Benefits Of EHR - 978 Words

ïÆ'Ëœ Improves prescription decisions and prevents negative drug interactions ïÆ'Ëœ Facilitates more correct diagnoses ïÆ'Ëœ Generates patient reminders for preventive and follow up care ïÆ'Ëœ Encourages patient health maintenance ïÆ'Ëœ Enhances communication with patients ïÆ'Ëœ Enhances communication with third parties ïÆ'Ëœ Facilitates reporting EHRs offer infinite ways to improve healthcare provider’s productivity, but only the most important are mentioned here. Patients’ information can be accessed almost instantly, from anywhere, and by many parties simultaneously. Redundant work can be reduced because only one copy of a record needs to be maintained. Therefore, more can be done cost effectively, in less time, and with fewer errors. The way in which EHRs†¦show more content†¦EHR systems also track the access and use of patient information. Patient rights under HIPAA: ïÆ'Ëœ To see or obtain a copy of your medical records ïÆ'Ëœ To request correction of any mistakes ïÆ'Ëœ To receive a notice about the way in which your health information is used and shared ïÆ'Ëœ To say how and where you want to be contacted by your healthcare provider ïÆ'Ëœ To file a complaint if you believe any of these rights have been violated Disadvantages of EHRs Because of the many benefits that EHRs provide to patients and to healthcare community, their adoption is increasing. However, as stated before, there are questions and concerns that must be addressed because of the security risks associated with digital information. Covered entities and business associates have the responsibility to protect their patients’ privacy and most have safeguards in place to address the following security concerns associated with the use of EHRs: ïÆ'Ëœ Who can access the information on the EHR? ïÆ'Ëœ How can I see the information in my record and make sure it is correct? ïÆ'Ëœ What procedures are in place to protect EHRs from loss, theft, and hacking? ïÆ'Ëœ What should I do if I think my information has been compromised? 3.2 Email Adoption in the Healthcare Industry Health providers have used email communication for many years, and as EHRs have become more popular in the healthcare community, and paper records have been converted to digital records, email communicationShow MoreRelatedBenefits Of Using Ehr Systems For Ehr Essay940 Words   |  4 Pagescare setting there are many conditions, findings that other clinical may find with in SNODENT. Recognizing codes for EHR is a subset for SNODENT which is the best choice for any clinical vocabulary for EHR Systems. The eligibility when it comes to Medicare and Medicaid is required to use SNODENT as SNOMED-CT which is required terminology for the certified EHR Systems. The benefits that can include better communication when it comes to health care providers is to improve patient care that is basedRead MoreBenefits Of An Ehr For Medical Records1557 Words   |  7 Pagesthat having an EHR would be beneficial (Thede, 2010). Research has suggested that patients, providers and insurance companies have b enefited from EHRs because insurance companies do not have to pay for duplicate testing as well as patients and providers having the ability to increase the quality of care that is provider (Thede, 2010). Not to mention, the patients aren’t pained to have to remember every detail of the history when visiting various specialist (Thede, 2010). Moreover, EHR can increaseRead MoreAbstract. The Purpose Of This Literature Review Is To Compare1120 Words   |  5 PagesAbstract The purpose of this literature review is to compare the benefits and risks of electronic health records (EHRs). This literature review has provided different journal articles to compare the risks and the benefits of having electronic health records in a hospital. Some of the articles believe that the use of EHRs in a hospital will be more effective and helpful while others suggest that the use of EHRs in a hospital will not be beneficial due to the complications that may arise with it. Read MoreElectronic Health Record : The Electronic Healthcare System1487 Words   |  6 Pagesimpact nursing. One technology that stands out is the electronic health record. The electronic health record, also referred to as EHR, is an electronic version of a patient’s chart and it contains is a list of the patient’s current medications, allergies, laboratory results, radiology images, diagnoses, immunization dates, treatments, and medical history (Benefits of EHRs, 2014). The purpose of the electronic health record is to have a patient’s healthcare record available to healthcare providers nationwideRead More Privacy and Security Risks for the Electronic Health Record 1081 Words   |  5 Pagesboth paper and electronic records. With the growing demand for the electronic health record (EHR) system, the transfer from paper to electronic can be risky. For this project we were asked to compare and contrast the security issues between maintenance of paper medical records and the EHR system, also we were asked to discuss what requirements and issues need to be considered when doing a conversion to an EHR. Inappropriate access is one of the most common ways a patient’s record is at risk. InRead MoreElectronic Health Records Essay932 Words   |  4 Pagesdiscuss the national mandate of electronic health records (EHR), and how this mandate is being implemented at the Cleveland Clinic Foundation. Also discussed are how Cleveland Clinic is progressing to achieve EHR, and what challenges this brings to patient confidentiality and self-determination. Lastly this student will provide information on the benefits of EHR in healthcare. According to Gunter Terry (2005), â€Å"The electronic health record (EHR) is an evolving concept defined as a longitudinal collectionRead MoreBenefits Of Adopting Electronic Health Records1275 Words   |  6 PagesRecords (EHR). As a recap from our last meeting, hard and soft ROI represents various benefits which can be included and used in an ROI analysis. The hard benefits are the direct benefits which are tied to the impact of implementing the proposed solution. Soft benefits on the other hand are less easy to quantify and rely on. Soft benefits are often referred to as indirect, because they rely on a number of steps in order for the benefit to be realized. Today we will focus on the soft benefits of adoptingRead MoreBenefits And Benefits Of The Emr Implementation1224 Words   |  5 PagesWith the costs there also came benefits that included averted costs and increased revenues and then divided up into payer independent benefits, benefits under capitated reimbursement, and benefits under fee-for-service re imbursement (Wang et al., 2003). These were assumed that they would be accrued at the end of the year. In large practices, chart pulling was a time consuming task that was done and cost an approximately $5 to obtain and retrieve this data. After switching to electronic, the transcriptionRead MoreThe Board Of Trustees. Harris Memorial Hospital And . Harris1146 Words   |  5 PagesCommunity Foundation As Harris Memorial Hospital and Harris Community Foundation aims to incorporate the Electronic Health Records (EHRs) in the system, being the Board of Trustees it is your imperative to have complete knowledge about the justification of soft costs and the financial benefits associated with the incorporation of EHRs. Hence, there is a requirement for EHR investment, I would like to explain the steps for justification of ROI soft return with an example and the capital acquisition requiredRead MoreExplanation Of Benefits And Electronic Health Records1446 Words   |  6 PagesExplanation of Benefits and Electronic Health Records Do healthcare policy holders have a right to know what they are paying for? Do people have a right to know if there is an infectious disease outbreak in their area? These are two examples of the questions being asked when it comes to Explanation of Benefit (EOB) statements and Electronic Health Records (EHRs). The Affordable Care Act (ACA) enacted in 2010, â€Å"Has extended coverage for young adults up to twenty-six years old on their parent’s private

Literary Analysis Of The Kite Runner - 1229 Words

Shyanne Nobles Ms. Mastrokyriakos English 4A Literary Analysis on â€Å"The Kite Runner† Edward Michael a British adventurer, writer and television presenter of Man vs. Wild always says â€Å"survival can be summed up in three words - never give up. That’s the heart of it really. Just keep trying†. The Kite Runner is a fictional book with a heartbreaking plot and struggling characters that are easily sympathetic to the readers. An Afghani child that has to make life changing decisions at such a young age ends up growing into an man who has to figure out his life after the death of a loved one and his past comes back to haunt him. Although not in the typical â€Å"fend for yourself’ fashion, this is survival, finding the will to keep moving on even after life dealt him a bad hand. Khaled Hosseini’s The Kite Runner analyzed many different themes throughout the book, among those are survival, and how it figures into the lives of the main characters. Ali, the servant to Amir and Baba and the father of Hassan, has lived his whole life as an outc ast. The struggle he goes through daily being handicapped and illiterate are normal life for a man such as himself. Ali pushes through life as adults avoid him and mere children make fun of him because of his leg and face. Ali struggles with polio which has causes his leg to , which was affected by having polio, and his face, which was affected by congenital paralysis. Amir, the person in which the book’s point of view took place, said â€Å"They chasedShow MoreRelatedLiterary Analysis : The Kite Runner And Oedipus Rex1292 Words   |  6 PagesThe Kite Runner Oedipus Rex: Literary Analysis Essay Although The Kite Runner and Oedipus Rex differ from the style in which they were written and by the authors who wrote them what they do share are common themes. Both the play and the book share two major subject matters. Guilt is one theme that is seen constantly between Amir dealing with it in The Kite Runner written by Khaled Hosseini and Oedipus and Jocasta’s struggle with it in Oedipus Rex written by Sophocles. Another theme found in bothRead MoreThe Kite Runner Literary Analysis Essay831 Words   |  4 PagesThe Kite Runner Analysis The expression riddled with guilt is a good way to describe the main characters life, Amir, in the book The Kite Runner, written by Khaled Hosseini. The Kite Runner is a story about an Afghan boy, Amir, who has many hardships throughout his life as he grows from a boy living in war-torn Afghanistan, to a successful writer living in America. Amir experiences many events that caused him to carry a great amount of guilt throughout his life. So much guilt that it evenRead MoreA Literary Analysis of Internal and External Conflict in The Kite Runner by Khaled Hosseini838 Words   |  3 PagesMiguel Anguel Ruiz once said, â€Å"People like to say that the conflict is between good and evil. The real conflict is between truth and lies† (Ruiz). Many conflicts are faced by the protagonists in Khaled Hosseini’s writing of The Kite Runner, where the protagonists: Amir and Hassan must survive an ever changing cultural landscape; where corrupt governments and deceit are commonpla ce. Throughout the progression of the plot, the audience views a very different side of Amir, from a boy immersed in a worldRead MoreAchieve a Level Four Performance in an Oral Exam Through the Formal Speech/the Oral Essay1002 Words   |  5 Pagesuntil I met a man who had no feet.† How much more we suddenly know about the shoes and the feet, thinking of them together. This is the power of comparison and contrast. In this comparative-analysis essay, you need to describe, explore, and explain how different events, characters, or ideas in two literary texts are connected or related. You need to draw them together to show how they are similar and/or different. While â€Å"comparing† is widely accepted as including both similarities and differencesRead MoreThe Kite Runner By Khaled Hosseini1574 Words   |  7 PagesHosseini’s, The Kite Runner, is love. The Kite Runner follows Amir, the main character, finding redemption from a series of traumatic childhood ev ents. Throughout the novel, the author uses many powerful symbols to represent the complexity of love that many experience in relationships. The use of the kite, the pomegranate tree, the slingshot, and the cleft lip all tie together to underscore a universal theme of love. To begin, the most explicit symbol present in the book is the kite. The kite representsRead MoreHow does Hosseini tell the story of the kite runner in chapter 1?942 Words   |  4 Pagesï » ¿How does Hosseini tell the story of the Kite Runner in chapter 1? Khaled Hosseini uses a veritable smorgasbord of literary and narrative techniques to tell the story of ‘The Kite Runner’. From engaging in the use of foreshadowing and symbolism, to characterisation and the way he styles his prose. Below is an analysis of how he does so. As mentioned, Hosseini’s use of foreshadowing almost encapsulates the chapter. Baba states that â€Å"God [should] help us all†, anticipating the Talibans takeoverRead More Differences that Divide Essay1201 Words   |  5 Pagesmore easily understood â€Å"black and white† groups. In Khaled Hosseini’s The Kite Runner, the characters, representative of the surrounding cultures portrayed, frequently participate in acts of inclusion and exclusion on the basis of ethnicity, religion, and lifestyle as a means of dividing the population into clearly defined, mutually exclusive groups. This underlying expression of discrimination serves as a modern critical analysis against society’s prevalent tenets of inequality. The first form of discriminationRead MoreEssay On Hassan As An Archetype1014 Words   |  5 Pagespresent strong character development and allow the author to provide a more profound meaning to symbolic actions, setting, symbols and overall push forward a stronger, and more refined and meaningful theme. The essay seeks to explore the literary techniques employed by Hosseini in the character development of Hassan, and to argue that Hassan is an archetypal Christ-like figure. In conjunction, this essay will also explore how the plot, structure, and action contributed to the character developmentRead MoreThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption2381 Words   |  10 PagesThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption Khaled Hosseini’s The Kite Runner is an award-winning novel and considered one of today’s most popular, contemporary classics. The story is one of familiar themes such as loyalty, forgiveness, betrayal, love, and redemption. It follows the tale of Amir and how he must atone for his sins and find a way to â€Å"be good again† (Hosseini 2). The quintessential message of this book relies on the idea of second chances. Themes of redemptionRead MoreCritical Analysis Of The Kite Runner 1899 Words   |  8 PagesCritical Analysis of The Kite Runner â€Å"It may be unfair, but what happens in a few days, sometimes even a single day, can change the course of a whole lifetime†¦Ã¢â‚¬  (142). Khaled Hosseini’s The Kite Runner unfolds the story of the affluent youth Amir and his servant friend Hassan, who are separated by a traumatizing sexual assault and the 1979 Soviet Union invasion of Afghanistan. Despite a fresh start in San Francisco, Amir is devoured by guilt for failing to protect his loyal friend. Many years later

Learn Effectively and Communicate with People

Question: Describe about Comparison between two methods of storytelling for children, through the voices of students in kindergarten. Answer: Introduction: An article by the United Nations Childrens Fund has highlighted on the broad topic that every child has the right to be heard (Unicef.org 2016). It has stated the importance of listening to children. Through listening, a child can develop perfect decision-making skills, knows the ways to protect himself, increases the tolerance capacity and strengthens accountability. There are legal rights that are designed for the children, which they can avail through their parents or mentor whenever they suffer from any anxiety (Education.seattlepi.com 2016). Voices of children are important and defying of it can lead to severe consequences in the learning process. Numerous literatures have come out on this subject and have received critical reviews from different segments of the society (Phadung, Howland, Suksakulchai and Kaewprapan 2013). In this research paper, the voices of the kindergarten students has been analyzed on the basis of their responses whether they prefer story telling through a teacher or story telling through videos. The project is aimed to hear the voices of the participants and know their preferences. In this way, the learning process needs to be conducted. The solutions provided will help in overcoming the hurdles that are faced by the students. Literature review Defying student voices Every individual has the right to express his or her opinion in the society. The right to present the opinion or express the individualistic ideas is termed as the voice (Harris 2012). While dealing with the serious matters, at times, the opinion of the children are ignored. Every child has a thought to express ideas and opine about certain situations and that right can be termed as the students voice (Hyland and Guinda 2012). Though, there are many examinations and paradigm that test the ability of teacher and judge the curriculum of a school, yet the voice of the students are the best way to know whether the school is working in the right directions (Ohlsson, Andersson, Sdersten, Simberg, and Barregrd 2012). History has witnessed that students used to take the help of strikes, student-led political parties to share their opinion (Castell, Iesta, Pardo, Liesa and Martnez-Fernndez 2012). however, the voice of the students were not considered formal and authentic and at times got overlooked due to the brightness of other formal way of presenting the thought s and voices. Due to the emergence of the modern form of teaching, the voice of the students has taken an important role as far as the teaching is concerned (Shagoury and Power 2012). At times, the students were being asked by the authorities to lodge their complaints to formal committees or take part in the activities of certain committees so that their voice can be heard (Geer and Sweeney 2012). However, the modern teaching systems are not only taking the vice of the students seriously, they are also taking the voice of the children seriously to make the situation better in the institutions. The benefits of listening to student voices At times, the authorities of an institution ignore the voice of the students (Blair and Valdez Noel 2014). However, if the authorities take time out to listen to the students, it might happen that the authorities might be benefited by listening to the voice of the students. Better management The authorities will know the problems of the students and might change the working process of the management staffs to work for the betterment of the students (Kirby and Crovitz 2012). The management can change the rules that will help the students to study properly and eventually there will less collision in the institutions Updated The students are always updated with the latest and the changes in the society (Moiinvaziri 2014). Once the authorities will listen to the students, they will be update with the changes in the society. Once the authorities will incorporate the changes in the educational system, chances are high that they will perform better than the organizations (Adler, Hirsch and Mordaunt 2012). Contribute in the revenue of the organization Once the students will be happy studying in an organization, the performance of the students will also be high. The good result of the students will act as PR for the institutions and which will help the organizations to stay ahead in the competition with the other institutions (Bowers 2012). Eventually, it will help the institution to garner more students, which will help the organizations more revenue from the market (Healey 2014). The Importance of Student voice The educational institutions are made fir the students and also made by the students. The students are responsible in making as well as breaking the institution. Thus, the opinion of the students will also help the institutions to perform well (Toshalis and Nakkula 2012). The students voice is important for various reasons, some of the reasons are: The voices of the students decide the form of learning that will take place in the institutions. The students might not feel comfortable with the present learning and teaching systems (Huang, Liang, Su and Chen 2012). The students voice will help the institutions to know about the proper learning system in the institutions and eventually help the institution to implement proper learning and the teaching system in the institutions (Cook-Sather, Bovill and Felten 2014). Challenges to using student voice The most challenging part of listening to the students voice is that the ever-growing demand of the students (Mitra 2014). As far as the junior students are concerned, their demands will be limited to the classroom and the way of learning that they prefer (Poincar 2012). However if the authorities start listening to every demand of the students at the university level, chance are high that there that the demands will keep on rising (hlander, Rydell and Lfqvist 2012). The authorities should take proper step to decide which demand should be fulfilled by the authorities of an institution and which demand should be put to rest (Altbach, Arnold and King 2014). Other challenge that the authorities might face while knowing the voice of the students is the involvement of the parents (Garn and Jolly 2013). The researcher might want to know out the thought process of the children of the elementary school. The experience of the children is more valuable to the researcher rather than the perspectives of the parents (Simpson 2013). However, to call the students for the session, the researcher might also have to call the parents in the session (Grebennikov and Shah 2013). The parent might feel interested in the session and start giving their views. At times, the perspectives of the parents affect the answers of the students (Hastie, Rudisill and Wadsworth 2013). They might follow the footstep of the parents to present their views to the teachers or the researcher. In such a situation, the researcher asks for the perspectives of the parents but after the session with the children is over (Gentile 2013). The parents will not be allowed to be present with the children in the same room when the session is going on so that the perspectives of the parents do not affects the responses of the children (Cerezo, McWhirter, Pea, Valdez and Bustos 2013). The project The project will be carried out to evaluate the students voice regarding the methods of teaching at the kindergarten level. There are two types of storytelling methods that were introduced to the children. One type of storytelling was in the firm of videos, the entire story was being told with the use of audio and visuals. One the other hand, another type of video was in the form of storytelling by a teacher. Eight students were asked to tell their opinion on which types of storytelling method they will prefer for their curriculum. The researcher also wanted to evaluate which type of storytelling method that will be able to motivate the children. Most of the children supported the storytelling method by the teachers. They were or inclined towards the teacher because they like the explanation by the teacher and could ask questions whenever they want to. The teacher would repeat any part that they might have missed out. On the other hand, the audio-visual plainly played the story. It w as true that the children was able to see videos along with the story but they could keep pace with the movie as there was no one to clarify any part or language that they might have missed out in the process. The project will not only help the researcher to know the method of teaching that is welcomed by the children it will helpful for the Saudi school as well. The outcome of the research can be used by other researchers in their projects and can be taken into consideration by other schools. It is expected that the voice of the kindergarten students will help the school authorities to launch new type of education system that will not only help the students to grow but will also help the school authorities to develop a bright future for the students Methodology Research Design The researcher will carry out a qualitative research design to complete the task (Schunk, Meece and Pintrich 2012). The researcher has taken into consideration a small number of students. The numbers of participants are just eight and they will be asked about the preferred method of learning and studying. Out of the two story-telling methods, that are, a teacher telling a story and a video that is playing the story, the student were asked about the preferred form of telling the story (Easterby-Smith, Thorpe and Jackson 2012). Along with telling the form of story, the students will be asked to give descriptive answers regarding the reason behind choosing the preferred method of telling the story. The researcher will then evaluate the answers of the students to decide the preferred form of telling stories to the students (Beavers, Lounsbury, Richards, Huck, Skolits and Esquivel 2013). The researcher will also get an idea about the proper method of teaching the students the normal lesso ns in the class. Moreover, based on the responses that are being given by students, the researcher will carry out a qualitative approach to describe the variation in the responses as given by the students (Briggs, Morrison and Coleman 2012). Thus, it can be seen that the entre research will be descriptive and it is expected that it will help the teachers to understand the important factors that will be helpful in carrying out a research work (Seidman 2013). Research method The researcher has implemented a qualitative research design to carry out the task in the school. The feedback of the students in both the form of dislikes and likes and descriptive form will be evaluated in the qualitative manner by the researcher (McDermott and Varenne 2012). The students will be asked to give their feedback in the form of post-it notes and group discussion. The student can write about their likes, dislikes in the post-it notes, and stick it against each question that will be asked to the students. The students were given a chance to discuss the results with the students and then give the answer (Leithwood and Hallinger 2012). However, for the researcher, the individual responses offered by the researcher. The group discussion will be given special attention on the fifth day of the researcher when the research will ask about the method that will preferred in the curriculum and the method that will help them in motivation (Oluwatayo 2012). Out of the eights students, it is expected that some of the students might give different answers from the rest of the groups. The researcher will evaluate the answers that would not match with the rest of the group and in the group discussion; the different answers will be evaluated thoroughly (Ary, Jacobs, Sorensen and Walker 2013). If the situation supports, the research might take the feedback of the parents to know which method they think will be suitable for the child. However, the second part will be completely informal, but will be helpful for the researcher to know whether the outcome of the researcher will be helpful for future use (Hammersley and Traianou 2012). The researcher has taken a four-day stretch for the research to test the memory of the children. In the first day, every student would have been able to retain the memory of both method have been shown to them (Tesch 2013). After listening to four different stories for four days and still able to recall the story due to the form of the method will give a clear idea to the researcher regarding the best method that will be suited for the students. However, there is setback for the process (Wellington 2015). The research will be based in the memory of the students. It might happen that a student is not able to recall because of poor memory (Kratochwill 2013). The individual memory of the students might pose a threat to the researcher. The student might like one type of method but due the poor memory, he or she is not able to recall the preferred method (Cohen, Manion and Morrison 2013). Participants To carry out the research work, the researcher will invite the eight students who belong in the kindergarten section of the Saudi school located in Hull. Out of the eight participants, there will four girls and four boys. None of the children suffers from any kind of mental or physical illness. The researcher made it sure that the parents assure that they are not forcing the children to take part in the research work (Green, Camilli and Elmore 2012). It was made sure by the researcher that all the students understand speak Arabic as well as English. The questionnaire will be in the English language. However to communicate and interact with the children, the researcher will use Arabic language as it will easier for the students to understand the process well (Gardner and Gardner 2012). Ethical consideration The researcher took care that the ethics are maintained while carrying out the research work. To start with, the researcher took permission for the principal of Saudi school in Hull. As the researcher has to carry out the research in five different days, hence the school premises need to be in the access of the researcher (Tuckman and Harper 2012). As the children are under 16 years of age, hence, the parents were asked to accompany them. Thus, the researcher needs five Sundays to complete the research. The researcher assured none of the school property will be mishandled and in any case, of accident and damage, the researcher will compensate for the same. None of the children was forced to take part in the research work. The parents were sent consent from where they have to say that whether they are allowing their children to take part in the research work (Cooley and Bickel 2012). Once the parents have sent their consent, the researcher started the work. The researcher carried out the task in a proper environment and no external force was out in the children to give certain answers (Alderson and Morrow 2011). If any of the child was finding it difficult to understand the language of the teacher, the researcher to special care that the child get proper idea about the questions. To carry out the research in an authentic manner, the researcher recorded the qualitative data that was in the firm of the answer of the students. The researcher assured that the recorded file would not be used for unethical purposes and will be used solely for research process (Allan and Slee 2008). The researcher further assured that the students would not be harmed nor they will be subjected to any situation that will put a threat in the safety or security of the students. Data collection The research was carried in the Saudi school in hull and the research took five days to complete. Out of the four days, in the first two days there will be two stories being told to the students by the teachers (Creswell 2013). In the next two days, the stories will be told to the students in the form of audio-visual format. After the completion of the fourth day, on the fifth day the students will be called to tell their feedback regarding the sessions and feel free to answer regarding their likes and dislikes. The initial responses will tell which type of teaching methods the students will like in future (Cooley and Bickel 2012). The students were asked about their feedback regarding the type of teaching method the students will like to be included in the curriculum. Depending upon the responses of the students, the researcher will reach a conclusion regarding the best way to teach the students (Anderson and Shattuck 2012). The final criteria of colleting the data are checking the motivation of the students. The students might feel motivated or demotivated by the ways the stories are being told to the students. The researcher will evaluate whether the students are getting motivated or demotivated by the way of telling the stories (Creswell 2012). Thus, the researcher will determine the three criteria to evaluate the teaching methods and will help the teachers to understand the correct form of teaching the students. There will be mixed responses from the part of the students. The ratios of negative and positive answers might vary but he researcher will try to understand the reason behind the variations in the answers form the part of the student (Norris, Sawyer and Lund 2012). It is expected that the research along with the voice of the students will be helpful for the principal and the teachers of the Saudi school in Hull in changing the process of education among the students (Maxwell 2012). Data Analysis: The idea and the theme have been verified from the responses collected from the eight students from the kindergarten students. The responses have been collected through tape transcripts and Post it notes. The contents are analyzed and summarized in a report. There is a need for undertaking a proper research so that the text responses can be analyzed properly (Cooper, 2015). There are three types of approaches associated with the content analysis. These are directed, conventional and summative approach. These approaches help in the interpretation of the text content. The differences in the approaches are mainly of coding scheme, coding origin and derived from text data. In this case, the responses are gathered from the students regarding the story telling through a teacher and video. The summative approach of content analysis is undertaken, which would involve comparison and counting of the content or the keywords. This is followed by the interpretation of the meaning of the texts. Th e data analysis is done for a certain group of eight children from the kindergarten class in a school in Libya. The grouping method is highly advantageous as this helps in identifying the patterns, similarity and the problems at a glance (Nacher, Jaen, Navarro, Catalaand and Gonzlez 2015). The questions asked for this purpose is that whether they like story telling through a teacher or story telling through video so that the process of education helps in modifying the skills. The results are derived from the Post it notes and tape transcripts during the process of research. Findings: In this research, the eight participants from the kindergarten students are chosen where they are told stories through teacher for two days while on another two days the video is shown for storytelling. The themes that are chosen for this research is curriculum, methods of teaching and motivation. The following are the responses received regarding their like and dislikes for the method of storytelling. Curriculum: When the Kindergarten students are asked about their responses after they heard two forms story telling they responded that the teaching through teacher is considered as more effective than watching a video. The responses received is that this will help in learning process more fun , increase in the imagination power, clarification on the topic would also increase. The responses are as follows: Increase imagination power 2 students Clarification of the topic- 2 students Creates a fun learning process- 4 Students Teaching Methods: After the story telling is done through the two types of methods, the responses are gathered for the types of teaching method that is preferred by the students. The children are seen to provide responses that prefer more stories told by the teacher and through the medium of videos Story telling through a teacher 6 students Story telling through videos- 2 students Motivation: When the eight participants are asked about the effect of the story telling of the two types of method. The researcher received two types of responses: Motivated through story telling by a teacher- 5 students Demotivated through story telling by a teacher- None Motivated through story telling through video-2 students Demotivated through story telling by video-1 student The story telling through the teacher received various responses from the students. The following are the responses received: Do you like the stories? Response: Every child like the way the story in put by the teacher. What are the things that you prefer? Response: It helped in mentioning the details with some imagination Is there any type of similar situation that you have faced? Response: They can relate some similar situations to the stories. Has the story telling modified their behavior? Response: They responded that it has help in changing their behavior Do you remember the title of the story? Response: They remember the title of both the stories. Do you like to hear it once again? Response: They prefer to hear it once again. What are the important aspects you have learnt from the stories? Response: They have understood the important theme of the stories. The following are the responses, which have been received from the students when they are asked about their responses after showing them stories through videos: Do you like the stories? Response: Not every students like the stories Do you have any question related to the story shown? Response: There are no questions asked by the students regarding the story that is shown to them. Do you have questions related to the story that is shown to you? Response: Some questions were asked during the course of the video while some at the end of the story Did it affect the behaviour patterns? Response: There was modification in the behavioural patterns of some children Do you like to hear it again? Response: There are some of the students does not like the story Do you remember the title of the story? Response: They cannot remember the title of the story What are the important aspects you have learnt from the stories? Response: They did not find anything relevant from videos shown to them Solutions: After gathering the responses of the students when they had undertaken the two forms of storytelling it was quite evident that the students they preferred to listen stories from their teacher rather than through the videos. The importance of video story telling must not be excluded all together as this is also essential for learning process (Cooper, 2015). When the teacher with the help of the video tells story the imagination power of the student will be enlarged. The videos will then help in making the learning process much easier. The constant guidance by the teacher is required as she can help them understand the things that are right and wrong for the candidate. When the candidates are shown the videos only, then they can interpret the situations in a different way, which might not be right for the educational process. The significance of story through the video must be comprehended through the teacher. The videos will help the candidates to relate to the real life situations. T he story telling by the teacher needs a little modification from time to time so that boredom does not set in the minds of the student. The teacher can use charts and draw sketches to make the story more interesting (Christensen 2014). The method of teaching must be changed there should use both the videos and teacher as the explanation can be better stated by her as she can study the psychology of the students and make them understand in a lucid manner. Discussion: Some factors have been seen to be quite evident from the responses that were received by the students of kindergarten. The students are seen to understand better from the teacher rather than from the videos that were shown to them. There is a gap in their understanding process between the two. Understanding through a teacher will help in reducing the gap of the two processes story telling (Papadimitriou et al. 2013). The teacher will make the student understand the story through videos and try to provide real life examples so that the candidates can easily comprehend. There are researchers like Papadimitriou, Kapaniaris, Zisiadis and Kalogirou (2013) who all conducted researches about the teaching methods of the students for kindergarten and it was seen that children minds are at their development stage and through the videos they are seen to understand the things the way they desire. This is the time when there is a need for proper mentoring. Cuticelli, Coyne, Ware, Oldham and Ratta n (2014) have also found that there are children who are not able to associate the movies with the real world phenomenon. All the participants have highlighted the fact that their curriculum should be changed and the method of storytelling through teacher should be used. When a video is shown to the children may be abstract and might be difficult to comprehend. Since the minds of the children are not developed, so they do not have the brainpower to analyze what is important in the videos that are shown to them (Christensen, 2014). This is the reason why most of the children had negative responses. This results in more complexity of the situation. In order to overcome the difficulty of using video in the curriculum, it was suggested by Layne and Lipponen (2014) that the teacher should see that the videos that are shown to students should be suited for the kindergarten children and the strategies that are adopted by the teacher needs to be molded as per the students requirement. He al so suggested that the boredom is the critical reason why there is low understanding of video related stories. The students do not find the interest in such videos, as there is no one to guide them. Another thing that he pointed out in the nature of the curriculum is that the children were not given the choice to give feedback on the lessons they have learnt from the two types of storytelling and tend to learn whatever was taught to them. The method of memorization was quite prevalent among the students (Jug and Vilar 2015). It was accepted by almost all the participants that learning through the teacher will help to modify their behavioral characteristics and can make them better person altogether. The other important aspects that is highlighted by the students are that the responsibility of the teacher to make the process of method of storytelling much more creative. The process of thinking of the child and understanding his psychology is dependent in the manner the teacher is teaching the candidates. The authors Sams and Bergmann (2013) highlighted that the teacher to make the story telling interesting needs to use different types of teaching strategies , material and manipulations so that more students get engaged. The teacher needs to know that the capacity of the children to learn is not the same for all. Sasser, Bierman and Heinrichs (2015) supported the argument by saying that the education process can be made interesting when the teacher works hard for constructing the strategies so that the students live can be turned more meaningful. The belief and the thoughts of the students will change and will help the in developing a better attitude toward the way of learning fro m the stories. There is a need for creativeness within the attitude of the teacher (Kara, Aydin, and Cagiltay 2014). She must make the students motivated and try to organize dramas where the student can enact the lessons they have learnt from the stories that is said to them. The teacher plays an important regards to the achievement by the teacher. It was also emphasised by Hong, Tsai, Ho, Hwang and Wu (2013) that the attitude of the teacher is the important aspect in improving the behavior of the children towards storytelling and making the learning process interesting. Another crucial factor that is needed while storytelling by the teacher is that of motivation. The teacher must see that while she tells the story to the candidates they do not lose track of the story said to them. The stories that are said to them must have some morals associated with it. The participants will be motivated through the morals they hear from the stories (Kara, Aydin, and Cagiltay 2014). The motivation can be formed among the children by asking them about the situations they have come across in real life. Motivation can be instilled among the candidates through the process of effective learning. The researcher Fridin (2014) has conducted a research on the importance of motivation among the students of kindergarten. The motivated students are seen to come out with brilliant results while the demotivated students come out with poor results. The motivation of the students is seen to improve when there is certain usage of technology and interactive tools in the method of s torytelling. The methods of storytelling through videos are not always effective rather it can make the children happier and create a more eagerness among the candidate about the whole learning process. The emotions of the students also needs to be considered when the type of storytelling taken up. Conclusion From the overall analysis, it is quite evident that the voice of children helps them to learn effectively and communicate with people around them. The children will be more comfortable when they receive warmth and affection from his teacher. This will withdraw the shyness in the child and he will to able to engage in-group activities with the other children. The teacher must understand that each child is different from the other and so must see that are best suited for the child. Too much of warmth and affection can also turn out to be critical as would in turn produce poor behavior. There are numerous decisions making that needs to be done by kindergarteners. The reason for this is that it helps the student to internalize the skills found in the mission statement in class and skills, which are not required in class but is required during the time of the interaction with persons. Progressive education system is very important, as this will help in studying the entirety of the child a nd his relationship with the community. The responses or the voices received by a child helps them to gather the confidence and the way it can affect his environment. If voices are not heard from the children, there can be a serious issue. This might lead to mental disorders like anxiety, depression and difficulties in relationship. Fostering voice is critical when a child is being raised. It has been termed that lack of voice leads is the other name for learned helplessness. The learning begins in the nascent stage of human being. When voice is raised by the child constantly and has little effect on the people around him then helplessness is engendered. The child can take up any type of drastic step in order to come of depression and anxiety. A small research in this essay has clearly shown from their responses that the story telling through a teacher is more preferred by the students than from the videos that were shown to them. The voices of the children have helped us learn thei r choices or their likings. Unless the teacher get to know the responses of the children, it is also difficult to design a curriculum for them. After the entire responses was collected, the children felt they understood better from their teacher as she used many pictures and educational tools to make the process of learning better. When looking through the videos the children has also responded that, they could not understand every aspect of it. There were places they demanded for explanation but were not able to get any type of explanation, as there was no guide for helping them. Thus, we see that the voices of the children are an important factor when learning process is considered. Children are indispensible part of the learning process and catering to the priority of the children should be the top priority for the teacher. References: Adler, R.K., Hirsch, S. and Mordaunt, M., 2012.Voice and communication therapy for the transgender/transsexual client: A comprehensive clinical guide. Plural Publishing. hlander, V.L., Rydell, R. and Lfqvist, A., 2012. How do teachers with self-reported voice problems differ from their peers with self-reported voice health?.Journal of Voice,26(4), pp.e149-e161. Alderson, P. and Morrow, V., 2011.The ethics of research with children and young people: A practical handbook. Sage Publications Ltd. Allan, J. and Slee, R., 2008. Doing inclusive education research. Altbach, P.G., Arnold, K. and King, I.C., 2014.College student development and academic life: Psychological, intellectual, social and moral issues. Routledge. Anderson, T. and Shattuck, J., 2012. Design-based research a decade of progress in education research?.Educational researcher,41(1), pp.16-25. Ary, D., Jacobs, L., Sorensen, C. and Walker, D., 2013.Introduction to research in education. Cengage Learning. Beavers, A.S., Lounsbury, J.W., Richards, J.K., Huck, S.W., Skolits, G.J. and Esquivel, S.L., 2013. Practical considerations for using exploratory factor analysis in educational research.Practical assessment, research evaluation,18(6), pp.1-13. Blair, E. and Valdez Noel, K., 2014. Improving higher education practice through student evaluation systems: is the student voice being heard?.Assessment Evaluation in Higher Education,39(7), pp.879-894. Bowers, J., 2012. The American School Counselor Association national model: A framework for school counseling programs.With Original Contributions, p.32. Briggs, A.R., Morrison, M. and Coleman, M., 2012.Research methods in educational leadership and management. Sage Publications. Castell, M., Iesta, A., Pardo, M., Liesa, E. and Martnez-Fernndez, R., 2012. Tutoring the end-of-studies dissertation: helping psychology students find their academic voice when revising academic texts.Higher Education,63(1), pp.97-115. Cerezo, A., McWhirter, B.T., Pea, D., Valdez, M. and Bustos, C., 2013. Giving voice: Utilizing critical race theory to facilitate consciousness of racial identity for Latina/o college students.Journal for Social Action in Counseling and Psychology,5(3), pp.1-24. Christensen, J., 2014. The power of storytelling. Claessens, A., Engel, M. and Curran, F.C., 2013. Academic content, student learning, and the persistence of preschool effects.American Educational Research Journal, p.0002831213513634. Cohen, L., Manion, L. and Morrison, K., 2013.Research methods in education. Routledge. Cook-Sather, A., Bovill, C. and Felten, P., 2014.Engaging students as partners in learning and teaching: A guide for faculty. John Wiley Sons. Cooley, W. and Bickel, W., 2012.Decision-oriented educational research(Vol. 11). Springer Science Business Media. Cooper, P.M., 2015. The Wrongheaded Exclusion of Imaginative Storytelling From Kindergarten Writing Instruction.Childrens Play, Pretense, and Story: Studies in Culture, Context, and Autism Spectrum Disorder, p.175. Creswell, J.W., 2012.Qualitative inquiry and research design: Choosing among five approaches. Sage. Creswell, J.W., 2013.Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Cuticelli, M., Coyne, M.D., Ware, S.M., Oldham, A. and Rattan, S.L., 2014. Improving vocabulary skills of kindergarten students through a multi-tier instructional approach.Intervention in School and Clinic, p.1053451214542041. Easterby-Smith, M., Thorpe, R. and Jackson, P.R., 2012.Management research. Sage. Education.seattlepi.com. (2016).Education - Seattle PI. [online] Available at: https://education.seattlepi.com/ [Accessed 21 Mar. 2016]. Fridin, M., 2014. Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education.Computers education,70, pp.53-64. Gardner, J.N. and Gardner, J. eds., 2012.Assessment and learning. Sage. Garn, A.C. and Jolly, J.L., 2013. High ability students voice on learning motivation.Journal of Advanced Academics, p.1932202X13513262. Geer, R. and Sweeney, T.A., 2012. Students' voices about learning with technology.Journal of social sciences,8(2), p.294. Gentile, M.C., 2013. Giving voice to values. InEncyclopedia of Corporate Social Responsibility(pp. 1218-1221). Springer Berlin Heidelberg. Grebennikov, L. and Shah, M., 2013. Student voice: using qualitative feedback from students to enhance their university experience.Teaching in Higher Education,18(6), pp.606-618. Green, J.L., Camilli, G. and Elmore, P.B., 2012.Handbook of complementary methods in education research. Routledge. Hammersley, M. and Traianou, A., 2012. Ethics and educational research.British Educational Research Association on-line resource. Harris, J.D., 2012.A teaching subject: Composition since 1966. Utah State University Press. Hastie, P.A., Rudisill, M.E. and Wadsworth, D.D., 2013. Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education.Sport, Education and Society,18(1), pp.38-56. Healey, M., 2014, February. Students as partners in learning and teaching in higher education. InWorkshop Presented at University College Cork(Vol. 12, pp. 15-00). Hong, J.C., Tsai, C.M., Ho, Y.J., Hwang, M.Y. and Wu, C.J., 2013. A comparative study of the learning effectiveness of a blended and embodied interactive video game for kindergarten students.Interactive Learning Environments,21(1), pp.39-53. Huang, Y.M., Liang, T.H., Su, Y.N. and Chen, N.S., 2012. Empowering personalized learning with an interactive e-book learning system for elementary school students.Educational Technology Research and Development,60(4), pp.703-722. Hyland, K. and Guinda, C.S. eds., 2012.Stance and voice in written academic genres. Palgrave Macmillan. Jug, T. and Vilar, P., 2015. Focus group interview through storytelling: Researching pre-school childrens attitudes towards books and reading.Journal of Documentation,71(6), pp.1300-1316. Kara, N., Aydin, C.C. and Cagiltay, K., 2014. Design and development of a smart storytelling toy.Interactive Learning Environments,22(3), pp.288-297. Kirby, D.L. and Crovitz, D., 2012. Inside out: Strategies for teaching writing. Kratochwill, T.R. ed., 2013.Single subject research: Strategies for evaluating change. Academic Press. Layne, H. and Lipponen, L., 2014. Student teachers in the contact zone: developing critical intercultural teacherhoodin kindergarten teacher education.Globalisation, Societies and Education, pp.1-17. Leithwood, K.A. and Hallinger, P. eds., 2012.Second international handbook of educational leadership and administration(Vol. 8). Springer Science Business Media. Maxwell, J.A., 2012.Qualitative research design: An interactive approach: An interactive approach. Sage. McDermott, R. and Varenne, H., 2012. Reconstructing culture in educational research.Innovations in Educational Ethnography: Theories, Methods, and Results, p.1. Mitra, D.L., 2014.Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth. SUNY Press. Moiinvaziri, M., 2014. Students voice: a needs analysis of University General English Course in Iran.GEMA: Online Journal of Language Studies,14(1), pp.57-75. Nacher, V., Jaen, J., Navarro, E., Catala, A. and Gonzlez, P., 2015. Multi-touch gestures for pre-kindergarten children.International Journal of Human-Computer Studies,73, pp.37-51. Norris, J., Sawyer, R.D. and Lund, D., 2012.Duoethnography: Dialogic methods for social, health, and educational research(Vol. 7). Left Coast Press. Ohlsson, A.C., Andersson, E.M., Sdersten, M., Simberg, S. and Barregrd, L., 2012. Prevalence of voice symptoms and risk factors in teacher students.Journal of Voice,26(5), pp.629-634. Oluwatayo, J.A., 2012. Validity and reliability issues in educational research.Journal of Educational and Social Research,2(2), pp.391-400. Papadimitriou, E., Kapaniaris, A., Zisiadis, D. and Kalogirou, E., 2013. Digital Storytelling in Kindergarten: An Alternative Tool in Childrens Way of Expression.Mediterranean Journal of Social Sciences,4(11), p.389. Phadung, M., Howland, J.L., Suksakulchai, S. and Kaewprapan, W., 2013. The use of interactive storybook based on whole language approach in the classroom: An effective method for supporting early literacy learning of ethnic minority children.Review of Management Innovation Creativity,6(20). Poincar, H., 2012.The value of science: essential writings of Henri Poincar. Modern library. Sams, A. and Bergmann, J., 2013. Flip Your Students' Learning.Educational Leadership,70(6), pp.16-20. Sasser, T.R., Bierman, K.L. and Heinrichs, B., 2015. Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors.Early Childhood Research Quarterly,30, pp.70-79. Schunk, D.H., Meece, J.R. and Pintrich, P.R., 2012.Motivation in education: Theory, research, and applications. Pearson Higher Ed. Seidman, I., 2013.Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press. Shagoury, R. and Power, B.M., 2012.Living the questions: A guide for teacher-researchers. Stenhouse Publishers. Simpson, O., 2013.Supporting students in online open and distance learning. Routledge. Tesch, R., 2013.Qualitative research: Analysis types and software. Routledge. Toshalis, E. and Nakkula, M.J., 2012. Motivation, engagement, and student voice.Education Digest,78(1), pp.29-35. Tuckman, B.W. and Harper, B.E., 2012.Conducting educational research. Rowman Littlefield Publishers. Unicef.org. (2016).Unicef.org. [online] Available at: https://www.unicef.org/ [Accessed 21 Mar. 2016]. Wellington, J., 2015.Educational research: Contemporary issues and practical approaches. Bloomsbury Publishing.

What is postmodernism Essay Example For Students

What is postmodernism Essay Not only present is the, albeit rather simplistic, thick description method, but thanks to postmodernism, there has been a noted rise in playful techniques, and autobiographical writing. Such diversity has become endorsed through the postmodernist notion of the unknowability of the past22, forcing reliance upon heavy use of metaphor, especially in the evolving field of social and cultural history. Throughout the 1980s and 1990s an area which sparked a massive amount of interest was that of self, or (a certain element of Marxism is apparent here) whether the individual is a victim of history or an agent of change. It appears that postmodernist history gives rise to two opposing views on how far an individual is held historically responsible for change. The first suggests discursivity of culture prescribes the choice of human actions23 resulting in the fact that, as all cultures are inevitably composed of discourses, human action is thus limited and socially constructed, restricting what an individual can do to change history. Coupled with the textuality of all knowledge, causing continuous the intertexual lending of ideas, originality is deemed incapable of being attained. We will write a custom essay on What is postmodernism specifically for you for only $16.38 $13.9/page Order now However, according to many theorists, in a Lancanian sense, each individual has to negotiate through discourse within the context of their body and material environment24. Thus the individual empowers themselves through their own agency, deploying their self as an agent in which life become constructed as the product of personal choice25. The issue of self in history raises key points about the personal position of historians. Origins of suck ideas date back to the 1940s with Gramsci arguing that it is imperative to know thyself as a product of historical processes26. Thus historians require acknowledgement in their narrative of (mainly political) issue brought to the text, otherwise known as reflexivity, and evidently shows ideological, cultural, and sexual biases in texts, along with a banishment of neutrality. Somewhat controversially, postmodernism argues that morality is unable to, and therefore shouldnt be, founded upon empiricist methods. It is as much the public opinion now as it was the academic opinion during the earlier stages of the twentieth century that through history it is possible to understand ethical and moral issues. However, following the rule of binary opposites, a sense of morality can only be derived from a sense of the immoral, not (as some empiricists will argue) from citation of historical events. Albeit postmodernists argue a sense of immoral can be gained from history, it is wrong to suggest they are empirical as immoralities are declared, not proven27. To argue their case, postmodernists gives three main reasons; firstly morality is not a static concept, with changes occurring dramatically through society, geography, and culture, breaking links between any empirical certainty and morality. Furthermore, facts (which are representations of historical events) are constantly open to re-evaluation or dispute via new research, and so cannot be allowed to be the decisive factor in construction of human morality28. In addition to this, due to the inherent nature of narrative and the different interpretations it gives rise to, humans are thus unable to rely on narrative to constitute reality. It is not surprising that such due controversial issues postmodernism holds, especially for history as a discipline, it has attracted many criticisms. Most notably they come from three distinct and different areas; Empiricists, Marxists, and Poststructuralists. The Empiricist attack focuses on postmodernists undermining the concept of facts, with critics arguing against the notion that signs are incapable of providing a true representation of reality, and instead show only one representation of reality. Many empiricist historians agree with Richard Evans, convinced that rules of verification evidenced in footnotes and bibliographical references, provides the subject with a foundation of .uc714ce601d4c0dd66f3b4979ea618a81 , .uc714ce601d4c0dd66f3b4979ea618a81 .postImageUrl , .uc714ce601d4c0dd66f3b4979ea618a81 .centered-text-area { min-height: 80px; position: relative; } .uc714ce601d4c0dd66f3b4979ea618a81 , .uc714ce601d4c0dd66f3b4979ea618a81:hover , .uc714ce601d4c0dd66f3b4979ea618a81:visited , .uc714ce601d4c0dd66f3b4979ea618a81:active { border:0!important; } .uc714ce601d4c0dd66f3b4979ea618a81 .clearfix:after { content: ""; display: table; clear: both; } .uc714ce601d4c0dd66f3b4979ea618a81 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc714ce601d4c0dd66f3b4979ea618a81:active , .uc714ce601d4c0dd66f3b4979ea618a81:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc714ce601d4c0dd66f3b4979ea618a81 .centered-text-area { width: 100%; position: relative ; } .uc714ce601d4c0dd66f3b4979ea618a81 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc714ce601d4c0dd66f3b4979ea618a81 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc714ce601d4c0dd66f3b4979ea618a81 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc714ce601d4c0dd66f3b4979ea618a81:hover .ctaButton { background-color: #34495E!important; } .uc714ce601d4c0dd66f3b4979ea618a81 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc714ce601d4c0dd66f3b4979ea618a81 .uc714ce601d4c0dd66f3b4979ea618a81-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc714ce601d4c0dd66f3b4979ea618a81:after { content: ""; display: block; clear: both; } READ: Postmodernism in Literature Essayreality29. The Marxist critique however rejects the whole of the founding principles of postmodernism, by developing a tradition of linguistics to oppose the dominant Saussurian approach, a noteworthy example being Volosinovs Marxism and the Philosophy of Language (1929), which: viewed language primarily as a form of social interaction, as dialogues that could not be separated from the temporal-spatial and socio-economic context in which individuals speak or write. 30 Yet, irrespective of these criticisms (which do raise valid points), it is unavoidable to say that postmodernism has not raised significant issues within not only the discipline of history, but in almost all aspects of society and culture itself. In terms of history, its impact has caused a massive change in the methods and role of historical research, making evident the sensitivity of language, the subjectivity of historians, and the inherent problems with the way history is written. Moreover, postmodernism can be argued to be the reason behind the increasing new fields in history, popular culture, the study of personal testimony31 and so on. Postmodernisms impact is just as controversial as its definition and content, with it splitting apart the disciplines community. The denial of a possible representation of an accurate and true reality has led to numerous arguments, discussions, and countless articles. After looking at the present and the impact caused, the future of postmodernism should be looked at. It is entirely possible that this era of postmodernity will produce new insights into society and culture. Some being incorporated into historiography and expand the scope of historical understanding32. On a concluding note, perhaps Keith Jenkins proposed the future of postmodernism best, saying: In the post-modern world, then, arguably the content and context of history should be a generous series of methodologically reflexive studies of the makings of the histories of post-modernity itself. 33 Bibliography Barthes, Roland, The Discourse of History, Comparative Criticism, 3 (1981) Davies, Stephen, Empiricism and History (2003) Evans, Richard, In Defence of History (1997) Foucault, Michael, Archaeology of Knowledge (1969) Jenkins, Keith, Re-thinking History (1991) Perry, Matt, Marxism and History (2002) Ponton, Tony, A Critical Essay on the Impact of Postmodernism on the Historical Profession, http://www. kooriweb. org/foley/news/story27. html (visited 01/12/05) Rose, Nikolas, Assembling the modern self, in Porter, Roy (ed. ), Rewriting the Self-Histories from the Renaissance to the Present (1997) Said, Edward, Orientalism (1978) Thompson, Willie, Postmodernism and History (2004) Word Count: 2843 1 Callum Brown, Postmodernism For Historians (2005), p. 8 2 Ibid. 3 Stephen Davies, Empiricism and History (2003), p. 138 4 Brown, Postmodernism, p. 7 5 Nietzsche once argued that there are no facts in themselves it is always necessary to begin by introducing a meaning in order that there can be fact, a phrase which would come to galvanise postmodern theorists in later years quoted in Roland Barthes, The Discourse of History, Comparative Criticism, 3 (1981), p. 7 6 Brown, Postmodernism, p. 76 7 Ibid. p. 33 8 Willie Thompson, Postmodernism and History (2004), p. 8 9 Ibid. p. 133 10 Ibid. p. 14 11 Ibid. p. 16 12 Brown, Postmodernism, p. 37 13 Ibid. 14 Ibid. p. 42 15 Ibid. p. 43 16 Ibid. p. 59 17 Michael Foucault, Archaeology of Knowledge (1969), p. 107 18 Brown, Postmodernism, p. 65 19 Ibid. 20 Ibid. p. 66 21 Ibid. p. 67 22 Ibid. p. 113 23 Ibid. p. 135 24 Ibid. 25 Nikolas Rose, Assembling the modern self, in Roy Porter (ed. ), Rewriting the Self-Histories from the Renaissance to the Present (1997), p. 241 26 Edward Said, Orientalism (1978), p. 25 27 Brown, Postmodernism, p. 145 28 Ibid. 29 Richard Evans, In Defence of History (1997), p. 115 30 Matt Perry, Marxism and History (2002), p. 142 31 Brown, Postmodernism, p. 180 32 Thompson, Postmodernism, p. 128 33 Keith Jenkins, Re-thinking History (1991), p. 70 What is postmodernism Essay Example For Students What is postmodernism Essay However, according to many theorists, in a Lancanian sense, each individual has to negotiate through discourse within the context of their body and material environment24. Thus the individual empowers themselves through their own agency, deploying their self as an agent in which life become constructed as the product of personal choice25. The issue of self in history raises key points about the personal position of historians. Origins of suck ideas date back to the 1940s with Gramsci arguing that it is imperative to know thyself as a product of historical processes26. We will write a custom essay on What is postmodernism specifically for you for only $16.38 $13.9/page Order now Thus historians require acknowledgement in their narrative of (mainly political) issue brought to the text, otherwise known as reflexivity, and evidently shows ideological, cultural, and sexual biases in texts, along with a banishment of neutrality. Somewhat controversially, postmodernism argues that morality is unable to, and therefore shouldnt be, founded upon empiricist methods. It is as much the public opinion now as it was the academic opinion during the earlier stages of the twentieth century that through history it is possible to understand ethical and moral issues. However, following the rule of binary opposites, a sense of morality can only be derived from a sense of the immoral, not (as some empiricists will argue) from citation of historical events. Albeit postmodernists argue a sense of immoral can be gained from history, it is wrong to suggest they are empirical as immoralities are declared, not proven27. To argue their case, postmodernists gives three main reasons; firstly morality is not a static concept, with changes occurring dramatically through society, geography, and culture, breaking links between any empirical certainty and morality. Furthermore, facts (which are representations of historical events) are constantly open to re-evaluation or dispute via new research, and so cannot be allowed to be the decisive factor in construction of human morality28. In addition to this, due to the inherent nature of narrative and the different interpretations it gives rise to, humans are thus unable to rely on narrative to constitute reality. It is not surprising that such due controversial issues postmodernism holds, especially for history as a discipline, it has attracted many criticisms. Most notably they come from three distinct and different areas; Empiricists, Marxists, and Poststructuralists. The Empiricist attack focuses on postmodernists undermining the concept of facts, with critics arguing against the notion that signs are incapable of providing a true representation of reality, and instead show only one representation of reality. Many empiricist historians agree with Richard Evans, convinced that rules of verification evidenced in footnotes and bibliographical references, provides the subject with a foundation ofreality29. The Marxist critique however rejects the whole of the founding principles of postmodernism, by developing a tradition of linguistics to oppose the dominant Saussurian approach, a noteworthy example being Volosinovs Marxism and the Philosophy of Language (1929), which: viewed language primarily as a form of social interaction, as dialogues that could not be separated from the temporal-spatial and socio-economic context in which individuals speak or write. 30 Yet, irrespective of these criticisms (which do raise valid points), it is unavoidable to say that postmodernism has not raised significant issues within not only the discipline of history, but in almost all aspects of society and culture itself. In terms of history, its impact has caused a massive change in the methods and role of historical research, making evident the sensitivity of language, the subjectivity of historians, and the inherent problems with the way history is written. Moreover, postmodernism can be argued to be the reason behind the increasing new fields in history, popular culture, the study of personal testimony31 and so on. Postmodernisms impact is just as controversial as its definition and content, with it splitting apart the disciplines community. The denial of a possible representation of an accurate and true reality has led to numerous arguments, discussions, and countless articles. After looking at the present and the impact caused, the future of postmodernism should be looked at. It is entirely possible that this era of postmodernity will produce new insights into society and culture. .uac7824ba8e344033c445e4d4a8b6a694 , .uac7824ba8e344033c445e4d4a8b6a694 .postImageUrl , .uac7824ba8e344033c445e4d4a8b6a694 .centered-text-area { min-height: 80px; position: relative; } .uac7824ba8e344033c445e4d4a8b6a694 , .uac7824ba8e344033c445e4d4a8b6a694:hover , .uac7824ba8e344033c445e4d4a8b6a694:visited , .uac7824ba8e344033c445e4d4a8b6a694:active { border:0!important; } .uac7824ba8e344033c445e4d4a8b6a694 .clearfix:after { content: ""; display: table; clear: both; } .uac7824ba8e344033c445e4d4a8b6a694 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uac7824ba8e344033c445e4d4a8b6a694:active , .uac7824ba8e344033c445e4d4a8b6a694:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac7824ba8e344033c445e4d4a8b6a694 .centered-text-area { width: 100%; position: relative ; } .uac7824ba8e344033c445e4d4a8b6a694 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac7824ba8e344033c445e4d4a8b6a694 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac7824ba8e344033c445e4d4a8b6a694 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uac7824ba8e344033c445e4d4a8b6a694:hover .ctaButton { background-color: #34495E!important; } .uac7824ba8e344033c445e4d4a8b6a694 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac7824ba8e344033c445e4d4a8b6a694 .uac7824ba8e344033c445e4d4a8b6a694-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac7824ba8e344033c445e4d4a8b6a694:after { content: ""; display: block; clear: both; } READ: Mordecai Richler's The Apprenticeship of Duddy Kravitz EssaySome being incorporated into historiography and expand the scope of historical understanding32. On a concluding note, perhaps Keith Jenkins proposed the future of postmodernism best, saying: In the post-modern world, then, arguably the content and context of history should be a generous series of methodologically reflexive studies of the makings of the histories of post-modernity itself. 33. Bibliography Barthes, Roland, The Discourse of History, Comparative Criticism, 3 (1981) Davies, Stephen, Empiricism and History (2003) Evans, Richard, In Defence of History (1997) Foucault, Michael, Archaeology of Knowledge (1969) Jenkins, Keith, Re-thinking History (1991) Perry, Matt, Marxism and History (2002) Ponton, Tony, A Critical Essay on the Impact of Postmodernism on the Historical Profession, http://www. kooriweb. org/foley/news/story27. html (visited 01/12/05) Rose, Nikolas, Assembling the modern self, in Porter, Roy (ed. ), Rewriting the Self-Histories from the Renaissance to the Present (1997) Said, Edward, Orientalism (1978) Thompson, Willie, Postmodernism and History (2004) Word Count: 2843 1 Callum Brown, Postmodernism For Historians (2005), p. 8 2 Ibid. 3 Stephen Davies, Empiricism and History (2003), p.138 4 Brown, Postmodernism, p. 7 5 Nietzsche once argued that there are no facts in themselves it is always necessary to begin by introducing a meaning in order that there can be fact, a phrase which would come to galvanise postmodern theorists in later years quoted in Roland Barthes, The Discourse of History, Comparative Criticism, 3 (1981), p. 7 6 Brown, Postmodernism, p. 76 7 Ibid. p. 33 8 Willie Thompson, Postmodernism and History (2004), p. 8 9 Ibid. p. 133 10 Ibid. p. 14 11 Ibid. p. 16 12 Brown, Postmodernism, p. 37 13 Ibid. 14 Ibid. p. 42 15 Ibid. p. 43 16 Ibid. p. 59. 17 Michael Foucault, Archaeology of Knowledge (1969), p. 107 18 Brown, Postmodernism, p. 65 19 Ibid. 20 Ibid. p. 66 21 Ibid. p. 67 22 Ibid. p. 113 23 Ibid. p. 135 24 Ibid. 25 Nikolas Rose, Assembling the modern self, in Roy Porter (ed. ), Rewriting the Self-Histories from the Renaissance to the Present (1997), p. 241 26 Edward Said, Orientalism (1978), p. 25 27 Brown, Postmodernism, p. 145 28 Ibid. 29 Richard Evans, In Defence of History (1997), p. 115 30 Matt Perry, Marxism and History (2002), p. 142 31 Brown, Postmodernism, p. 180 32 Thompson, Postmodernism, p. 128 33 Keith Jenkins, Re-thinking History (1991), p. 70.

International Organizations NATO and the UN in Iraq

International Organizations NATO and the UN in Iraq Introduction The international system is the interaction between units whereby various variables at the systemic level come together to influence the external behavior of a state. In this case, foreign policies are determined by the activities at the international level. In other words, the effectiveness of foreign policy depends on the interpretation of international system, states do not formulate policies based on their available resources or manpower but instead rely on the activities taking place at the international system.Advertising We will write a custom essay sample on International Organizations: NATO and the UN in Iraq specifically for you for only $16.05 $11/page Learn More Harold Sprout and Margaret Sprout came up with ecological triad to explain foreign policy formulation techniques. In this case, the environmental factors are to be considered in coming up with a policy that would determine the relationship between a particular state and anoth er. The ecological triad captures the interaction between policy maker and the international system. The triad is composed of the actor-state, environment that surrounds the actor and the actor-environment relationship. In foreign policy, the actor is surrounded by the international system. The policy maker must behave within the complex environment that is, the international system. The environment is usually complex because there are various units such as religions, civilizations, economics and international organizations (Held 158). The environment can constrain the foreign policy maker, can provide opportunities for a certain behavior and can affect the willingness of decision makers to take advantage of those opportunities. The environment controls decision makers because it controls all limits that actors should do or not do. These entities are actually states and international organizations. The states are only controlled by the international system. In this paper, the involv ement of the international organizations that is, the NATO and the UN in Iraq is discussed. In the real sense, realists would argue that the organizations represent the interests and wishes of the developed states such as the US, France, Britain and Russia. On the other hand, the liberalists would argue that the international bodies exist to further the interests of the people of Iraq. Involvement of the International Actors NATO established itself in Iraq in 2004when the alliance was charged with the responsibility of assisting the people of Iraq to form an effective military that would counter the influence and the power of the Al-Qaida. Furthermore, the NATO alliance was supposed to offer training services to the Iraqi military in order to be counted as an international body that would operate in accordance to the international standards. On 31 December 2011, the alliance was requested to leave the country since it was perceived that its mission had been accomplished. Other actor s in the international system complained about the existence of NATO since it did not have any legal mandate to operate in the country. The NATO training mission was established after the UN Security Council resolution.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was after the interim government of Iraq requested the UN to use the NATO to train its soldiers. It should be understood that the formation of the NATO –Iraq was not aimed at suppressing the insurgents, as though by many people. Its main role was to offer technical and military support to Iraqi combatants. In other words, its major role was based on training, offering modern equipments, advising and offering military aid to the forces of Iraq. The NATO alliance would also guide the Iraqi into becoming an international military force that would offer quality services to the people of Iraq. Since its for mation in Iraq, the alliance was effective since it managed to offer training services to 5000 Iraqi soldiers from 2004 to 2011. Apart from training the military personnel, it also trained over ten thousand police and other security staff in the country. The member states of NATO provided various training courses to the Iraqi military. It is argued that all the 28 members of NATO offered over two thousand courses. The courses were costly by the members of NATO went ahead to offer them to the people of Iraq. Apart from training services, it is true that the Iraqi military received over 115 million Euros in form of military aid through equipments and over 17.7 million Euros in form of trust fund donations. The activities of NATO can be interpreted differently, depending on the scholar’s viewpoint and orientation. According to liberal scholars and policy makers, the main aim of NATO was to facilitate a democratic process in the country. The security sector would be modernized si nce the knowledge possessed by the military generals could not allow leaders to exercise personal and autocratic forms of leaderships. In this regard, the Iraqi government had to establish a working relationship with the NATO forces to achieve the above objective. According to liberalists, there are usually many actors in the international system. In this sense, the international system is a community of both states and human beings. Therefore, the foreign policies of Iraq had to recognize the existence of all actors, including NATO and the UN. Liberalists would argue that actions of units in the international system must be based on morality and actors must observe international codes and morals. It was upon the realization that the Iraqi military was not observant to the international codes that the NATO set its foot to salvage the situation. The military in Iraq was accused of being partisan since it only favored one side that is, the government. Saddam Hussein used the military to unleash terror to the citizens and eliminate any form of political and cultural opposition. In this case, the international actors were not happy at all. When the environment gave chance, it was the good time for NATO to act. Through this argument, universal interests are usually valued in the international system. It was the interest of each actor for peace and tranquility to be achieved in Iraq. NATO forces were therefore formed to bring this peace. As Hoffman could argue, states have a duty beyond their borders.Advertising We will write a custom essay sample on International Organizations: NATO and the UN in Iraq specifically for you for only $16.05 $11/page Learn More A state should always be concerned about the affairs that take place another state. It is the responsibility of the developed nations to ensure that human rights are to be respected and upheld at a higher esteem worldwide. The United Nations Security Council endorsed the formation of NA TO –Iraq since the lives and the militia groups led by Osama Bin Laden and Saddam Hussein did not respect THE rights of citizens. NATO forces would therefore restore normalcy and constancy in the trouble state. The US, France, Britain and Russia had to act beyond their borders since they respect the sanctity of life. Therefore, they had to facilitate training services and other forms of military aid such as provision of equipments and techniques. According to liberalism, the end does not justify the means because the means should be just and humane. In Iraq, the Hussein administration applied all forms of techniques to achieve state interests. The state interests included domination of the region and cutting links with the west (Gerd 45). This could be obtained by forming a military like administration whereby the rights of people are not respected. This was contrary to the interests and the will of the west, which would always emphasize on consultation and cooperation at the global level. The west would always argue that problems at the global level need global decisions. Iraq under Sadam Hussein could not think of any possibility of working with the west to end global problems such as terrorism, global economic crisis brought about by fluctuating oil prices and the issues related to the environment. Therefore, the NATO, after being endorsed by the UN, had to intervene to save the humanity. In case actions are to be taken in the international system, states should consult extensively in order to arrive at a win-win satiation. However, the Iraqi administration under Sadam Hussein wanted a play a zero-sum game where the west and the rest of the world would lose terrible. This was something that angered the west and the rest of the world. According to liberalists, the policy makers should always be prescriptive meaning that they have to reflect on the outcomes of the policies. The Sadam regime supported terrorism even though the outcomes of the policy wer e detrimental to the people of Iraq and the rest of the world. Iraq never appreciate the role of the international regimes such as the international law since impunity was encouraged at all quarters. The west appreciated the fact that world security could be achieved through cooperation. Therefore, activities such as nuclear disarmament and arms proliferation had to be curtailed at all costs, something that Iraq opposed always. There was no option but to facilitate military overhaul in Iraq.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This would be best performed by the NATO alliance. Iraqi leaders believed principles in the state were based on powers but not the norms but not the norms. In this case, actions could be based on unilateralism whereby the state decides to act without consulting anybody, not even the public, which should have the ultimate powers. Some of the policy makers are always inspired by the realism, which is a very strong theory in the study of foreign relations. According to these policy makers and observers, the involvement of the NATO and the UN in the affairs of Iraq could be interpreted differently. To this scholars, the unity of analysis in the international system is the state whereby the state is usually guided by its national interests. The international system in this case exists according to the Hobbestain state of nature. In other words, the international system dictates what should be done. The NATO and the UN took advantage of the current nature of the system to invade Iraq and impose policies. For instance, the developed nations took advantage of the confusion in Iraq to change the military ideology. This would only benefit them since the military would be sympathetic and appreciative to the activities of the west in the world. Consequently, the US and the west benefited a lot since Iraq had to pay in form of oil. Indeed, the US benefited so much since a lot of oil was transported from Iraq to the US. In case states intervene in a foreign state, the interest is usually to obtain something. This is true to some extent because the US has never bothered to marshal the NATO forces to intervene in Somalia, even after the claims that the Alshabbab insurgent group is associated with the world’s most feared terrorism group, the Al-Qaeda. The US intervened in Iraq and Afghanistan because of the availability of the natural resources. This means that the US was only interested in natural resources but not bringing back sanity. Concerning the existence of NATO and the UN, they only exist as long as the powerful states would permit. The international organizations do not serve the interests of the poor states. For instance, the US invaded Iraq even after the UN had advised against the invasion. This means that the US was only concerned about its national interests, which was security. After the 9/11 attack, the US resolved to come up with long terms policies that would ensure that its citizens coexist in peace worldwide. Due to this, the hotspots in the world were focused, which led to the sponsoring of military training in the Middle East. Therefore, the NATO and the UN involvement in Iraq were not in the interest of the people of Iraq but for the interest of the American people. Currently, the peace witnessed in Iraq is conducive for American investors since they can operate without the fear of losing their stocks. It is very rare for the US to fund projects that do not benefit its population. For instance, the US cannot help in disarmi ng an enemy, which does not pose any security threat to its citizens. For a long time, the US has focused on destabilizing the Middle East because if given chance, the Middle East states can pose a serious challenge to the existence of the US and other developed nations from the west, mainly because of oil. The US allowed the formation of NATO-Iraqi alliance only to strengthen its presence and power in the Middle East, but not to better the living standards of the Iraqis. This shows that military alliance between the NATO and Iraq was out of fear and suspicion that characterizes the international system. In the international system, life is brutal, short-lived and nasty whereby states engage in a zero-sum game always. States value their sovereignty so much to an extent of neglecting ethics (Koehn and Rosenau 107). UN Failures On the flipside, the body has had a number of failures in its quest to uphold world peace and security. The UN was unable to bring order into Somalia through U NOSOM (United Nations Mission to Somalia), consequently leading to its withdrawal in 1995. This was also the case in1994 during the Rwandan genocide whereby the United Nations Mission Rwanda (UNAMIR) was unable to stop the genocide due to lack of men and weapons. In Bosnia Herzegovina, the UNPROFORC (United Nations Protection Force) was unable to stop the massacre of Serbians. Perhaps one of the most notable incidents on the inability of the UN to promote peace and security in the world was the 2003 invasion of Iraq by the coalition of the willing led by the USA. This went against a UN resolution 1441 of 8 November 2002. The resolution called for new inspections to ascertain whether Iraq had weapons of mass destruction. The US on its part ignored this resolution and instead invaded Iraq on 19 March 2003. Peace and security remains a major challenge to global governance. In many instances, the UN has been indecisive or unable to act to promote peace and security. This has led to a si tuation where matters on peace and security are championed by a handful of nations under the guise of collective security. In most cases, these countries will be pursuing their own interests. This has consequently led to issues such as terrorism arising. Terrorism has come about because of radicalism by Islamic fundamentalist who feel that the US led war on terror targets Islam as a whole. This in effect has led to violence and the loss of many lives as Islamist fundamentalists under the auspices of the global terror network Al Qaeda and other terror groups wage war on the US on various fronts. The September 11 bombing of the World Trade Center in the US was a hallmark of terrorist operations. This in turn led to the US invading Afghanistan with the aim of smoking out Osama bin Laden, the suspected mastermind of the bombings. This war on terror has also been played out in the Middle East pitting Israel, an American ally, against various Palestinian groups such as Hamas (Porter 185). In general, the UN and NATO have not been able to function independently since they only serve the interests of the powerful states. The UN for instance has been accused on several occasions for siding with the superpower. Gerd, Nonneman. EU-GCC Relations: Dynamics, Patterns Perspectives, London: Routledge, 2005. Print. Held, David. Reframing Global Gorvernance:Apocalypse Soon or Reform! New Political Economy 11. 2 (2006): 158-176. Print. Koehn, Peter and James Rosenau. Transanational Competence in an Emergent Epoch. International Studies Perpectives 3.2 (2002): 105-127. Print. Porter, Tony. â€Å"Why International Institutions Matter in the Global Credit Crisis†. Global Governance 15.2 (2009): 185-203. Print.

The Future of Job Search Strategies Findings of Career Jam 2017

The Future of Job Search Strategies Findings of Career Jam 2017 Good news! The Findings of 2017 Career Jam: Where Experts Forecast the New the Next, has been released by the Career Thought Leaders Consortium! This report summarizes the findings of brainstorming sessions about the future of job search strategies, which were held on December 1, 2017 in the United States, Canada, Spain, France, Austria, and the United Kingdom. Want to listen to a webinar about it? Go to this video about the future of job search strategies. Career Jam participants discussed topics with significant ramifications for job seekers: â€Å"best practices, innovations, trends, new programs, new processes, and other observations that are currently impacting, and are projected to impact, global employment, job search, and career management.† The sections that most interest me in the report are â€Å"Career Marketing Messages Documents† and â€Å"Social Media Profiles†¦Ã¢â‚¬  which include resumes, cover letters, and LinkedIn profiles, as well as other career marketing communications. I also wanted to highlight a couple of items for the future of job search strategy. Here are some of the findings and advice to keep in mind as you conduct your job search now or in the future: Career Marketing Messages Documents: Current Trends Resumes are not dead! While the use of LinkedIn profiles in the hiring process is on the rise in both the U.S. and Europe, most hiring managers still require a resume at some point in the hiring process, and your resume WILL make an impression. Use graphics. The use of graphic resumes is becoming more and more common – but make sure your graphics serve a specific purpose and communicate your value. Don’t get too creative. Infographic resumes are NOT hot. Supplemental materials in infographic form are welcome, however. ATS systems are becoming more advanced. Writers must satisfy both machines and humans with proper format and keywords. Make sure you’re on top of the latest capabilities and capacities of ATS systems. You might be surprised what they can and can’t understand. Job hopper? You’ll have a stigma to overcome if you’re a participant in the gig economy. The great cover letter debate: They are still important! When they are read, they can make the difference between candidates. Keep ‘em short and focused on a targeted, unique value proposition. Be careful about posting your resume to online job boards. Don’t put anything confidential on there! The public can gain access. Focus your career documents on what you can do for the employer. As I like to say, your resume is not about your past. It’s about your future. Track your success stories. Don’t wait until resume writing time to gather your successes. Keep a running list at all times! Career Marketing Messages Documents: What to Expect The use of multimedia will continue to increase. New tools will emerge. But the underlying message will remain, communicating your value. Cover letters will rebound. Lengthier cover letters might start to replace the resume. These letters would be highly researched and targeted to the company, for both contract workers and those applying to full-time positions. Social Media Profiles, Video Bios, Web Portfolios and Other Multimedia Tools: Current Trends Many of these recommendations can be found in my book, How to Write a KILLER LinkedIn Profile. It’s good to see people are listening and also confirming what works! LinkedIn profiles are becoming more multi-media with the addition of video. Use LinkedIns media features to attract more and longer profile views. Slideshows, infographics, and videos are all game. Your social media profile content must be aligned with your resume. This doesn’t mean they must be exactly alike. But as more recruiters are sourcing and screening candidates’ social media profiles during the hiring process, make sure you provide good resume-like content on LinkedIn. There is a trend toward shorter LinkedIn sections. You don’t necessarily have to use all the characters available. But if you have enough good stuff to say, why not? LinkedIn profiles are less job-search focused. Professionals are using LinkedIn for general branding purposes, not just for job search. Use storytelling concepts in your LinkedIn profile. LinkedIn profiles are not a dry narrative of your resume. Instead, consider who your audience is and who YOU are, and brand yourself with a story that stands out. Don’t appear unemployed or desperate on LinkedIn! ‘Nuf said. Professionals are getting savvier in their online search optimization. Make sure you are savvy with your keywords and keyword placement too! Personal websites have not become integrated into the hiring process for most recruiters, but they are useful for long-term branding. Social Media Profiles, Video Bios, Web Portfolios and Other Multimedia Tools: What’s Next With more video interviewing, candidate-driven video resumes are not welcome. Companies will specify any video content they want and when. People are concerned about sharing of profiles with Microsoft integration. I’m not as concerned. I don’t think that many people will even use this fancy feature  (Microsoft Resume Assistant), and no one can steal your content if you write it as your unique self with accomplishments no one else can claim. The Future of Job Search Strategy Job search is now quality over quantity. In the future of job search, focus is on relationship building with recruiters and companies. Cultivate your chances of getting a job that’s a great fit instead of applying to hundreds where your chances are slim. Networking is king, especially with the burgeoning of employee referral programs. More individuals (millennials) are negotiating salary and benefits during the interview process. Indeed.com is the preferred job board to use, if you’re using job boards. What? Snail mail? YES – mailing hard copies will get you attention from hiring managers. Do it! More and more individuals are in constant job search mode. This means every professional should have a resume and LinkedIn profile that make them shine and that they are proud of! References are more important than ever. So cultivate your relationships with potential references always. States and organizations are prohibiting hiring managers from asking about previous salary. Get coaching if you’re concerned you might be asked this question – and understand the company’s compensation structure and philosophy before entering into salary negotiations. Also see my articles Salary Negotiation for Women Part 1  and Part 2. It’s important to stay on top of the latest in job search documents and strategies. The Executive Expert and The Essay Expert are here to keep you informed, and to create the best possible career documents for your success. Read more about the New and the Next in Networking, Traditional Online Job Search Strategies; How Employees are Screened, Interviewed, and Hired; The Changing Face of Jobs, The Diverse, Multigenerational Workforce Globalization; and other important career resources and topics at Findings of 2017 Career Jam: Where Experts Forecast the New the Next. Or listen to the webinar here.