Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.

Essay on Eating Disorder - Anorexia Nervosa :: Argumentative Persuasive Topics

Anorexia Nervosa There may be murmurs about that girl who only fixes herself a salad with only vinegar at dining services or suspicious glances at someone who spends 45 minutes on the treadmill and then switches to the stair stepper at the rec. On-campus eating disorders are talked about everywhere and yet are not really talked about at all. There is observation, concern, and gossip, but hushed conversation and larger scale efforts to help and change never seem to earn public attention. There is this girl that I grew up and graduated with. I talked to her almost everyday at school, but we were never that close. I never saw much of her over the summer except when she was out running after a two to three hour softball practice. At my younger sister's volleyball game about a month or two ago, I saw this girl. She was so thin it was almost disgusting. Her skin was pale, her hair was thin, and I could see her ribs through her shirt. She went from looking healthy and physically fit to looking sick and fragile. This is why I chose this topic. People need to pay more attention to this disease. Anorexics are literally dying to be thin. Most of you probably already know what anorexia is, however in case you don't anorexia is basically a disease involving self-starvation. Anorexia victims have a very low "ideal" weight. It might begin as a normal diet carried to extremes, reducing their food intake to a bare minimum. Rules are made of how much food they can eat in one day and how much exercise is required after eating certain amounts of food. With anorexia, there is a strong almost overwhelming fear of putting on weight and they are preoccupied with the way that their bodies look. Anorexia sometimes involves use of laxatives, diet pills, or self-induced vomiting to lose or to keep weight off (http://www.netdoctor.co.uk/diseases/facts/anorexianervosa.htm). Anorexics may show symptoms such as extreme weight loss for no medical reason. Also, many deny their hunger, chew excessively, choosing low calorie foods and exercising excessively (http://news.bbc.co.uk/hi/english/health). Anorexics do all of those things to become thin, when in reality, it makes your body better at storing fat rather than burning it. Starving yourself to lose weight is not beautiful in any way. Starved bodies ache all of the time. Essay on Eating Disorder - Anorexia Nervosa :: Argumentative Persuasive Topics Anorexia Nervosa There may be murmurs about that girl who only fixes herself a salad with only vinegar at dining services or suspicious glances at someone who spends 45 minutes on the treadmill and then switches to the stair stepper at the rec. On-campus eating disorders are talked about everywhere and yet are not really talked about at all. There is observation, concern, and gossip, but hushed conversation and larger scale efforts to help and change never seem to earn public attention. There is this girl that I grew up and graduated with. I talked to her almost everyday at school, but we were never that close. I never saw much of her over the summer except when she was out running after a two to three hour softball practice. At my younger sister's volleyball game about a month or two ago, I saw this girl. She was so thin it was almost disgusting. Her skin was pale, her hair was thin, and I could see her ribs through her shirt. She went from looking healthy and physically fit to looking sick and fragile. This is why I chose this topic. People need to pay more attention to this disease. Anorexics are literally dying to be thin. Most of you probably already know what anorexia is, however in case you don't anorexia is basically a disease involving self-starvation. Anorexia victims have a very low "ideal" weight. It might begin as a normal diet carried to extremes, reducing their food intake to a bare minimum. Rules are made of how much food they can eat in one day and how much exercise is required after eating certain amounts of food. With anorexia, there is a strong almost overwhelming fear of putting on weight and they are preoccupied with the way that their bodies look. Anorexia sometimes involves use of laxatives, diet pills, or self-induced vomiting to lose or to keep weight off (http://www.netdoctor.co.uk/diseases/facts/anorexianervosa.htm). Anorexics may show symptoms such as extreme weight loss for no medical reason. Also, many deny their hunger, chew excessively, choosing low calorie foods and exercising excessively (http://news.bbc.co.uk/hi/english/health). Anorexics do all of those things to become thin, when in reality, it makes your body better at storing fat rather than burning it. Starving yourself to lose weight is not beautiful in any way. Starved bodies ache all of the time.

Hart Rudman Commission Report Essay

The U.S. Commission on National Security/21st Century, frequently known as the Hart-Rudman Commission after its chairmen, issued its third and final report in January 2001. The bottom-line conclusion is that the primary national security challenge that the United States will face in the next 20 or 30 years will be an attack by an adversary on the American homeland which could produce thousands of casualties. To deal with this threat, the commission calls for a major reorganization of the U.S. national security apparatus. The changed security environment and the changed threat to American society suggest a fundamental rethinking of the organizations designed to achieve national security. Phase 1 – New World Coming: American Security in the 21st Century was the first report completed by the Commission (July 1998 – August 1999). This Report is dedicated to understanding how the world will likely evolve over the next 25 years. It describes global trends in scientific, technological, economic, socio-political and military security domains and the interplay of these developments on U.S. national security. Pro: The nation has a better understanding of the global effects that affecting America; therefore, it helps better preparation the nation to tackle any upcoming obstacles. Con: With the advanced technology development, more dangerous weapons are being developed. Phase 2: Seeking a National Strategy: A Concert for Preserving Security and Promoting Freedom (August 1999 – April 2000). This Report devised a U.S. national security strategy to deal with the world in 2025. The purpose of the Phase II Report is to define an American strategy based on U.S. interests and key objectives. It develops a strategy for America to secure the benefits of a more integrated world to expand freedom, security, and prosperity and to dampen the forces of instability. Pro: The development assisted in strengthens our security to safeguard our  nation. Con: In order to tighten our national security, the general public somewhat has to scarify levels of privacy. Phase 3 – Roadmap for National Security: Imperative for Change (April 2000 – February 2001). This Report recommended significant and comprehensive institutional and procedural changes throughout the Executive and Legislative Branches in order to meet the challenges of 2025. Pro: The creation of the Department of Homeland Security marks a significant step forward for the United States in addressing the threat posed by terrorism within its borders. Con: The recommendation of significant restructuring to re-align government offices, branches, and procedures with the global realities, we are giving more power to the government to change the structure of our nation; how one can be certain this will lead to positive outcome. Reference Lathrop, C., & Eaglen, M. M. The Institute of Land Warfare, (2001). The commission on national security/21st century: A hart-rudman commission primer (NSW 01-2)

Gender Roles in Modern Literature - Free Essay Example

Sample details Pages: 2 Words: 734 Downloads: 8 Date added: 2019/04/26 Category Sociology Essay Level High school Tags: Gender Roles Essay Did you like this example? Romance in modern literature oversees the typical Happily ever after and the image of love made to endure. The fabricated idea of the perfect man made to sweep a woman off her feet in the return of falling at his. Throughout centuries authors have been posing the suppression of womens thoughts and feelings under the authority of man. Don’t waste time! Our writers will create an original "Gender Roles in Modern Literature" essay for you Create order Ernest Hemingway and Charlotte Perkins Gilman are two examples of authors who depict the downfall of marriage through gender roles. Hills like White Elephants and The Yellow Wallpaper render two females who succumb to the control of their significant other, leading to the potential distress of marriage. The role of man in The Yellow Wallpaper consists of not only a husband but a physician, of high standing (Gilman 75) who serves as the primary decision maker throughout Janes suffering. Treated as a child, Jane is repressed from making her own decisions, believing that, congenial work, with excitement and change (Gilman 75) would do her good. That being said she seizes at his feet with no intention of disagreeing with not only a man who fell in love with her, but also someone who believes there is no reason to suffer (Gilman 77). Similarly, Hemingways, Hills Like White Elephants presents the same male dominating relationship as Jig falls second to the American. In situations as simple as orderingan alcoholic beverage, Jig lacks the knowledge of another language when she calls on the American being the only one able to interact with the hispanic lady. The American and the girl with him sat at a table in the shade (Hemingway 139). She is not referred to as woman or lady, but rather called on as the girl. The evolution of girl to woman comes with power, and in comparison of these two works, both women are powerless in the eyes of man. While discussing a certain operation, Jig is described as incapable of making the decision to abort her baby, on her own. Being recognized as a girl rather than a woman, she loses her strength and provides the American with the determination to return to normality where things will be like they were (Hemingway 141). Fulfilling the roles of husband, doctor, and caregiver, John is oblivious to how serious his wifes sickness has turned. Not only is he selfish, but stubborn with his own diagnosis of Jane to be, temporary nervous depression a slight hysterical tendency (Gilman 77). His words eat at her brain, causing her to turn away from the truth and run towards the darkness he provides. By simply allowing himself to listen to his wife, he would recognize her mental instability and provide her with the proper care needed to restore mental function. She continues to write in her journal, Im glad my case is not serious! (Gilman 77). In strict comparison with The Yellow Wallpaper, the American is seen to be just as stubborn as John. I think its the best thing to do. But I dont want you to do it if you dont really want to. (Hemingway 141). By consistently implying that its the only thing that made us unhappy (Hemingway 141), Jig is drawn to the idea of regaining that happiness and fulfilling an everlasting marriage. Meanwhile the American is selfish enough to let her lose her first child with a man whom she is completely devoted to. He runs from the idea of settling down andhaving a child as he finds comfort in knowing he can leave whenever. Ultimately, having this baby puts a damper on his escape plan and leaves a mother with no husband. Both authors provide the prevailing concept of gender roles depicting man to suppress women from their true reality and happiness. Aside from the runoff comparisons, a contrast is found within the two works. The resolution in both short stories is different as in Hills Like White Elephants, it is up to the audience to determine the ending as Hemingway excluded key information from the story such as the Americans name as well as how he chose the story to end. From doing so, the reader can infer that the baby was aborted due to the American constantly insisting that a life without a baby would bring much more happiness to their relationship. Jig was longing for this new happiness and after being constantly reminded and under the control of the American, she chose what was best for him rather than herself.

Sex Education in Schools Abstinence-Only Programs Essay

Sex Education in Schools: Abstinence-Only Programs Teenage sexual activity is a major problem confronting the nation and has led to a rising incidence of sexually transmitted diseases (STDs) and teenage pregnancy. The existence of HIV/AIDS has given a sense of urgency to the topic of sex education. The issue of sex education in schools especially in the formative years has been a subject of intense debate among parents, school officials, health scientists and religious authorities worldwide for a considerable period of time. The debate centers on comprehensive sex education versus abstinence-only sex education in school. Abstinence only sex education is a sex education model that focuses on the virtue of abstinence from sexual†¦show more content†¦Abstinence only program is the only approach that can contain the spread of HIV/AIDS, that instill moral values by discouraging fornication, that discourages the use of birth controls like condoms and that is widely accepted by parents. Why is abstinence only sex education t he best? In this era of HIV/AIDS, this is the best program that can be used to contain the spread of this menace (Deborah 5). In July 2005, a report from the Population Research Institute’s Weekly Briefing confirms the effectiveness of abstinence only program in combating AIDS in the Philippines: And the bill mandating the two-child policy includes sex education for Filipino children, even though abstinence-based efforts in the Philippines have been remarkably effective in containing the spread of AIDS†¦. The Filipino abstinence-based approach†¦has kept the Philippines relatively free of HIV infection. The adult HIV infection rate was a mere 0.1% in 2001, though the Philippines have a low condom use rate. Even Arroyo [the governor] ascribed this success to â€Å"good morality.† Yet results dont matter: The bill adopts the comprehensive sex approach that has failed everywhere (Miller). The same abstinence only model has worked in East African country of Uganda where evident drop in rates of HIV infection have been achieved. Uganda leads in Africa when it comes to infection rates, having dropped from 18% to 6% due to the consistentShow MoreRelatedShould Sex Education Be Mandatory?1364 Words   |  6 Pagesdebate whether young adults should receive sex education in their school curriculum. Statistics show that one-third of girls become pregnant before the age of 20. An increase in teen pregnancy could be due to the age of which females reach puberty. Today, there has been an enormous increase in young girls reaching puberty before the age of seven. Could encouraging sex education in schools decrease the amount of pregnant teens? The purpose of sex education is to educate adolescents of the consequencesRead MoreAbstinence Only Programs For Public Schools1383 Words   |  6 Pagesadvocatesforyouth.org, â€Å"abstinence only education teaches students to abstain from sex prior to marriage.† These program has been proven to be ineffective. Abstinence only education is ineffective because it is not conducive in reducing teen pregnancy rates and sexually transmitted diseases rates. Abstinence only programs are less likely to teach students about birth control and contraception and how to access it. These programs ha s not been shown to reduce teen sexual activity. Abstinence only programs became moreRead MoreComprehensive, the Right Approach to Sex Education989 Words   |  4 PagesComprehensive, the Right Approach to Sex Education Since the first sex education video, Human Growth was shown in public schools in the 1940s, sex education in school has remained a controversial subject (Bellafante 9.1). In the present however, it is no longer disputed whether or not sex-ed should be taught, but what should be taught in a sex education program. Conservatives and Liberals both agree that sex education in public schools is important but, their views on what should be taughtRead MoreAbstinence-only vs. Abstinence-plus1607 Words   |  7 Pagesare many problems facing teenagers these days. None are bigger than the issue of underage sex, and all the issues stemming from it. The number of teenagers becoming sexually active, pregnant, and contracting sexually transmitted diseases are rapidly on the rise. There is no simple fix, or easy solution to this problem. Sex education should begin at home, and extend to include an effective program in schools that reinforce a clear message of abstaining from sexual activity in addition to informingRead MoreThe Reality Of Abstinence Versus Sex Education1224 Words   |  5 Pages10 April 2017 The Reality of Abstinence Versus Sex Education Do you ever stop to wonder what goes through a teen’s mind? Maybe it s the late paper that wasn t turned in for English or the worry of coming home after school to family members being high as a kite, maybe it s the plans for their significant other later on or the so called special night they have planned together. Whether it be one of the topics mentioned or some far off random thought either way sex will be on a teen’s mind at someRead More Sex Education Essay1112 Words   |  5 PagesSex Education Two drastic Emergency Room cases were handled in 1998 at Mary Washington Hospital. Concerned mothers brought their 12 year old daughters into the hospital thinking they were suffering from severe stomach pain or even appendicitis†¦both girls were actually in labor (Abstinence, 2002). The United States has the highest teen pregnancy, birth, and abortion rates in the Western world (Planned Parenthood, 2003). Are teens getting enough knowledge on sex and how to prevent STDs and unwantedRead MoreTeenage Pregnancies And Std Contraction1342 Words   |  6 Pagesin rates of teenage pregnancies and STD contraction. What is it about the US and its approach to sexual education that produces such numbers amongst its youth? The prevailing sexuality education system in the US is abstinence-only sex education programs. Abstinence-only-until-marriage education in schools is highly destructive to its students in multiple ways. Abstinence-only sexuality education does more harm to students than good, and is shown to have adverse effects on its students. The CDC YouthRead MoreSex Education And Sexual Education Essay1326 Words   |  6 Pagesalways affected the essence and teaching of sex education in the United States in different ways. Various sexual education methods exits, however comprehensive and abstinence-only programs are the most commonly know in public schools. Although many schools in the United States prefer to give an abstinence-only lecture, the results shown proof that these programs are ineffective because it simply does not fit the reality we live in, comprehensive sex education works better, and they do not offer honestRead More Education Is Key: A Comprehensive Approach to Sex Education Essay1579 Words   |  7 PagesSex education is about informing students about sex so that they can make educated decisions when the time comes to have sex. Sex education helps students protect themselve s from unintended pregnancies, STDs, and HIV/AIDS. Students should leave a sex education course with the right tools so they make informed decisions about their sexual health and well-being. The goal of sex education is to provide a student with as much information as possible so that they can use the skills they learned inRead MoreSex Education And The Early 19th Century1204 Words   |  5 PagesSex education is instruction on issues relating to human sexuality, including emotional relations and responsibilities, human sexual anatomy, sexual activity, sexual reproduction, age of consent, reproductive health, reproductive rights, safe sex, birth control, and abstinence. Sex education that covers all of these aspects is known as comprehensive sex education as opposed to the abstinence only education that only promotes abstinence. Common avenues for sex education are parents or caregivers,

Twelfth Night Theme Essay - Love as the Cause of Suffering

Love as the Cause of Suffering In William Shakespeare’s play Twelfth Night, love as the cause of suffering is one of the most prominent theme of the story. Even though this play ends in love and wedded bliss, Shakespeare also shows us that love can also cause pain. The characters often view love as a curse, something that is thrust upon you and you cannot easily or willing escape. Examples include Malvolio’s love for Olivia, the love triangle between Olivia, Duke Orsino, and Viola as Cesario, and Antonio’s crush on Sebastian. There are countless occasions where unrequited love for another results in heartbreak and sorrow. Malvolio is a social climber, he feels that if Olivia would love him his status would be higher. But because of†¦show more content†¦It stands as Olivia loves Cesario/Viola, who loves Duke Orsino who loves Olivia. Each character suffers in sorrow as they cannot have who they desire, because of status, gender or love for another. Antonio rescues Sebastian after the shipwreck that separated him from his twin, Viola. Antonio immediately takes a liking to Sebastian and helps get back on his feet. Sebastian heads to Duke Orsino’s court to look for work, Antonio offers to help but Sebastian has to decline as Antonio is a wanted man and accompanying him on his journey would put him at risk. â€Å"But, come what may, I do adore thee so, / the danger shall seem sport, and I will go.† (2.1.43-44) Antonio follows him anyways and ends up encountering Viola dressed as Cesario in the middle of a fight with Sir Andrew. Because Antonio thinks Cesario is Sebastian, he steps in to defend him, out of his love. Viola is confused because she’s never met Antonio before. But, Sir Toby and Sir Andrew recognize him as the wanted criminal that he is and turn him in to the authorities. Although Antonio is ultimately released he still ends up heartbroken as Sebastian ends up married to Olivia. In conclusion, Shakespeare shows us that love has two faces. One face shows us that love can be beautiful and can bring happiness, the other shows a darker and more painful side where love can be heartbreaking and mournful.Show MoreRelatedShakespeares View on Love Essay1971 Words   |  8 PagesShakespeare’s View on Love Shakespeare’s plays are very drastic with how he ties love into them. Shakespeare always adds comedy or tragedy to any romance that might be taking place. For example in Twelfth Night, As You like It and Romeo and Juliet there is romance but he also puts comedy in there so love is not that easy. In the play Othello he makes it into a tragedy which makes the love even harder to take place. Shakespeare has always found a way to make love as complicated as he can whichRead MoreConfucianism in Journey to the West31834 Words   |  128 Pagesseries. Finally, the findings of the discourse analysis will form the basis for a careful interpretation of the television series’ production purposes. 2. Theory This thesis will contain several terms and statements that, without explanation, might cause confusion or opposition. Therefore, it is necessary to first discuss some relevant theoretical frameworks and their implications for this thesis. This chapter discusses and explains the concepts of discourse theory, Confucianism, behavioral ideologyRead MoreImpact of Science on Society38427 Words   |  154 PagesCataloging in PublicationData Burke, James, 1936The impact of science on society. (NASA SP ; 482) Series of lectures given at a public lecture series sponsored by NASA and the College of William and Mary in 1983. 1 . Science-Social aspects-Addresses, essays, lectures. I. Bergman, Jules. 11. Asimov, Isaac, 1920. 111. United States. National Aeronautics and Space Administration. IV.College of William and Mary. V. Title. VI. Series. Q175.55.B88 1985 303.4’83 84-1 4 1 59 For sale by the Superintendent ofRead MoreImpact of Science on Society38421 Words   |  154 PagesCataloging in PublicationData Burke, James, 1936The impact of science on society. (NASA SP ; 482) Series of lectures given at a public lecture series sponsored by NASA and the College of William and Mary in 1983. 1 . Science-Social aspects-Addresses, essays, lectures. I. Bergman, Jules. 11. Asimov, Isaac, 1920. 111. United States. National Aeronautics and Space Administration. IV.College of William and Mary. V. Title. VI. Series. Q175.55.B88 1985 303.4’83 84-1 4 1 59 For sale by the SuperintendentRead MoreIgbo Dictionary129408 Words   |  518 Pagescould most profitably be continued. This work re-emphasizes the complex phonology of the southern Igbo dialects, already brought to light in the work of Carnochan (1948), Swift and others (1962), and Green and Igwe (1963) It will be seen that a common theme running through much of the work here surveyed is a pre-occupation with the dialect problem. Only the work of Abraham and Welmers and Welmers attempts to deal with an unqualified Igbo. Of the other works, it is clear that a great deal of OnitshaRead MoreProject Managment Case Studies214937 Words   |  860 Pagesand enhancements. The vice presidents for marketing and engineering reluctantly agreed to try and patch up their differences, but did not appear confident that any changes would take place. Strange as it may seem, nobody could identify the initial cause of the conflicts or how the trouble actually began. Senior management hired an externa l consultant to identify the problems, provide recommendations and alternatives, and act as a mediator. The consultant s process would have to begin with interviews

Examining Mediating Role of Engagement †Free Samples to Students

Question: Discuss about the Examining Mediating Role of Engagement. Answer: Introduction This report will mainly focus on the HR role on the first hospital that has been facing problems. According to the case study given how a company can fall due to lack of HRM. Further this report presents with advice that is given to the CEO of the first hospital. The report will suggest an action to the CEO for the hospital in order to improve the Human Resource Management at that particular hospital. Further it will give the key features of the HR role building a sustainable HR capability, i.e. how will it build a proper idea or plan to make a sustainable HR capability, it will explain the steps that an HR has to take to give a strategic outlet and how will it deal with both its inner and external problems as the second hospital is going well due to its HR policies. In order to improve the condition of the first hospital as mentioned in the case study, a lot step is there which the CEO should take immediately. The CEO of a hospital at first have to understand that the work of the HR has to be done by a professional HR and no manager or the CEO himself can handle it. The CEO should understand that the hospital is going down just because of its lose HR policies. The CEO should now consider appointing a HRM. It is not the job of the finance manager and the CEO himself to work as a HRM. It is but obvious that the middle manager will have no knowledge about HRM as HRM is a different course of work, which includes a lot of rules. The CEO first should understand and differentiate between the courses of work each post has. Just like a doctor cannot work if he is given to build a bridge, as it is the task of an engineer, similarly, HRM has various key factors that affect a heath care practices in a good way. Hospitals need much more attention of the huma n resource management as it requires more efficient staffs and a proper plan to move ahead. The CEO have to make sure that in order to improve the quality of the hospital he has to take help from the HRM to manage the functions of the hospital, to make sure that the staffs are working efficiently, to handle the quality care that has been given to the patients. Importance of HRM The HRM helps to budget elements; they take care of the health system input and look after the expenditure categories as well (Townsend, Lawrence Wilkinson, 2013). The human resource management has the vital role to play in the field of management, especially in hospitals where the customers as in the patients might face inconvenience because of the performance of the staffs and incapability of the management to perform better. Therefore based on the case study, it is to be suggested that the main and primary job of the human resource management is to analyze the job see the threats of the organization and manage the work force utility and measurement and appraisal of work force. To improve the hospital the CEO should take help from the HRM to strategize the development of the hospital and see what equipments and measures other hospitals are taking and work according to that the Human Resource Management should take its decision. The CEO should understand that the lack of knowledge about the HRM (Human Resource Management) in a hospital can affect the development strategy in the health care sector of any country. According to the CEO of the hospital the company is in good hand but however by seeing the consequent challenges that hospital is facing the CEO has to make changes to improve the condition and the first step after appointing the HR team is to make sure that the human resource management team has the proper knowledge about the HR function. The CEO has to understand that the role of HRM is very important as they are responsible for the recruitment of the staffs, training them, assessing them, attraction and even rewarding the employees as well as seeing organizational leadership. In the first hospital as per the case study, the hospital needs much more guidance of HRM in order to discipline the hospital and make a system more effective (Wagner III Hollenbeck, 2014). A properly trained and confident HRM is required to manage the institutions. (Renwick, Redman Maguire, 2013) The function of Human Resource Management should include all the area of management such as financial management, marketing management and production management. The functions of the HRM are done by the HR managers to fulfill the objectives and goals of the organization and not middle manager. The HR work is basically divided into two sections, the operative functions and the managerial functions, which needs regular attention and not once a week attention. The basic functions are the managerial functions which are performed by thee HR managers as the HR heads of their own department, (Baluch, Salge Piening, 2013). In a hospital both the managerial functions and operative functions are very important, but operative functions are done exclusively by the HR managers. In a hospital the operative functions need to be handled more carefully as a lot of the performance of the hospital depends on it. Therefore the CEO should have very strong human resource manageme nt (Noe et al., 2014) As their work includes, job analysis and job design, selection and recruitment, health care opportunities, distribution of employee benefits, negotiations with organized labor, employee inspiration, employee termination, determination of emerging in the future trends of health care and strategic planning (Hlsheger et al., 2013). The CEO has to understand and thereafter improvise all this advice in his hospital to win over the challenges it is facing. Key Features of HR The key feature of an HR is to manage the people of the organization in order to increase competitive advantage. According to the case study it is important to keep an adequate HR department. The main significance of the evolution of HR is the growth of its character from personal management to include organization effectiveness and growth. The organizational capabilities are very important and it is known as Elusive Assets (Renwick, Redman, Maguire, 2013). It is consisting of products such a s financial service, software. The organizational capabilities like leadership, like-mindedness, connection with the customers are very important in an organization. The change in the nature of the HR role is changing rapidly and dynamically, there work has become far more intense than just recruiting people and maintaining the rules and regulations. (Sheehan et al., 2014) The HR is now becoming the back bone of a company. The approach of Human Resource Management has developed and the word sus tainability is dealt with semantic difficulties just like conceptualizing its relation with HRM. Therefore the main key feature is to increase the focus on sustainability, as it helps to meet the expectation of diverse stakeholders (Alfes et al., 2013). As a sustainable organization will able to meet its expectation of it stakeholders. It will able to generate long-term goals and benefits by making link between, environment, economics and social consideration of that organization. In order to build sustainable organization few thinks has to be kept in mind, i.e. the customer demand, capabilities of the competitors, the importance of strategy, the basic value of that particular organization, the importance of organizational culture, global trends and the creating a benchmark for that industry, short-term external actions. There should be a proper division of the group of employees, frontline employees, senior and executive leadership, and then comes the midlevel management and finall y frontline supervisors (Marler, Fisher, 2013). This division helps in categorizing the work and managing the employees accordingly. The gap in skills should not be there and hence it will detect the capability of the sustainability of that organization (Armstrong, Taylor, 2014). The HR is mainly kept to discipline an organization as discipline is the main part to keep an organization for a long term. The Human resource management is the link between the human, social components and business strategies of the firm. The HR role is a widespread program of consultation, meeting the goals of the company for the betterment of those particular organizations. The management team of the CEO is the architectures of the social structure and their main partner is the HR manager of the company (Messersmith, Wales, 2013). The management has to consult with the HR regarding any changes in the organization, as the HR decides whether the new change will be profitable for the organization or not. It has been proved that the HR has a very important responsibility in an organization. Conclusion The Human Resource Management is essential in order to allow the delivery of effective and efficient medical services and also to achieve patient satisfaction. According to the case study the first hospital faced a lot of challenges just because the lack of knowledge they had about HRM. The above report shows that the human resource management has an effective impact on the healthcare eminence. The role of human resource management is to achieve management goals of institution and to put more effort in order to develop the performance of the hospital nurses and staff through proper training to progress the value of healthcare service. The role of an HR is very crucial in every organization and without them any organization is backboneless. References Alfes, K., Truss, C., Soane, E. C., Rees, C., Gatenby, M. (2013). The relationship between line manager behavior, perceived HRM practices, and individual performance: Examining the mediating role of engagement.Human resource management,52(6), 839-859. Armstrong, M., Taylor, S. (2014).Armstrong's handbook of human resource management practice. Kogan Page Publishers. Baluch, A. M., Salge, T. O., Piening, E. P. (2013). Untangling the relationship between HRM and hospital performance: The mediating role of attitudinal and behavioural HR outcomes.The International Journal of Human Resource Management,24(16), 3038-3061. Cooke, F. L., Bartram, T. (2015). Guest editors introduction: human resource management in health care and elderly care: current challenges and toward a research agenda.Human Resource Management,54(5), 711-735. Hlsheger, U. R., Alberts, H. J., Feinholdt, A., Lang, J. W. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction.Journal of Applied Psychology,98(2), 310. Marler, J. H., Fisher, S. L. (2013). An evidence-based review of e-HRM and strategic human resource management.Human Resource Management Review,23(1), 18-36. Messersmith, J. G., Wales, W. J. (2013). Entrepreneurial orientation and performance in young firms: The role of human resource management.International Small Business Journal,31(2), 115-136. Noe, R. A., Hollenbeck, J. R., Gerhart, B., Wright, P. M., Steel, J., McGill, C., Dein, T. (2014).Human Resource Management in Practice: For Certificate IV BSB41013 and Diploma BSB50613. Renwick, D. W., Redman, T., Maguire, S. (2013). Green human resource management: A review and research agenda.International Journal of Management Reviews,15(1), 1-14. Sheehan, C., De Cieri, H., Greenwood, M., Van Buren, H. J. (2014). HR professional role tensions: Perceptions and responses of the top management team.Human Resource Management,53(1), 115-130. Townsend, K., Lawrence, S. A., Wilkinson, A. (2013). The role of hospitals' HRM in shaping clinical performance: a holistic approach.The International Journal of Human Resource Management,24(16), 3062-3085. Wagner III, J. A., Hollenbeck, J. R. (2014).Organizational behavior: Securing competitive advantage. Routledge.