Help. The American Economy Is Heading Downhill And Has Been For Quite Sometime. They And They Alone Should Be Held Accountable For The Debt Of This Country, The Poverty, The Economy, The War(s), The Taxes, Etc. The Government Owes It To The American People To Fix The Problems That Have Occurred During The Past And The Present To Insure A Better Future For All.

Role Of Manager And Organizational Theory Coursework - 2

Role Of Manager And Organizational Theory - Coursework Example The managers take the role of implementing the gathered information on the problems that the client faces. It is the role of the manager to resolve the issues derived from the gathered information. Therefore, according to the organizational theory, the role of the manager is to solve problems that face the customers(Jones, 2001). In a suitable world, the conflicting role of the theory is never an issue since the role managers think they should play and those that employees think they need to play is always in a sync proportion. Heineken Company poses to be one of the greatest organization in the universe. The management of the company has contributed to the success of the company. The management of the company has set the role of the managers and employees based on the organizational theory. The problems that arise in the company are always analyzed and reacted critically before coming up with a decision. The management uses this technique to reduce the conflict issues in a company. The company understands that avoiding issues or conflicts within the organization may prohibit the manager from playing their management role (Jones, 2001).

How were the American colonies (united states) able to defeat Great Essay

How were the American colonies (united states) able to defeat Great Britain in the war for Independence. How did the leadership of George Washington contribute to this victory - Essay Example This gave the locals the capability of planning sneak raids and to better situate themselves for fighting. Also, the locals were short on funds, as well as military experience. Nevertheless, the French, who were sworn enemies Great Britain, decided to assist the Americans in the warfare (Simmons, 2005). The late president, George Washington, commanded the Continental Army of the United States during the Revolutionary War. He was extremely influential in the warfare, which brought victory to the United States. Washington had a leading political and military task in the American Revolution (Rickard, 2003). Washington’s involvement started as early as 1767. After the warfare erupted with the Battles of Concord and Lexington in April 1775, he was appointed as commanding officer of the Continental Army. Washington, unlike any other American leader, wore military uniforms to work signifying how stern he was in leading the nation. He was critical in uniting France and the Americas, which played a leading role in Americans triumph over Great Britain (Tokar, 2009). Washington was also devoted to republicanism, which puts the citizens of American first. This was one of his mantras when he went into the warfare making him committed to

Comparative analysis of Marketing Communications strategies and mix Essay - 2

Comparative analysis of Marketing Communications strategies and mix for the fashion market in the UK - Essay Example In the 21st century organization in the apparel business face a new reality due to the start of the convergence age which creates new challenges for companies regarding their marketing and communication mix of products or services. This report studies the apparel & fashion industry in Europe by analyzing three firms: Zara, French Connection and H&M. The report is divided into four major segments: research methods, market overview, analysis & discussion, and recommendations & conclusion. The study of the effects of marketing channels in the apparel industry in the United Kingdom utilizes secondary obtain from a variety of sources. The information used in this report was collected from sources such as academic databases, corporate websites, annual reports, journal articles, textbooks and other online sources. Secondary research is the utilization of information that already exists such as a journal article which was crated by another author (Asiamarketresearch, 2007). In the analysis and discussion session of the report it recommends various solutions for the companies targeted in the report on how primary research can be utilized by the company decision makers in order obtain certain data to improve their operations. One particular research technique that the writer of this paper planned to implement, but was not able to perform the primary research due to time constraints was a customer questionnaire. The idea was to spend three hours with a team of four people wit hin a hundred feet distance of a location of each of the three stores studied (Fcuk, H&M and Zara) to collect data from the customer’s of these stores using a short anonymous questionnaire. The questionnaire would include 10 questions and the minimum collection necessary to achieve a representative sample was 25 questionnaires. Appendix A illustrates an example of a questionnaire that could be utilized to collect data from customers regarding marketing

The Logical Problem of Language Acquisition Essay

The Logical Problem of Language Acquisition - Essay Example (Cook, 1988) Language acquisition begins very early in the human lifespan, and begins, logically enough, with the acquisition of a language's sound patterns. The main linguistic accomplishments during the first year of life are control of the muscles that produce speech and sensitivity and the acquisition of native phonetic distinctions used in the parents' language. Interestingly, babies achieve these feats before they produce or understand words, so their learning cannot depend on correlating sound with meaning. They must be sorting the sounds directly, somehow tuning their speech analysis module to deliver the phonemes used in their language (Kuhl, et al., 1992). Shortly before their first birthday, babies begin to understand words, and around that birthday, they start to produce them (see Clark, 1993; Ingram, 1989). Despite the vast differences in language, children's first words are similar all over the planet. About half the words are for objects: food, household items, and people. There are words for actions, motions, and routines. Finally, there are routines used in social interaction, like yes, no, want, hi. Around 18 months, language changes in two ways. ... Once more, children's two-word combinations are highly similar across cultures. These sequences already reflect the language being acquired: in 95% of them, the words are properly ordered according to his/her particular grammatical rules. (Pinker, 1984; Ingram, 1989). Between the late two's and mid-three's, children's language blossoms so rapidly that it overwhelms the researchers who study it, and no one has worked out the exact sequence. Sentence length increases steadily, and because grammar is a combinatorial system, the number of syntactic types increases exponentially, doubling every month, reaching the thousands before the third birthday (Ingram, 1989, p. 235; Pinker, 1984). Though many of the young 3-year-old's sentences are ungrammatical for one reason or another, it is because there are many things that can go wrong in any single sentence. When researchers focus on a single grammatical rule and count how often a child obeys it and how often he or she ignores it, the results are very impressive: for just about every rule that has been looked at, three-year olds obey it a majority of the time (Pinker, 1984, 1989; Crain, 1992). Though our ears perk up when we hear errors, more than 90% of the time, the child is on target. Children do not seem to favor any particular kind of language (indeed, it would be puzzling how any kind of language could survive if children did not easily learn it!). They swiftly acquire free word order, SOV and VSO orders, systems of case and agreement, and whatever else their language throws at them. Even grammatical gender, which many adults learning a second language find challenging, presents no problem: children acquiring language like French, German, and Hebrew acquire

Employee retention Term Paper Example | Topics and Well Written Essays - 2000 words

Employee retention - Term Paper Example When an employee leaves the organization, he along with him also takes the knowledge, company policies, and strategies along with him to the competitor. Moreover, selecting another candidate and aligning him to company culture add another cost to the organization. Although the problem of employee retention has been in existence since a long time, the problem is getting grimmer and serious with time. In this context, it is important for companies to retain their employees. This has led to an increased interest in research in the area of Employee Retention. Employee retention is the set of tools, processes and techniques that HR managers shall use to encourage employees to be in the organization for maximum amount of time. The main objective of employee retention processes is to reduce the voluntary turnover. It is important to note that these are not just a set of HR practices but it also requires an understanding of the psyche of the employees and their interrelationships with their subordinates and managers. This paper does a literature review of the various research papers that have been published in this area. The research focusing on reasons on voluntary turnover by employees has mainly pointed out two categories of reasons: family (personal) reasons or professional reasons. Often, employees leaving the organization leave it because they do not find a fit between the organizational goals and their own goals. One of the propositions on why employees leave is based on the fact that employees are having a psychological contract with the organization where each has a set of expected outcomes from the other party. If an employee feels that the organization is not fulfilling its duty in terms of what it owes to the employee, he is more likely to quit the job (Vos and Megank, 2007). Job dissatisfaction among an employee may be the result of job stress, repetitive work, ambiguous role or excessive workload. Economic factors such as pay, rewards, bonuses

Legal Case Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Legal Case Analysis - Research Paper Example The issue was framed on the state’s authority to control private commercial enterprises that justified itself on protecting the health of children and women. The proceedings of this case clearly elaborated how children and women worked, and conditions of the factories they worked at as found by the Chief Factory Inspector, Florence Kelley, and her staff. The hearing and testimonies presented in the court constituted the truthful record that formed the foundation of the appeal to the Supreme Court (Ritchie v. People (1895). The laws established that the case was still in effect until the Supreme Court of United State decided that the case was in favor of the National Consumers League. This was according to Muller v. Oregon judgment that was handed over on 24 February, 1908. Soon after the United Stated Supreme conclusion in Muller v. Oregon, Louis Brandeis, the attorney in the National Consumers League, claimed that before the Supreme Court had a hearing challenging the constit utionality of the recently enacted Illinois law modeled precisely upon Oregon law that was upheld by the United States Supreme Court. It was a fair decision since that case of Ritchie v. ... Fifteen years later, the decision became a legal nullity, even though the opinion in 1895 was never completely overruled by either the Supreme Court of Illinois or the United States Supreme Court (Herman, 1987). Wal-Mart Stores Inc. v. Samara Bros. Inc. (Forensic Evidence) On March 22, 2000, in an agreed decision, the Supreme Court of the United States handed a win to Wal-Mart Stores, Inc. It also gave much needed intelligibility for the involved people in the case over a specific dress type and design. In the Wal-Mart Stores Inc. v. Samara Bros. Inc. case, the court held that the plaintiff claimed a trade right following Section 43 (a) of the Lanham Act 2 for product designs that are not registered should provide evidence that the design is unique by showing that it has a secondary meaning as a source’s indication to consumers. The court refused the inherent test for inherent uniqueness raised by the owners of the dress trade in the case, the Clinton Management, and many IP a ssociations. This meant that the tests are unproductive and unworkable in cases dealing with product design and made a decision that product design can by no means be inherently unique; rather, uniqueness must every time be acquired (Lemley et al., 2007). Decision Highlights The court made its decision on the case and the following is a summary: 1. For it to give explanation for the raised question on a particular design of a product to meet the requirements for the trade dress protection in the situation where a registered trademark is non-existent, the court ruled that a petitioner should always avail proof that the design has obtained a secondary meaning. This resolved a tear in the US Circuit Appeal Courts (WAL-MART STORES INC. v. SAMARA BROS. INC). 2. The court

Ariel Dorfmans Death and the Maiden 40 lines analysis Essay Example for Free

Ariel Dorfmans Death and the Maiden 40 lines analysis Essay The following forty lines from Ariel Dorfmans Death and the Maiden (1990), take place in scene 1 of Act 3, after Roberto has been tied up by Paulina and threatened with being tortured the same way as she had been, and then shot. In response to Paulinaà ¯Ã‚ ¿Ã‚ ½s threats, Roberto begins confessing the brutality of his actions and his motives. This confession may be true; however, Gerardo has advised Roberto to indulge Paulina, to confess as this would save his life. Whatever the case, the extract is important because it portrays how a man can slide into brutality, without initially meaning to. Second, the extract is important because it helps expose the iniquities of dictatorial military governments. Finally, it is also important because it gives us an idea of Robertos character and personality. In this extract we clearly see the stages by which a respectable doctor became a brutal sadistic torturer. Though Robertos brother told him that helping the torturers could be a way to pay the communists back for what they did to [his] dad, Roberto stresses that he accepted the job for humanitarian reasons. Firstly, he wanted to help the prisoners who were dying from the tortures as someone to help care for them, someone they could trust. Later on, however, Roberto became involved in more delicate operations and was asked to sit in on sessions where [his] role was to determine if the prisoners could take that much torture. This indicates that he was there while the prisoners were tortured, watching these brutal scenes. Roberto thought this was a way of saving peoples lives, as he ordered them to stop or the prisoner would die; however, watching brutalized him, and slowly the virtue [he] was feeling turned into excitement. Soon, brutalization took over [his] life and he began to truly like what [he] was doing, so much so that, from an observer, he became a participant. Torture became a game for him, a game that was partly morbid, partly scientific, as he tortured women to find out things like How much can this woman take? More than the other one? Hows her sex? Does her sex dry up when you put the current through her? Can she have an orgasm under those circumstances? By the end, Roberto had become a sadist totally obsessed with carry[ing] out all [his] fantasies of sexually torturing women who were entirely in his power, women with whom he could do whatever [he] want[ed]. So, stage by stage, we see in the example of Roberto how men can slide from positions of respectability and motives of kindness and compassion to becoming human monsters, men who delight in the sufferings of others. The tragedy of Robertoà ¯Ã‚ ¿Ã‚ ½s slide from being a humanitarian to being a torturer is emphasized by the style of his speech, which reveals that he is an intelligent, educated, insightful man. Firstly we see how Robertos diction indicates his intelligence and level of education. Words such as brutalization and morbid, and phrases such as he lost his capacity for speech, humanitarian reasons and install a totalitarian dictatorship clearly manifest his ability to speak articulately and in a high register. We also see how analytically capable Roberto is, as he does not just describe his own actions but explains why they occurred, carefully dissecting his his motives for working with the torturers, not to pay the communists back but for humanitarian reasons. He can organize his account in clear, logical stages, with phrases like It was slowly, almost without realizing how, At first, But afterwards, By the time, I began to, and It became. Additionally, even in the circumstances in which he is giving this confession, in fear of his life, Roberto uses figurative language, suggesting that he has good rhetorical abilities. He uses euphemism, for example, in calling torture sessions delicate operations, and he uses metaphors when he refers to his brutalization as the mask of virtue fell off, and to his descent into sadistic torture as the swamp. So, we see how Robertos use of language clearly reveals his high level of education and intelligence, and this makes us even more horrified at how such a sophisticated man could have become a brutal torturer of women. More than exposing the degeneration of individual men, exemplified in Roberto, however, this extract also exposes the iniquities of military dictatorships, like the Pinochet regime in Chile, which Dorfman himself had to flee from. We see how military governments divided families: though Roberto became a doctor devoted to saving lives, his brother, determined to pay the communists back for what they did to [their] father, took another path, joining the military dictatorship and becoming a member of the secret services.à ¯Ã‚ ¿Ã‚ ½ We also are given the impression of how military dictatorships can convince people to support them by manipulating their sufferings under previous governments, promising some kind of compensation, as Robertoà ¯Ã‚ ¿Ã‚ ½s brother joined the dictatorship to pay the communists back for what they didà ¯Ã‚ ¿Ã‚ ½ to his father à ¯Ã‚ ¿Ã‚ ½the day the peasants took over his land at Las Toltecas. Such governments also persuade people to support them, as Roberto did, by deceit and lies, getting Roberto involved in torture by saying the prisoners needed someone they could help care for them, but actually slowing criminalizing Roberto as a torturer. The fact that they have had such an enormous influence on Robertoà ¯Ã‚ ¿Ã‚ ½s personality shows just how psychologically manipulative such regimes can be. Finally, the fact that, throughout his speech, Roberto refers to the government only as they evokes the way in which such governments work in the shadows, secretly and anonymously, to torture and terrorize. Thus this extract does not only show how Roberto and men like him deteriorate when they become involved in torture; it also shows how dictatorial regimes can manipulate such men, facilitating and enabling this deterioration to occur. In conclusion, this extract is very important as, whether Robertoà ¯Ã‚ ¿Ã‚ ½s confession is true or feigned, it reveals how even the best of men may slide into such brutality and how military governments can create vile monsters out of exemplary human beings. Through the details of Robertoà ¯Ã‚ ¿Ã‚ ½s confession, Dorfman is inviting his audience to consider how a man becomes sub-human. If a respectable doctor, a benefactor to the community, could turn into such a monster because of the effects of such a regime, then what would happen to the rest of society? Dorfman tries to make the reader consider that this incident that has turned Robertos life into a monster might happen to anybody in our society; especially in a switch of regime.

Definition And Types Of Anxiety English Language Essay

Definition And Types Of Anxiety English Language Essay In order to understand the specific type of anxiety that learners experience in a foreign language classroom, it is important to first consider anxiety in general terms. As a psychological construct, anxiety is described as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991, cited in Tanveer, 2007, p. 3). Speiberger (1976, cited in Wang, 2005, p. 13) distinguished anxiety from fear by pointing out that although anxiety and fear are both unpleasant emotional reactions to the stimulus conditions perceived as threatening, fear is usually derived from a real, objective danger in the external environment while the threatening stimulus of anxiety may not be known. Spielberger (1983, cited in Wilson, 2006, p. 41) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system. More specifically, Morris, David, Hutchings (1981, cited in Wilson, 2006, p. 41) claimed that general anxiety consists of two components: worry and emotionality. Worry or cognitive anxiety refers to negative expectations and cognitive concerns about oneself, the situation at hand, and possible consequences, and emotionality or somatic anxiety concerns ones perceptions of the physiological-affective elements of the anxiety experience, which are indications of autonomic arousal and unpleasant feeling states, such as nervousness, upset stomach, pounding heart, sweating, and tension (Morris, David, Hutchings, 1981, cited in Wilson, 2006, p. 41, cited in Cubucku, 2007, p. 134). Trait Anxiety, State Anxiety, and Situation-specific Anxiety MacIntyre Gardner (1991, p. 87-92) identified three approaches to the study of anxiety, which are: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is an individuals likelihood of becoming anxious in any situation (Spielberger, 1983, cited in MacIntyre Gardner, 1991, p. 87). As trait anxiety is a relatively stable personality characteristic, a person who is trait anxious would probably become anxious in many different kinds of situations, more frequently or more intensely than most people do (Woodrow, 2006, p. 309). This approach to anxiety research has been criticized in that the interpretation of trait anxiety would be meaningless without being considered in interaction with situations because a particular situation may be perceived as anxiety-provoking by some but not by others although those people may have similar trait anxiety scores (MacIntyre Gardner, 1991, p. 88). State anxiety, in contrast to the stable nature of trait anxiety, is momentary and thus not an enduring characteristic of an individuals personality. It is the apprehension that is experienced at a particular moment in time (MacIntyre Gardner, 1991, p. 90). In other words, it is a transient anxiety, an unpleasant emotional temporary state, a response to a particular anxiety-provoking stimulus such as an important test (Spielberger, 1983, cited in Wang, 2005, p.13, and cited in Tanveer, 2007, p. 4). The higher the level of trait anxiety an individual possess, the higher the level of state anxiety he or she may experience in stressful situations (MacIntyre Gardner, 1991, p. 90). The state-anxiety approach to anxiety research has been criticized for asking the question Are you nervous now? instead of Did this situation make you nervous?; in other words, it does not the subjects to ascribe their anxiety experience to any particular source (MacIntyre Gardner, 1991, p. 90). Situation-specific anxiety re ¬Ã¢â‚¬Å¡ects a trait anxiety that recurs consistently over time within a given situation (MacIntyre Gardner, 1991, p. 87; Spielberger, Anton and Bedell, 1976, cited in Woodrow, 2006, p. 309). Zheng (2008, p. 2) proposed that the three categories of anxiety can be identified on a continuum from stability to transience, with trait anxiety related to a generally stable predisposition to be anxious across situations on one end, state anxiety related to a temporary unpleasant emotional state on the other, and situational-specific anxiety related to the probability of becoming anxious in particular situations in the middle of the continuum. According to MacIntyre and Gardner (1991, p. 90), situation-specific anxiety can be considered as trait anxiety, which is limited to a specific context. This perspective examines anxiety reactions in a well-defined situation such as public speaking, during tests, when solving mathematics problems, or in a foreign languag e class (MacIntyre Gardner, 1991, p. 90). Facilitating Anxiety and Debilitating Anxiety Facilitating anxiety improves learning and performance, while debilitating anxiety is associated with poor learning and performance. According to Scovel (1978, cited in Tanveer, 2007, p. 10), anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the learner. Facilitating anxiety occurs when the difficulty level of the task triggers the proper amount of anxiety (Scovel, 1978, cited in Zheng, 2008, p. 2). In such case, facilitating anxiety motivates the learner to fight the new learning task; it gears the learner emotionally for approach behavior (Scovel, 1991, cited in Tanveer, 2007, p. 11). However, although a certain level of anxiety may be beneficial, too much anxiety can become debilitating: it motivates the learner to flee the new learning task; and stimulates the individual emotionally to adopt avoidance behavior which may lead to avoidance of work and inefficient work performance (Scovel, 1978, cited in Zheng, 2008, p. 2; Scovel, 199 1, cited in Tanveer, 2007, p. 11). Such phenomenon can be best described by the Yerkes-Dodson Law, which suggests a curvilinear association between arousal and performance (Wilson, 2006, p. 45). When represented graphically on an inverted U-shaped curve, the Yerkes-Dodson Law shows that too little arousal produces minimum performance; moderate arousal enhances performance and reaches a peak at the top of the curve; after that, too much arousal will again hinder performance (MacIntyre, 1995, p. 92). FIGURE 1 (MacIntyre, 1995, p. 92) Anxiety in Foreign Language Learning Language learning anxiety has been classified as a situation-speci ¬Ã‚ c anxiety, or a trait which recurs consistently over time within the given context of language learning situations, that is, the language classrooms (MacIntyre and Gardner, 1991; Horwitz, 2001). Horwitz et al. (1986) were the first to treat foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991, cited in Wang, 2005, p. 16). According to Horwitz et al. (1986, p. 128), foreign language anxiety is a distinct complex of self-perceptions, feelings, and behaviors related to classroom learning arising from the uniqueness of the language learning process. Other researchers also proposed similar definitions. Oh (1992, cited in Wang, 2005, p. 16) perceived of foreign language anxiety as a situation-specific anxiety students experience in the classroom, which is characterized by negative self-centered thoughts, feelings of inadequacy, fear of failure, and emotional reactions. In a similar vein, MacIntyre and Gardner (1994, cited in Wang, 2005, p. 16) described foreign language anxiety as the feelings of tension and apprehension, which are particularly associated with activities in a second language learning context. According to Horwitz (1986, p. 126), anxiety centers on the two basic task requirements of foreign language learning: listening and speaking, and difficulty in speaking in class is probably the most frequently cited concern of the anxious foreign language students. On the other hand, Hilleson (1996, cited in Matsuda Gobel, 2004, p. 22), in his diary study, identified various types of anxiety related to different skill areas: the participants in his research demonstrated anxiety related to not only speaking and listening but also reading and writing. Although research into foreign language anxiety has been almost entirely associated with the oral aspects of language use, there has been a recent trend to identify the relationship between anxiety and other language proficiencies ((Horwitz, 2001, p. 120; Matsuda Gobel, 2004, p. 22). According to Tallon (2008, p. 7), while previous studies suggested that foreign language classroom anxiety is a more general type of anxiety about learning a second language with a strong speaking anxiety element, recent research on foreign language anxiety showed the existence of language-skill-specific anxieties: listening, reading, and writing. The Measurement of Anxiety in Foreign Language Learning Generally, there are three major ways of measuring anxiety in research, including behavioral observation; physiological assessment such as heart rates or blood pressure tests; and participants self-reports of their internal feelings and reactions (Casado Dereshiwsky, 2001; Daly, 1991; cited in Zheng, 2008, p. 3). According to Zheng (2008, p. 3), participants self-reports are by far the most common way of examining the anxiety phenomenon in educational research. Early Research on Foreign Language Anxiety As anxiety is a complex, multi-faceted construct (Phillips, 1992, p. 14), it is not surprising that early studies of the relationship between anxiety and language learning provided mixed and confusing results. Youngs (1991, p. 438-439) review of sixteen studies that examining how anxiety interferes with language learning and performance showed inconsistent results both within and across studies, and she concluded that research in the area of anxiety as it relates to second or foreign language learning and performance was scattered and inconclusive. According to Horwitz (2010, p. 157), Scovels review of the then available literature on anxiety and language learning can be considered a turning point in the study of foreign language learning anxiety. Scovel (1978, cited in Horwitz, 2001, p. 113) attributed the truly conflicting set of findings to ambiguity in the conceptualization and measurement of anxiety. He argued that since the early studies employed different anxiety measures such as test anxiety or facilitating-debilitating anxiety, etc, it was understandable that they found different relationships between anxiety and language learning. Some studies found the anticipated negative relationship between anxiety and language achievement, but there were also several studies which found no relationship, and positive relationships between anxiety and second language achievement were also identified. For example, in a research conducted by Chastain in 1975 (cited in Horwitz, 2010, p. 156), the directions of the correlations between anxiety (test anxiety) and language learning (course grades) in three languages (French, German, and Spanish) were not consistent, indicating three levels of correlation: positive, negative, and near zero. Backman (1976, cited in Aida, 1994, p. 156) examined Venezuelan students learning English in the US, whose language progress measured by a placement test, a listening comprehension test, and teachers ratings did not show a significant correlation with any of the anxiety measures. Kleinmann (1977, cited in Horwitz, 2010, p. 156) utilized the facilitating-debilitating anxiety framework to study Spanish-speaking and Arabic-speaking ESL students, and found that learners with more facilitating anxiety had a lower tendency toward avoidance behavior in the oral production of linguistically difficult English structures while there was no evidence that debilitating anxiety negatively influenced their oral performance. Horwitz, Horwitz, and Copes Construct of Foreign Language Anxiety It is essential to trace the development and subsequent use of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986), as this instrument has been employed so widely (in its original form, or translated, or adapted) and with such consistent results since it first appeared. As it has been observed to be highly reliable (Horwitz, 1986; Aida, 1994; Rodriguez Abreu, 2003), I was interested in using it for my research. 3.2.1. Development of the FLCAS According to Horwitz (1986b, p. 559), research into the relationship between anxiety and language achievement had been held back by the lack of a reliable and valid measure of anxiety specific to language learning. She further stated that although teachers and students generally felt that anxiety is an obstacle to be overcome in learning a second language, the empirical literature at that time failed to adequately define second language anxiety and to demonstrate a clear-cut relationship between anxiety and language achievement or performance. She suggested that one likely explanation for the inconclusive results of previous studies was that existing measures of anxiety did not test an individuals response to the specific stimulus of language learning. The Foreign Language Classroom Anxiety Scale was developed so as to provide researchers with a standard instrument for such purpose (Horwitz, 1986b, p. 559). This self-report measure was claimed to evaluate the degree of anxiety, as ev idenced by negative performance expectancies and social comparisons, psycho-physiological symptoms, and avoidance behaviors (Horwitz, 1986b, p. 559). The author stated that the scales items were developed from student reports, clinical experience, and a review of related instruments. 3.2.2. Conceptual Foundations of Foreign Language Anxiety From a theoretical viewpoint, Horwitz et al. (1986, p. 127) argued that foreign language anxiety implies performance evaluation within an academic and social context. They therefore identified the three related performance anxieties: communication apprehension test anxiety; and fear of negative evaluation, which are believed to provide useful conceptual building blocks for a description of foreign language anxiety (Horwitz, 1986, p. 128). However, Horwitz (1986, p. 128; 2010, p. 158) also emphasized that foreign language anxiety is not a simple combination of these performance anxieties transferred to foreign language learning. Instead, it is perceived as a distinct complex of self-perceptions, beliefs, feelings, and behaviors à ¢Ã¢â€š ¬Ã‚ ¦ arising from the uniqueness of the language learning process (Horwitz, 1986, p. 128). Communication apprehension was originally defined by McCroskey (1977, cited in Aida, 1994, p. 156) as an individuals level of fear or anxiety associated with either real or anticipated communication with another person or persons. According to McCroskey (1984, cited in Wang, 2005, p. 17), the typical behavior patterns of communicatively apprehensive people are communication avoidance, communication withdrawal, and communication disruption. According to Horwitz (1986, p. 127), due to its emphasis on interpersonal interactions, the construct of communication apprehension plays an important role in language learning. Difficulty in speaking in groups (oral communication anxiety) or in front of the class (stage fright), or in listening to or learning a spoken message (receiver anxiety) are suggested to be all manifestations of communication apprehension (Horwitz, 1986, p. 127). People whose typical communication apprehension is high tend to encounter even greater difficulty communicating in a foreign language class where they have little control of the communicative situation, there exists a disparity between learners mature thoughts and their immature foreign language proficiency, and their performance is constantly monitored (Horwitz, 1986; Horwitz and Gregersen, 2002, p. 562). The inability to express oneself fully or to understand others not only lead to frustration and apprehension in typical apprehensive communicators but also make many otherwise talkative people become silent in a foreign language class (Horwitz, 1986, p. 127). Test-anxiety, or the tendency to view with alarm the consequences of inadequate performance in an evaluative situation (Sarason, 1984, cited in Aida, 1994, p. 157), is also relevant to a discussion of foreign language anxiety because performance evaluation is an ongoing feature of most foreign language classes (Horwitz, 1986, p. 127). Some learners may inappropriately view foreign or second language production as a test situation rather than as an opportunity for communication (Horwitz, 1986, cited in Horwitz and Gregersen, 2002, p. 562). According to Horwitz (1986, p. 126), test-anxious students often put unrealistic demands on themselves and feel that anything less than a perfect test performance is a failure. Unfortunately, students who are test-anxious may suffer considerable stress and difficulty in foreign language classrooms since daily evaluation of skills are quite common and frequent in most foreign language classes. Moreover, making mistakes is inevitable in the language l earning process, and even the brightest and most prepared students often make errors (Horwitz, 1986, p. 128). Fear of negative evaluation, the third performance anxiety related to foreign language learning, is defined as apprehension about others evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively (Watson and Friend, 1969, cited in Horwitz, 1986, p. 128). Although similar to test anxiety to some extent, fear of negative evaluation is broader in scope in that it applies to any social and/or evaluative situation in which an individual worries about the possibility of being unfavorably evaluated by others (Wilson, 2006, p. 68). Horwitz (1986, p. 128) pointed out what distinguishes foreign language learning from other academic subjects is that language learners are continually evaluated by the teacher and may also feel they are subject to the evaluation of their peers. Unfortunately, learners who are highly concerned about the impressions others are forming of them tend to behave in ways that minimize the possibility of negative eva luations (Horwitz and Gregersen, 2002, p. 562). In foreign language classrooms, students with a fear of negative evaluation tend to sit passively in the classroom, withdrawing from classroom activities that could otherwise enhance their improvement of the language skills or even cutting class to avoid anxiety situations (Aida, 1994, p. 157). 3.2.3. Reliability and Validity of the FLCAS Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) as a 33-item self-report instrument scored on the basis of a 5-point Likert-type scale, from strongly agree to strongly disagree. Students respond to statements regarding their reactions to foreign/second language classes. Possible scores on the FLCAS range from 33 to 165: the higher the score, the higher the anxiety level. Items were developed from student reports, interviews with specialists about their clinical experiences with anxious language learners, the authors teaching experiences, and a review of related measures of anxiety. According to Horwitz (1986, p. 129), pilot testing of the scale with seventy five introductory Spanish students at the University of Texas at Austin demonstrated its reliability and validity. In terms of internal reliability, the FLCAS achieved internal reliability, achieving an alpha coefficient of .93 with all items producing significant corrected item-total scale correlations. Test- retest reliability over eight weeks yielded an r = .83 (p In one sample of 108 introductory students of Spanish, scores ranged from 45 to 147 (M = 94.5, Mdn = 95.0, SD = 21.4). Internal consistency, as measured by Cronbachs alpha coefficient, was .93, and test-retest reliability over 8 weeks was r = .83, p = .001, n = .78. Aida (1994) tested Horwitz et al.s construct of foreign language anxiety by validating an adapted FLCAS for students of Japanese. She aimed to discover the underlying structure of the FLCAS and to examine whether or not the structure reflects the three kinds of anxiety presented earlier. Her study, using ninety-six students of Japanese, yielded internal consistency of .94 (X = 96.7 and SD = 22.1), using Cronbachs alpha coefficient. The reliability, mean, standard deviation, and range obtained in this study were very similar to those of Horwitz (1986), whose sample was a group of students in introductory Spanish classes. FIGURE 2 (Aida, 1994, p. 159) Manifestations of Foreign Language Learning Anxiety Anxiety, in general, can have physical/physiological, emotional, and behavioral manifestations, and these manifestations can differ with each individual. According to Oxford (1999, cited in Williams Andrade, 2009, p. 4, and cited in Yanling Guizheng, 2006, p. 98): Physical symptoms can include, for example, rapid heartbeat, muscle tension, dry mouth, and excessive perspiration. Psychological symptoms can include embarrassment, feelings of helplessness, fear, going blank, inability to concentrate, as well as poor memory recall and retention. Behavioral symptoms can include physical actions such as squirming, fidgeting, playing with hair or clothing ¼Ã…’ nervously touching objects, stuttering or stammering ¼Ã…’ displaying jittery behavior, being unable to reproduce the sounds or intonation of the target language even after repeated practice. More importantly, behavioral symptoms of anxiety can be manifested in negative avoidance behaviors like inappropriate silence, monosyllabic or non-committal responses, lack of eye contact, unwillingness to participate, coming late, arriving unprepared, showing indifference, cutting class, and withdrawal from the course. Other signs which might reflect language anxiety: overstudying, perfectionism, hostility, excessive competitiveness, as well as excessive self-effacement and self-criticism (e.g. I am so stupid). Causes of Foreign Language Learning Anxiety Research has indicated a number of ways that learning a foreign language can cause anxiety for language learners. Young (1991, p. 427), in a comprehensive review, summarized the personal factors and instructional factors contributing to language anxiety into six categories: 1) personal and interpersonal anxieties, 2) learner beliefs about language learning, 3) instructor beliefs about language teaching, 4) instructor learner interactions, 5) classroom procedures, and 6) language testing. Generally, the six factors proposed by Young (1991) combine with other factors indicated by other researchers to form three main sources of foreign language anxiety: learners characteristics, teachers characteristics, and classrooms characteristics (Tallon, 2009, p. 2). Personal factors (Learner characteristics) Personal and interpersonal issues, according to Young (1991, p. 427), are possibly the most commonly cited and discussed sources of language anxiety. Several studies have discovered the link between anxiety and proficiency (Aida, 1994; Gardner, 1985; Gardner et al., 1997, cited in Zhang, 2010, p. 9). There are significant differences between high proficiency and low proficiency students in language anxiety level with the low proficiency students being much more anxious (Young, 1991). In a similar vein, Horwitz (1986) attributed anxiety to learners immature communicative ability in the foreign language. On the other hand, several other researchers argued that low self-esteem and competitiveness are the two significant sources of learner anxiety. Bailey (1983, cited in Young, 1991, p. 427) studied the diary entries of 11 students and reported that competitiveness can lead to anxiety when language learners compare themselves to others or to an idealized self-image. Likewise, Price (1991 , cited in Young, 1991, p. 427) stated that the majority of her subjects believed their language skills to be weaker than those of the others in class; that they werent doing a good job and that everyone else looked down on them. As regards to self-esteem, Hembree (1988, cited in Young, 1991, p. 427) implied that students who start out with a self-perceived low ability level in a foreign or second language are most likely to experience language anxiety. Krashen (1981, cited in Ohata, 2005, p. 5) also suggests that anxiety can arise according to ones degree of self-esteem as those students tend to worry about what their peers or friends think, in fear of their negative responses or evaluation. In addition, Gregersen and Horwitz (2002) examined the relationship between foreign language anxiety and perfectionism, and found some common characteristics between anxious language learners and perfectionists (e.g., higher standards for their English performance, a greater tendency toward pro crastination, more worry over the opinions of others, and a higher level of concern over their errors). The authors supposed that such characteristics may make language learning unpleasant and less successful for the perfectionist students than for others. Another personality trait that has a positive correlation with foreign language anxiety is shyness: Chu (2008, cited in Zhang, 2010, p. 11) affirmed that anxiety, willingness to communicate, and shyness function together to create a negative impact on Taiwanese students study of English. Learner beliefs about language learning, if erroneous and unrealistic, are also a major factor contributing to language anxiety (Young, 1991, p. 428). According to Tallon (2008, p. 4) when students unrealistic expectations about language learning are not met it can lead to negative feelings about ones intelligence and abilities. For example, the language learners in Horwitzs study (1988, cited in Young, 1991, p. 428): 1) expressed great concern over the correctness of their utterances; 2) placed a great deal of stress on speaking with an excellent accent; 3) supported the notion that language learning is primarily translating from English and memorizing vocabulary words and grammatical rules; as well as 4) believed that two years is enough time to become fluent in another language; and believed some people were more able to learn a foreign language than others. Such erroneous beliefs may make the students later become disappointed and frustrated. In addition, Horwitz (1989, cited in Tallon, 2008, p. 5) found a link between several language learning beliefs and levels of foreign language anxiety in university Spanish students: the more anxious learners judged language learning to be relatively difficult and themselves to possess relatively low levels of foreign language aptitude. Palacios (1998, cited in Tallon, 2008, p. 5) also found that the following beliefs are associated with learner anxiety: the feeling that mastering a language is an overwhelming task; the feeling that one needs to go through a translation process in order to communicate in the target language; the difficulty of keeping everything in ones head; and the belief that learning a language is easier at an earlier age. Tallon (2008, p. 5) concluded that all of those faulty beliefs may cause the students to have unrealistic expectations about the language learning process, and thus lead to anxiety. Instructional factors Teacher characteristics Instructor beliefs about language teaching, which determines instructor-learner interactions, are a further source of language anxiety because the teachers assumption on the role of language teachers may not always correspond to the students needs or expectations toward the him or her (Ohata, 2005, p. 7). Young (1991, p. 428) listed the following teacher beliefs which have been shown to evoke feelings of anxiety in students: it is necessary for the teacher to be intimidating at times; the instructor is supposed to correct every single mistake made by the students; group or partner work is not appropriate because it can get out of control; the teacher should do most of the talking; and the instructors role is that of a drill sergeant. According to Tallon (2008, p. 5), a judgmental teaching attitude (Samimy, 1994) and a harsh manner of teaching (Aida, 1994) are closely linked to student fear in the classroom. Besides, Palacios (1998, cited in Tallon, 2008, p. 5) found the following characteristics of the teacher to be associated with anxiety: absence of teacher support, unsympathetic personalities, lack of time for personal attention, favoritism, absence that the class does not provide students with the tools necessary to match up with the teachers expectations, and the sense of being judged by the teacher or wanting to impress the teacher. Moreover, Young (1999, cited in Tallon, 2008, p. 6) stated that using speaking activities that put the learner on the spot in front of their classmates without allowing adequate preparation are also sources of anxiety for many students. Additionally, Ando (1999, cited in Tallon, 2008, p. 6) argued that having a native speaker for a teacher can cause anxiety because the teacher may lack the sensitivity of the learning process or the teachers English may be hard for students to understand. Classroom characteristics Classroom procedures and other classrooms characteristics are the third major source of foreign language learning anxiety. Young (1990, cited in Tallon, p. 6) proposed a list of classroom activities which are perceived as anxiety-provoking: (1) spontaneous role play in front of the class; (2) speaking in front of the class; (3) oral presentations or skits in front of the class; (4) presenting a prepared dialogue in front of the class; and (5) writing work on the board. Similarly, Palacios (1998, cited in Tallon, p. 6) found demands of oral production, feelings of being put on the spot, the pace of the class, and the element of being evaluated (i.e., fear of negative evaluation) to be anxiety-producing to students. Notably, Oxford (1999, cited in Tallon, p. 7) emphasized learning and teaching styles as a potential source of language anxiety. If the instructors teaching style and a students learning style are not compatible, style wars can trigger or heighten anxiety levels. In addition, it is understandable that language testing may lead to foreign language anxiety (Young, 1991, p. 428). For example, difficult tests, especially tests that do not match the teaching in class, as well as unclear or unfamiliar test tasks and formats can all create learner anxiety. Effects of Foreign Language Learning Anxiety Foreign Language Learning Anxiety and its Associations with the three stages of the Language Acquisition process (Input, Processing, and Output) The effects of language anxiety can be explained with reference to the cognitive consequences of anxiety arousal (Eysenck, 1979; Schwazer, 1986; cited in MacIntyre Gardner, 1994, p. 2). When an individual becomes anxious, negative self-related cognition begins: thoughts of failure (e.g. I will never be able to finish this), self-deprecation (I am just no good at this), and avoidance (I wish this was over) begin to emerge. They consume cognitive resources that might otherwise be applied to the learning task. This then creates even more difficulties in cognitive processing because fewer available resources may lead to failure, which results in more negative cognitions that further consume cognitive resources, and so on. According to MacIntyre (1995, p. 26), anxiety can be problematic for the language learner because language learning itself is a fairly intense cognitive activity that relies on encoding, storage, and retrieval processes (MacIntyre, 1995, p. 26), and anxiety interferes with each of these cognitive processes by creating a divided attention scenario (Krashe

new zealand politics 1984-1993 Essay example -- essays research papers

On July 6 1984, the fourth Labour government were elected into parliament after defeating the National party in a snap election. 1984 can be regarded as a major turning point in New Zealand political history in the sense that significant political changes affected the whole of the New Zealand society, economy and political structure. New Zealand government’s experimented with radical Neoliberal policy programmes to achieve economic and social progress during this period. The essay shall discuss the central features of the process of policy change over the period of 1984 to 1993 in New Zealand. These reforms were among the most sweeping in scope and scale within any industrialised democracy. There are a significant number of historical and institutional similarities between Australia and New Zealand which make them a fertile ground for comparative analysis. This essay shall compare industrial relations reform in Australia and New Zealand during the 1980s and 1990s, integrating both institutionalist and interest-based approaches. Within comparative politics there are two main approaches to the impact of economic change on national policy patterns. The first, new institutionalism has been very influential in comparative industrial relations. The second, which focuses on the role of interests, has also been significant in New Zealand and Australian politics. The concept of institutionalism is central to the analysis of the reform episode that took place in New Zealand. Institutions are the rules of the game in a society or, more formally, are the humanly devised constraints that shape human interaction (North,1990:3). Zucker defines Institutionalism as a fundamentally cognitive process (1983:25). In comparison, Immergut argues that the theoretical core of the new institutionalism is the view that there is a tendency for certain arrangements in social life to persist over institutions and for these institutional arrangements to affect not just strategic actions but also the preference formation of social actors (1998:7). Immergut stresses the fundamentals of the concept of institutionalism can be problematic as there are many conflicting definitions and analysis. â€Å"Since the common research interest is in the black box between potential political demands and ultimate outcomes, it does not make sense to predefine the contents of this box. A standard definit... ...liams Books. Kasper, W. (1996) ‘Free to Work: The Liberalisation of New Zealand's Labour Market,’ Policy Monograph 32, Centre for Independent Studies, Sydney. Maloney, T. (1997). Benefit Reform and Labour Market Behaviour in New Zealand.’ Institute of Policy Studies, Victoria University: Wellington. McClure, M. (1998). ‘The Reluctant State: 1984-1998’ in ‘A Civilised Community: A History of Social Security in New Zealand 1898-1998’. Auckland University Press: Auckland. North, D. (1990) ‘Institutions, Institutional Change and Economic Performance.’ New York: Cambridge University Press. Rankin, S., St John, S. (1998). ‘Quantifying the Welfare Mess’ (Policy Discussion Paper 22) Department of Economics: University of Auckland. Schwartz, H. (2000). ‘Internationalization and Two Liberal Welfare States Australia and New Zealnd’ in Scharpf, Fritz & Schmidt, Vivien, (eds). ‘Welfare and Work in the Open Economy’ (vol 2), Oxford University Press: New York. Shipley, J. (1991). ‘Welfare That Works,’ Minister of Social Welfare, Wellington Zucker, L. (1983) ‘Organizations as Institutions’, in Bacharach, S (ed). ‘Research in the Sociology of Organizations,’ Greenwich: JAI Press.

A Cappella? Is That How You Spell It? :: essays research papers

A Cappella? Is That How You Spell It? The phrase a cappella is among the most butchered and misunderstood musical terms. The predominant, and most "correct" spelling, is ... a cappella - two words, two "p's", two "l's." A Cappella, A Picky Definition Musicologists have fun debating the extent to which a cappella, 'in the style of the chapel,' can include instrumental accompaniment. Some argue that early sacred a cappella performances would sometimes include instruments that double a human voice part. So, the correct definition of a cappella should be something like 'singing without independent instrumental accompaniment.' At Primarily A Cappella, we are trying to popularize this style of music, so we like to keep it simple. a cappella - two words, two "p's", two "l's." singing without instruments A Capella? Some musical dictionaries indicate that the Italian a cappella is preferred over the Latin a capella (one "p") yet both are technically correct. Why do those dictionaries muddy the waters with two spellings? The phrase was first used in Italian Catholic churches, where Latin was the language for sacred text. Thus, the Latin spelling for 'in the style of the chapel' - a capella - has some historical basis. However, most other musical terms - forte, accelerando, and many others - are Italian in origin. Since the Italian spelling is more consistent with other musical terms, it has been used more frequently. Given the difficulty of spelling our favorite style of music, we'd like to endorse the simplicity of a single spelling: a cappella - two words, two "p's", two "l's." singing without instruments Acappella Joining the two Italian words together to make Acappella is a popular variation in the U.S. For many streetcorner singing fans, Acappella means unaccompanied singing of 'fifties (and early 'sixties) songs. There were a series of recordings released in the early 1960's of Mid-Atlantic unaccompanied doo-wop groups called "The Best of Acappella." The liner notes on the first LP noted that Acappella means "singing without music." In this matter we do tend towards being picky - instruments do not alone music make! A cappella (or Acappella) singers make music while they are ... singing without instruments A more recent, second meaning of Acappella has emerged. The Contemporary Christian group Acappella is the first formed by prolific songwriter Keith Lancaster. In the early 1990's he added Acappella Vocal Band (now mostly known as AVB) and "Acappella: The Series" which uses studio singers (plus LOTS of electronic help) to perform songs around specific themes. All of these efforts are now combined in The Acappella Company. The good news is they have sold millions of recordings and have contributed greatly to the awareness of a

Arby Essay -- essays papers

Arby James Joyce's use of religious imagery and religious symbols in "Araby" is compelling. That the story is concerned somehow with religion is obvious, but the particulars are vague, and its message becomes all the more interesting when Joyce begins to mingle romantic attraction with divine love. "Araby" is a story about both wordly love and religious devotion, and its weird mix of symbols and images details the relationship--sometimes peaceful, sometimes tumultuos--between the two. In this essay, I will examine a few key moments in the story and argue that Joyce's narrator is ultimately unable to resolve the differences between them. While the story's concern with religion seems to speak for itself, a few biographical details bout Joyce's own youth and his religious background help inform any reading of "Araby." We know that he was both drawn to and repulsed by the Catholic church in Ireland, and that just before taking orders, he opted to give up a life in the church and chose instead to devote himself to writing fiction. In the end, Joyce saw the church as something confining, something that imposed rules rather than freeing a creative spirit. As a writer radically inclined to break the rules even of fiction, the rules of the church were too severe for him. We also know that Joyce was a very sensual person who wanted nothing to do with celibacy or abstinance; his youthful marauding in the brothels of Dublin suggests that the church's proscriptions of sexual, or even romantic, activity were also too much for him. Some of these issues show up early on in the story "Araby." To begin with, the narrator--the voice of a young Joyce, surely, if not entirely autobiographical--lives in a house whose former t... ...r, the boy has an epiphany--a sudden realization--while in the baazar: "gazing up into the darkness I saw myself as a creature driven and derided by vanity" (44). Ordinarily, epiphanies are religious moments characterized by a sudden "seeing of the light." Here, however, the boy reaches his ephiphany--as does the story--while gazing into the darkness at a baazar. If the baazar is initially opposed to religion, it is here explicitly likened to religion. The ending of the story is almost as ambiguous as its back-and-forth treatment of religion and romance. It is not clear exactly what he has realized, nor is it clear whether there is a clear distinction between what is religious and what is romantic, between what is sacred and divine and what is worldly and base. But perhaps Joyce, in whom these two elements were equally confused, would have wanted it that way.

Making and Adoption of Health Data Standards

Critical Analysis Paper: The Making and Adoption of Health Data Standards Health Data Standards (HDS) are a key part of the construction of a National Health Information Network (NHIN). Having these standards will increase interoperability of various groups and organizations, improve safety, lower costs, and enable providers in all aspects of healthcare to access the same patient medical information easily and efficiently. W. E.Hammond (2005), discusses the urgent need for HDS, the process of creating these standards, problems and issues regarding the development and implementation of these standards, and he suggests possible solutions to these issues. According to Hammond (2005), HDS are crucial to building an interchange of health data between different sites involved in patient care, building a population database for public health surveillance and bioterrorism defense, creating a network of personal health records and a regional health network, and the development of a â€Å"pat ient centric† electronic health record.Interoperability is discussed as the goal of the development of HDS. Interoperability is the ability of different organizations, structures, and systems to work together and communicate; sharing information, by using common words and data elements. These common data elements; such as medications, measurements, or lab tests, must be in the same â€Å"language† for different systems to be able to access them. Hammond suggests, however, that no one has been able to define the data standards necessary for the development of a functional NHIN.No successful resolution or plan has been put into place to create a system of data standards in the United States. Although there are standards that exist, there is no nationwide coordination of these standards which would make them useful. HDS are created for the benefit of patients, vendors, healthcare organizations, the government, and society in general. Hammond (2005) relates these standards to the barcode system used in grocery stores or the standardization of ATM machines to accept all kinds of debit cards. Even though different â€Å"brands† are competing against one another, standardization will benefit all involved parties.A single, integrated system is the best solution. Using different systems requires the use of expensive, custom made interfaces. HDS would avoid this problem. To develop standards, the individual organizations involved must â€Å"buy-in† to the acceptance process. Hammond suggests that standards can be created by interested parties who join to create a standard, the government, marketplace competition and the adoption of new technology, or by a formal consensus process lead by an organization such as the American National Standards Institute (ANSI).ANSI is a private, non-profit organization which administers and coordinates United States voluntary standards activities. It defines the formal balloting process for HDS which is used by most Standards Development Organizations (SDOs). Hammond lists several issues with the progress and acceptance of HDS. These include competition between SDOs, problems with the balloting process, the interest of vendors, HIPAA standards, and the involvement of stakeholders. Since healthcare is such a dynamic field, new standards must be approved often.This process is taking too long and has caused administrative burdens in trying to fill in the gaps. There is also a lack of funding for the development of HDS. In addition, there is no universally agreed upon method of approving standards in a timely fashion to ensure that vendors make money on their products while keeping up with rapidly changing standards. A registry for data elements is also needed and has yet to be developed. Finally, stakeholder input is needed in the standards development process and this has also posed a challenge.Clinical specialist input is increasingly important in order to develop a set of standards which is relevant to healthcare workers in the field. Building this type of knowledge base has been difficult, according to Hammond (2005). Hammond (2005) suggests that past efforts to identify and create standards have been poorly executed and in order for the US health care system to move forward, current issues must be resolved. He suggests that a neutral, non-profit organization in the private sector should be authorized to manage HDS. Funding should come from membership dues, revenue from services, and the federal government.Clinical groups should volunteer to share their expertise to help create new standards. These steps, he claims, will resolve the issues currently hindering the advancement of HDS development. These ideas, however, are neither new nor untested. Hammond’s ideas have been used in the past in the quest for a NHIN and they have not yet been successful. The process of finding successful HDS is not simple and finding a solution will not be as easy as Hammond sugg ests. References Hammond, W. E. (2005). The making and adoption of health data standards. Health Affairs, 24(5), 1205-1213. doi: 10. 1377/hlthaff. 24. 5. 1205

Philippine Psychology Act of 2009 Essay

STATEMENT OF POLICY Section 2. Statement of Policy. – The State recognizes that psychologists have an important role in nation-building and development. It also acknowledges the diverse specializations of psychologists and the diverse functions specific to the varied specializations. It particular, it recognizes the significance of the psychological services that practicing psychologists provide to diverse types of clients, but also recognizes the need to protect the public by preventing inexperienced or untrained individuals from offering psychological services. Hence, it shall nurture competent, upright and assiduous psychologists whose standards of practice and service shall be excellent and globally competitive through the administration of inviolable, effective and credible licensure examinations and the imposition and promotion of regulatory measures, programs and activities that enhance their professional growth and well-being. ARTICLE III DEFINITION OF TERMS Section 3. Definition of Terms. – As used in this Act, the following terms shall have the following meanings: (a) â€Å"Psychology† is the scientific study of human behavior. It involves the application of scientific methods to inquire into the biological, cognitive, affective, developmental, personality, social, cultural and individual difference dimensions of human behavior. (b) â€Å"Practice of Psychology† consists of the delivery of psychological services that involve application of psychological principles and procedures for the purpose of describing, understanding, predicting and influencing the behavior of individuals or groups, in order to assist in the attainment of optimal human growth and functioning. The delivery of psychological services includes, but is not limited to: (1) psychological interventions: psychological counseling, psychotherapy, psychosocial support, coaching, psychological debriefing, group processes and all other psychological interventions that involve the application of psychological principles to improve psychological functioning of individuals, families, groups and organizations; (2) psychological assessment: gathering and integration of psychology-related data for the purpose of making a psychological evaluation, accomplished through a variety of tools, including individual tests, projective tests, clinical interview and other psychological assessment tools, for the purpose of assessing diverse psychological functions including cognitive abilities, aptitudes, personality characteristics, attitudes, values, interests, emotions and motivations, among others, in support of psychological counseling, psychotherapy and other psychological interventions; and (3) psychological programs: development, planning, implementation, monitoring and evaluation of psychological treatment for individuals and/or groups. (c) â€Å"Psychologist† means a natural person who is duly registered and holds a valid certificate of registration and a valid professional identification card as professional psychologist, issued by the Professional Regulatory Board of Psychology and the Professional Regulation Commission pursuant to this Act for the purpose of delivering the different psychological services defined in this Act. (d) â€Å"Psychometrician† means a natural person who holds a valid certificate of registration and a valid professional identification card as psychometrician issued by the Professional Regulatory Board of Psychology and the Professional Regulation Commission pursuant to this Act. As such, he/she shall be authorized to do any of the following: Provided, That such shall at all times be conducted under the supervision of a licensed professional psychologist: (1) administering and scoring of objective personality tests, structured personality tests, excluding projective tests and other higher level forms of psychological tests; (2) interpreting results of the same and preparing a written report on these results; and (3) conducting preparatory intake interviews of clients for psychological invention sessions. ARTICLE IV PROFESSIONAL REGULATORY BOARD OF PSYCHOLOGY Section 4. Creation and Composition of the Professional Regulatory Board of Psychology. – There is hereby created a Professional Regulatory Board of Psychology, hereinafter called the Board, a collegial body under the administrative control and supervision of the Professional Regulation Commission, hereinafter referred to as the Commission, which shall be composed of a Chairperson and two (2) members appointed by the President of the Philippines from a list of three (3) nominees for each position. The list of nominees shall be submitted to the Commission by the integrated and accredited national organization of psychologists. The Board shall be organized not later than sixty (60) days from the effectivity of this Act. Section 5. Qualification of the Chairperson and the Members of the Professional Regulatory Board of Psychology. – The Chairperson and members of the Board shall, at the time of their appointment and for the course of their term, possess the following quali fications: (a) A natural born citizen and resident of the Philippines; (b) At least thirty-five (35) years of age; (c) Possess good moral character; (d) Hold a doctorate degree in psychology conferred by a university, college or school in the Philippines or board duly recognized and/or accredited by   the Commission on Higher Education (CHED); (e) Have at least ten (10) years of practice in psychology and psychometrics in a duly recognized institution, clinic or center, as well as at least (5) years of teaching experience in the field of psychology; (f) Be a registered and licensed psychologists, except in the case of the first members of the Board who shall automatically be conferred a valid certificate of registration and a valid professional identification card in psychology and psychometrics upon appointment to the Board; (g) Is neither an officer, trustee nor member of the faculty of any university, college, institute or school where a regular course in psychology is offered or taught or review classes conducted and shall not have any pecuniary interest, direct or indirect, in any such institution; (h) Is not an officer, nor hold any position other than being a member of the integrated and accredited national organization of psychologists; and (i) Shall not have been convicted of any crime involving moral turpitude. Section 6. Term of Office. – The members of the Board shall hold office for a term of three (3) years or until their successors shall have been appointed and duly qualified. Each member of the Board may be reappointed for one (1) full term of three (3) years. The first members of the Board shall hold office for the following terms: the Chairperson for three (3) years; one (10 member for two (2) years; and the other member for one (1) year, which shall be specified in their respective appointments. Any vacancy occurring within the term of a member shall be filled for the unexpired portion of the term only. Each member of the Board shall qualify by taking the proper oath prior to the performance of his/her duties. Section 7. Powers and Duties. – The Board shall have the following powers and duties: (a) Administer and implement the provisions of this Act and promulgate as well as revise or update, as necessary, rules and regulations, resolutions and guidelines hereto: Provided, That the policies, resolutions, rules and regulations issued or promulgated by the Board shall be subject to review and approval of the Commission; (b) Supervise and monitor the registration, licensure and practice of psychologists and Psychometricians in the Philippines; (c) Administer oaths in connection with the administration of this Act; (d) Issue, and upon compliance with due process requirements, suspend or revoke, and/or reinstate, the certificate of registration and professional identification card for psychologists and psychometricians; (e) Adopt an official seal of the Board; (f) Monitor the conditions and circumstances affecting the practice of psychology and psychometrics in the Philippines and adopt such measures as may be deemed lawful and proper for the enhancement and maintenance of high professional, ethical and technical standards of the profession; (g) Issue permits to and exercise visitorial powers over agencies, institutions, associations and partnerships to verify that the persons practicing psychology and psychometrics therein are psychologists and psychometricians with valid certificates of registration and valid professional identification cards, and that they possess the necessary accreditation, skills and/or facilities to competently carry out their functions; (h) Assist the Commission in the formulation and implementation of the guidelines on continuing professional education for psychologists and psychometricians; (i) Ensure, in coordination with the CHED, that all educational institutions offering the course/program of psychology stric tly comply with the policies, standards and requirements prescribed by the CHED for such course/program, especially in the areas of administration, curriculum, faculty, library and facilities; (j) Prepare, adopt, issue and amend, in consultation with the CHED, syllabi for the licensure examination subjects; (k) Investigate and, when warranted, her administrative cases involving violations of this Act, its implementing rules and regulations as hereinafter promulgated, and any applicable code of ethics and/or code of professional standards. For this purpose, it may issue subpoena testificandum and subpoena duces tecum to secure the appearances of witnesses and the production of documents in connection therewith:Provided, That the Board’s decision, resolution or orders rendered in administrative cases shall be subject to review only on appeal; and (l) Perform such other functions and duties as may be lawfully delegated to it, or as it may deem necessary to carry out the objectives of this Act. Section 8. Compensation and Allowances. – The Chairperson and members of the Board shall receive the same compensation and allowances as those received by the Chairperson and members of the existing regulatory boards under the Commission, as provided in the charter of the Commission and in the General Appropriations Act. Section 9. Removal or Suspension of Members of the Professional Regulatory Board of Psychology. – Any member of the Board may, upon the recommendation of the Commission, upon observance of due process and completion of the proper investigation, be suspended or removed by the President from office for cause, such as gross neglect of duty, incompetence, malpractice, behavior unbecoming of a psychology professional, immorality, unethical or dishonorable conduct, final conviction of any crime involving moral turpitude, any act of grant and corruption, and participation in the manipulation of or any dishonesty relative to the licensure examinations and/or th e registration process. Section 10. Administrative Supervision over the Board, Custodian of its Records, Secretariat and Support Services. – The Board shall be under the administrative supervision and control of the Commission. All records of the Board, including documents relative to the licensure examinations as well as administrative and other investigative cases conducted by the Board, shall be kept in the custody of the Commission. The Commission shall designate the Secretary of the Board and shall provide the secretariat with necessary support services to effectivity implement the provisions of this Act. ARTICLE V LICENSURE EXAMINATIONS Section 11. Examinations Required. – All applicants for registration to practice psychology and psychometrics shall be required to pass a licensure examination for psychologists and psychometricians to be conducted by the Board in such places and dates, and subject to such requirements prescribed by the Commission. Section 12. Qualifications of Applicants for the Licensure Examination for Psychologists. – Any person may apply to take examination for registration and licensure as a psychologist after furnishing evidence satisfactory to the Board that the applicant: (a) Is a Filipino citizen, a permanent resident or a citizen of a foreign state/country which extends reciprocity to the Philippines relative to the practice of the profession; (b) Holds at least a master’s degree in psychology conferred by a university, college or school in the Philippines or abroad recognized/accredited by the CHED and has obtained sufficient credits for the subjects covered in the examinations; (c) Has undergone a minimum of two hundred (200) hours of supervised practicum/internship/clinical experience related to services enumerated in paragraph (b) of Section 3 of this Act and under the auspices of a licensed psychologist or other licensed mental health professional; (d) Is of good moral character; and (e) Has not been convicted of an offense involving moral turpitude. Section 13. Qualifications of Applicants for the Licensure Examination for Psychometricians. – Any person may apply to take the examination for registration and licensure as a psychometrician by furnishing evidence satisfactory to the Board that the applicant: (a) Is a Filipino citizen, a permanent resident or a citizen of a foreign state/country which extends reciprocity to the Philippines relative to the practice of the profession; (b) Holds at least a bachelor’s degree in psychology conferred by a university, college or school in the Philippines or abroad recognized/accredited by the CHED and has obtained sufficient credits for the subjects covered in the examinations; (c) Is of good moral character; and (d) Has not been convicted of an offense involving moral turpitude. Section 14. Examination Subjects for Psychologists. – The licensure examination for psychologists shall cover the following subjects: (a) Advanced Theories of Personality; (b) Advanced Abnormal Psychology; (c) Advanced Psychological Assessment; and (d) Psychological Counseling and Psychotherapy. Section 15. Examination Subjects for Psychometricians. – The licensure examinations for psychometricians shall cover the following subjects: (a) Theories of Personality; (b) Abnormal Psychology; (c) Industrial Psychology; and (d) Psychological Assessment. The Board may recluster, rearrange, modify, add or exclude and prescribed subjects for psychologists and psychometricians as the need arises. Section 16. Registration Without Examination for Psychologists. – A person who possesses the qualifications required to take the examination for registration as a psychologist pursuant to the provisions of this Act may be registered without examination: Provided, That the applicant files with the Board within three (3) years after its creation an application for registration and issuance of certificate of registration and professional identification card by submitting credentials satisfactory to the Board that the applicant had, on or prior to the effectivity of this Act, fulfilled the requirements under either subparagraphs (a), (b) or (c) herein: (a) Obtained a doctoral degree in psychology and had accumulated three (3) years of work experience in the practice of psychology; (b) Obtained a master’s degree in psychology and accum ulated a minimum of five (5) years of work experience in the practice of psychology; (c) Psychologists or employees who hold positions as psychologists presently employed in various government or private agencies, who have a bachelor’s degree in psychology, accumulated a minimum of ten (10) years of work experience in the practice of psychology as a psychologist, and who have updated their professional education in various psychology-related functions. Section 17. Registration Without Examination for Psychometricians. – A person who possesses the qualifications required to take the examination for registration as a psychometrician may be registered without examination:Provided, That the applicant files with the Board within three (3) years after its creation an application for registration and issuance of a certificate of registration and professional identification card by submitting credentials satisfactory to the Board that the applicant before the effectivity of this Act had obtained a bachelor’s degree in psychology and had accumulated a min imum of two (2) years full time work experience in the practice of psychometrics. Section 18. Ratings in the Examination. – To be qualified as having passed the licensure examination for psychologists and psychometricians, a candidate must have obtained a weighted general average of at least seventy-five percent (75%) for all subjects, with no grade lower than sixty percent (60%) in any given subject. An examine who obtains a weighted general average of seventy-five percent (75%) or higher but obtains a rating below sixty percent (60%) in any given subject may retake such subjects within the next two (2) years, and upon obtaining a rating of at least seventy-five percent (75%) in each such subject, shall then be deemed to have passed the licensure examination. Section 19. Report of Ratings. – The Board shall submit to the Commission an official report detailing the ratings obtained by each examine within ten (10) calendar days after the examination, unless such period is extended for just cause. ARTICLE VI REGISTRATION Section 20. Oath of Psychologists and Psychometricians. – All successful examines qualified for registration and all qualified applicants for registration without examination shall be required to take an oath to uphold the profession before any member of the Board or any officer of the Commission authorized to administer oaths, prior to entering into the practice of psychology or psychometrics in the Philippines. Section 21. Issuance of Certificate of Registration and Professional Identification Card. – A certificate of registration and professional identification card shall be issued to all successful examines and registrants without examination upon compliance with all the legal requirements, including payment of fees, prescribed by the Commission. The certificate of registration shall bear the signature of the Chairperson of the Commission and members of the Board, indicating that the person named therein is entitled to practice the profession with all the privileges and concomitant responsibilities appurtenant thereto. The said certificate shall remain in full force and effect until suspended in accordance with this Act. A professional identification card bearing the registration number, date of issuance and validity term of three (3) years, duly signed by the Chairperson of the Commission, shall likewise be issued to every registrant who has paid the prescribed registration fee. Upon expiration of the professional identification card, the psychologist and psychometrician may renew the same upon proof of compliance with continuing education requirements prescribed by the Board and/or the Commission. Section 22. Disclosure of Registration Information. – The psychologist or psychomitrician shall be required to indicate his/her registration and professional identification card number and date of issuance, the duration of validity, including the professional tax receipt number on each document signed, used or issued in connection with the practice of his/her profession. Section 23. Non-issuance of Certificate of Registration and Professional Identification Card. – The Board shall not register nor issue a certificate of registration or professional identification card to any person convicted of a criminal offense involving moral turpitude, has been found guilty by a judicial or other duly constituted tribunal of immoral or dishonorable conduct, or has been medically diagnosed to be of unsound mind. In the event of non-issuance of the certificate for any reason, the Board shall furnish the applicant a written statement setting forth the reasons for such denial, which statement shall be incorporated to the records of the Board. Section 24. Foreign Reciprocity. – No foreigner shall be admitted to the psychology or psychometrics licensure examinations unless he/she proves that the country of which he/she is a citizen either: (a) Admits Filipino citizens to the practice of psychology or psychometrics without need for registration and issuance of a certificate of registration/professional identification card; (b) Allows Filipino citizens to practice psychology or psychometrics without restriction; or (c) Allows Filipino citizens to practice the same after an examination on terms of strict and absolute equality with nationals of said country. Section 25. Practice through Special/Temporary Permit. – Special/temporary permits may be issued by the Board, subject to the approval by the Commission and payment of appropriate fees, to the following persons: (a) Licensed psychologists or psychometricians from foreign countries/states who are internationally acknowledged specialists or outstanding experts in psychology or psychometrics: Provided, That their services are important and necessary either due to the lack or inadequacy of available local specialists or experts or in recognition of their potential contribution to the promotion and advancement of the practice of psychology of psychometrics through transfer of technology; (b) Licensed psychologists or psychometricians from foreign countries/states whose services shall be free and offered exclusively to indigent patients in a particular hospital, center or clinic; and (c) Licensed psychologists or psychometricians from foreign countries/states employed as exchange professors to teach psychology or psychometrics in school s, colleges, universities offering psychology or psychometrics courses or programs. The permit shall detail the conditions thereof which shall, among other things, include the effectivity period of not more than one (1) year subject to renewal and the specific place of practice such as the clinic, hospital, center, school, college, university offering the course of psychology or psychometrics. The Board, subject to the approval by the Commission, shall prescribed rules and regulations on the implementation of this particular section. Section 26. Suspension or Revocation of Certificate of Registration and Professional Identification Card or Cancellation of a Special/Temporary Permit. – The Board shall have the power, after notice and hearing, to suspend or revoke the certificate of registration and professional identification card or to cancel special/temporary permits granted pursuant to this Act on any ground set forth in Section 33 of this Act or any of the instances hereunder: (a) Procurement of a certificate of registration and/or professional identificat ion card or special/temporary permit by fraud or deceit; (b) Allowing an unqualified person to advertise or to practice the profession by using one’s certificate of registration or professional identification card or special/temporary permit; (c) Violating or conspiring to violate any of the provisions of this Act, its implementing rules and regulations, the code of ethics or code of professional standards promulgated hereinafter by the Board; (d) Manifest physical or mental incompetence to render psychological services with reasonable skill and safety to his/her clients/patients; (e) Professional misconduct or negligence in the performance of duties as a psychometrician; and (f) Engaging in the practice of the profession during the period of one’s suspension. Section 27. Reinstatement. – A psychologist or psychometrician whose certificate of registration has been revoked may apply to the Board for reinstatement at any time after two (2) years from the date of revocation of said certificate. The application shall be in writing and shall conform to requirements hereinafter prescribed by the Board. No certificate of registration or professional identification card or special/temporary permit shall be reinstated unless the Board is satisfied that a good cause exists to warrant such reinstatement. Issuance of a new certificate of registration or professional identification card or special/temporary permit in lieu of one that has been lost, destroyed or mutilated shall be subject to applicable rules prescribed by the Commission. Section 28. Appeal from Judgement. – The decision of the Board shall ipso facto become final fifteen (15) days from receipt of the decision by the respondent unless an appeal has been filed with the Commission within the same period. The Commission’s decision on appeal may be further appealed before the Court Appeals within fifteen (15) days from receipt thereof. Section 29. Rights of the Respondent. – The respondent psychologist or psychometrician shall have the right to be represented by counsel at all stages of the proceedings as well as to speedy disposition of his/her case. He/She shall have the right to confront witnesses against him/her in addition to such other rights guaranteed by the Constitution. ARTICLE VII PRIVILEDGED COMMUNICATION AND PROFESSIONAL INTEGRATION Section 30. Rights to Privilege Communication for Psychologists and Psychometricians. – A psychologists or psychometrician cannot, without the consent of the client/patient, be examined on any communication or information disclosed and/or acquired in the course of giving psychological services to such client. The protection accorded herein shall extend to all pertinent records and shall be available to the secretary, clerk or other staff of the licensed psychologist or psychometrician. Any evidence obtained in violation of this provision shall be inadmissible for any purpose in any proceeding. Section 31. Integration of the Profession. – The profession shall hereinafter be integrated by consolidating all practitioners into one (1) national organization of registered and licensed psychologists and psychometricians, which shall be recognized and accredited by the Board, subject to approval of the Commission. A psychologist or psychometrician duly registered and licensed by the Board and the Commission shall automatically become a member of said organization and shall receive the benefits and privileges, as well as be subject to all responsibilities and obligations, appurtenant thereto upon payment of the required fees and dues. Membership in the integrated organization shall not be a bar to membership in any other association of psychologists and/or psychometricians.1avvphi1 Section 32. Code of Ethics and Code of Practice for Psychologists and Psychometricians. – The Board shall adopt and promulgated the Code of Ethics and Code of Practice for Psychometricians prescribed and issued by the accredited pro fessional organization of psychologists. ARTICLE VIII PROHIBITED ACTS, PENALTIES AND ENFORCEMENT OF THIS ACT Section 33. Prohibited Acts. – (a) No person shall: (1) Engage in the professional practice of psychology or psychometrics nor represent himself/herself as a professional practicing psychologist or psychometrician without a valid certificate of registration or valid professional identification card, or a valid special/temporary permit granted by the Board pursuant to this Act; (2) Represent himself/herself to be a licensed and authorized practicing psychologist or psychometrician during the time that his/her certificate of registration has been suspended or revoked or professional identification card without being renewed, or special/temporary permit cancelled; (3) Allow any other person to use his/her certificate of registration and professional identification card or special/temporary permit for any purpose, regardless of whether such enables the unqualified individual to engage in the practice of psychology or psychometrics; (4) Use, exhibit and/or misrepresent as his/her own the certificate of registration and/or professional iden tification card or special/temporary permit of another; and (5) Give any false, inaccurate, misleading or incomplete information to the Board on order to obtain a certificate of registration or professional identification card or special/temporary permit. (b) No corporation, partnership, association or entity shall operate a psychology or psychometrics office, center, clinic or otherwise engage in the practice or allow the practice of psychology or psychometrics within its premises without securing a permit therefor from the Board. Such permit shall be issued only after the Board is satisfied that such establishment is competently staffed by a psychologist and equipped with sufficient and adequate psychology-related instruments and facilities. (c)A violation of any provision of this Act or of its implementing rules and regulations shall be penalized accordingly. Section 34. Penalties. – Any person who violates any provision of this Act implementing rules and regulations shall be punished with imprisonment of not less than six (6) months but not more than three (3) years, or a fine of not less than Ten thousand pesos (P10,000.00) but not more than One hundred thousand pesos (P100,000.00), or both, at the discretion of the court. Section 35. Injunction. – The Board may initiate action to enjoin, restrain, and/or prosecute any individual, corporation, association, partnership or entity engaging in the practice of psychology and psychometrics in violation of this Act. Section 36. Enforcement. – It shall be the duty of all duly constituted law enforcement agencies and officers of national, provincial, city or municipal governments to uphold and enforce the provisions of this Act and to investigate and prosecute or cause the investigation and prosecution of any person violating the same. ARTICLE IX MISCELLANEOUS PROVISIONS Section 37. Funding Provision. – The Chairperson of the Commission shall immediately hereinafter include in the Commission’s programs the prompt implementation of this Act, funding of which shall be provided for in the annual General Appropriations Act. Section 38. Implementing Rules and Regulations. – Within ninety (90) days after the constitution of the Board, it shall promulgated the necessary implementing rules and regulations, subject to approval of the Commission, to implement the provisions of this Act. Section 39. Separability Clause. – If any provision of this Act shall at any time be found to be unconstitutional or invalid, the remainder thereof not affected by such declaration shall remain in full force and effect. Section 40. Repealing Clause. – All laws, decrees, rules or regulations inconsistent with the provisions of this Act are hereby repealed or modified accordingly. Section 41. Effectivity. – This Act shall take effect afte r fifteen (15) days following its complete publication in two (2) newspapers of general circulation. Approved, (Sgd.) PROSPERO C. NOGRALES Speaker of the House of Representatives| (Sgd.) JUAN PONCE ENRILE President of the Senate| This Act which is a consolidation of Senate Bill No. 3498 and House Bill No. 6512 was finally passed by the Senate and the House of Representatives on December 14, 2009 and December 16, 2009, respectively. (Sgd.) MARILYN B. BARUA-YAP Secretary General House of Represenatives| (Sgd.) EMMA LIRIO-REYES Secretary of Senate| Approved: March 16, 2010 (Sgd.) GLORIA MACAPAGAL-ARROYO President of the Philippines The Lawphil Project – Arellano Law Foundation Online Application for Registration Without Examination This facility is for the exclusive use of applicants for registration without examination and is available up to: * May 21, 2015 – for Psychologists and Psychometricians * May 21, 2014 – for Respiratory Therapists Please read carefully the entire instructions and information provided below so you will be guided properly on the procedures, requirements and timetables for registration without examination. 1. Before submitting an application for registration without examination, the applicant must: a. Decide what the application for registration without examination is for (whether for Psychologist or Psychometrician or both, or for Respiratory Therapist). Separate forms and payment will be required for each application. b. Determine whether applicant satisfies the qualification standards for Psychologist, Psychometrician, or Respiratory Therapist c. Determine if applicant can satisfy all the documentary requirements within 15 days from the time of online application. The documentary requirements for Psychologist, Psychometrician, or Respiratory Therapist are provided hereunder: For Psychologist 1. Original and Photocopy of Certificate of Live Birth in NSO Security Paper for Filipino citizens. In case of a foreign citizen, a copy of the law of the state or country which permits Filipino Psychologists to practice on the same basis as its subject or citizens, duly authenticated by the Philippine embassy or consulate therein. 2. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 3. Original and photocopy of Transcript of Records with scanned picture and with the Special Order Number indicated (for both undergraduate and graduate degrees). Where school is exempted from the issuance of an SO, a certificate of authentication and validation (CAV) must be secured from CHED. 4. For those who do not have a master’s degree, a certified true copy of of at least 100 hours of updating seminars and workshops attended from June 2005 to June 2010 must be presented/submitted 5. Original Certificates of Practice/Work Experience(s): a. Certificate of Employment from immediate superior duly noted by either the HR Manager or Employer specifying the position title, nature of work and specific period of employment duly sworn in by the issuing authorities. Official Job Description signed by the HR Manager must be attached, and for government employees, the official service record specifying the position item must also be submitted. b. For those who are self-employed, applicant must submit the following: 1. Certificate of private practice from colleagues, professional partners and/or institutional clients, specifying the nature of work/services rendered and the duration thereof, duly sworn in and notarized under oath 2. Work contract(s), if any, and/or sworn in statement of the practitioner specifying the nature, scope and duration of project engagement or services rendered, and the regularity of service-delivery with the undertaking that documentary evidence wi ll be produced when required by the Board 3. Business permit and DTI registration 6. Three (3) Original Certificates of Good Moral Character from any of the following: school, employer, church, and/or Barangay Captain duly signed by issuing authority and notarized under oath 7. Original Certificate of Mental Health or Mental Fitness from a Psychiatrist or from a Registered/Certified Clinical Psychologist, duly signed and notarized under oath 8. Original and photocopy of valid NBI Clearance plus Ombudsman clearance for government employees 9. Two (2) colored passport-size picture with white background and complete name tag 10. Photocopy of Community Tax Certificate For Psychometrician 11. Original and Photocopy of Certificate of Live Birth in NSO security paper for Filipino citizens. In case of a foreign citizen, a copy of the law of the state or country which permits Filipino Psychometricians to practice on the same basis as its subject or citizens, duly authenticated by the Philippine embassy or consulate therein. 12. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 13. Original and photocopy of Transcript of Records for Bachelor’s Degree in Psychology (AB/BS) with scanned picture. Special Order Number must be indicated. Where school is exempted from the issuance of an SO, a certificate of authentication and validation (CAV) must be secured from CHED. 14. Original certificate of full-time work experience as a Psychometrician or full time work engagement in the practice of psychometrics for a minimum of 2 years, either from immediate superior (if employed) or from institutional clients, professional partners/colleagues (if on private practice), specifying the nature of work, duly sworn in and notarized under oath. Official job description must be attached. 15. Original and photocopy of valid NBI Clearance; plus Clearance from the Ombudsman for those in government service. 16. Three (3) original Certificates of Good Moral Character, from any of the following: school/former professor, employer, church, and/or Barangay Captain duly signed by issuing authority and notarized under oath 17. Two (2) colored passport-size pictures with white background and complete name tag 18. Photocopy of Community Tax Certificate For Respiratory Therapist 19. Original and photocopy of Certificate of Live Birth in NSO security paper 20. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 21. Original and photocopy of Transcript of Records (with scanned picture) indicating the Special Order (SO) number, and where the school is exempted from the issuance of an SO, a Certificate of Authentication and Validation (CAV) from the CHED 22. Original and photocopy of NBI Clearance 23. Original Ombudsman Clearance (for government employee) 24. Three (3) Certificates of Good Moral Character, preferably from school, employer, church or barangay captain, duly signed by the issuing authority and duly notarized under oath 25. Two (2) colored passport-size pictures with white background and complete name tag 26. Community Tax Certificate 27. Certificate of Employment, Service Record and Job Description: For academic practitioners: c. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department d. Certification of subjects taught in the last ten (10) years duly signed under oath and sealed by the Dean of the college, or his/her equivalent, and the school’s Registrar For clinical practitioners: e. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department and Medical Director f. Copy of the Job Description duly signed under oath and sealed by the Human Resources Department For home care clinical practitioners: g. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department and the General Manager (or his/her equivalent) h. Copy of the Job Description duly signed under oath and sealed by the Human Resources Department and the General Manager (or his/her equivalent) NOTE: For applicants working abroad, the required documents must be certified by the Philippine Overseas Labor Office near the place of work. 2. 3. As soon as applicant has ascertained (1) which registration without examination to apply for (as Psychologist, Psychometrician or both, or as Respiratory Therapist); (2) that he/she satisfies the qualification requirements; and (3) can satisfy all the documentary requirements within the time stated, the applicant is ready to proceed to submit his/her application online. 4. After receiving an acknowledgement through applicant’s email that the application for registration without examination has been submitted successfully together with an order form for payment, applicant must follow the steps hereunder: d. On the assigned date, applicant must go to the Customer Service Center of the nearest PRC office and secure one (1) P15 metered documentary stamp. Affix the documentary stamp on the space provided in the application form, sign it and indicate the date when the application form was accomplished. Applicant can then proceed to the cashier’s window for the payment of the application/processing fee (P900.00 for each application to be processed). e. Submit a copy of the official receipt (OR) evidencing payment together with the duly accomplished application form and documents to: 1. For Psychologist and Psychometrician – Window 12, Application Division at the Ground Floor of PRC Main Building 2. For Respiratory Therapist – PRB Secretariat Office, 3rd Floor of PRC Main Building 3. PRC Regional Offices Submit all required documents in a clear book with the confirmation number and official notice of submission from the PRB on the first page, a table of contents on the second, the printed application form on the third page, and the rest of the documents in subsequent pages arranged according to the list provided. The application processor will conduct an initial screening of the application documents and should inform the applicant of any deficiency at this time. Applicant should receive a claim stub after initial screening is done. a. After receipt by PRC of applicant’s documents, he/she should wait for official notification from PRC through his/her email account. Applicant is also advised to check the PRC website regularly to check whether the application has been approved or call tel. no. 3101018 to inquire about the status of application. I have read and fully understood the instructions and I fully agree with the terms and conditions governing the Professional Regulation Commission’s application for registration without examination.