Driving With Cell Phone Ban Essays - 1043 Words

It’s was a dark night. The traffic was heavy; it was raining, and visibility was limited. There was an accident on the Interstate and three young people were killed. During the investigation it is revealed that one of the drivers was using a cell phone and failed to see the brake lightss of the car in front of them that had swerved to avoid hitting a deer. Though our instinct is to do what we can to prevent such tragedies in the future; we cannot control the weather. We can restrict driving at night, but that wouldn’t be reasonable. Nor would it be possible to restrict wildlife movement. Many think that legislation can prevent future tragedies. Their first reaction when an accident occurs is to find and place blame. The second reaction is†¦show more content†¦Many people are forced to commute long distances to work and being reachable during those commutes allows those same people to leave work earlier since co-workers and supervisors can reach them at a moment ’s notice. They can even participate in teleconferences while commuting. Allowing the use of cell phones while driving has increased the safety of citizens on the road. People are able and more apt to report crimes or suspicious behavior because of cell phone use. Initiatives such as Amber Alerts broadcast descriptions of vehicles and people suspected of kidnapping on highway signs and encourage drivers to call and report what they see. Emergency response time to accidents has decreased and calls are made frequently reporting drunk or reckless drivers. Cell phones also provide companionship to a driver that might be suffering from fatigue or boredom. Talking to someone while navigating unfamiliar roads is much more mentally stimulating than listening to a radio and can increase the safety of the lone driver. Many advocates of prohibiting the use of cell phones while driving mistakenly think that doing so will eliminate all distracted driving. What they may or may not understand is that distracted driving includes applying cosmetics, disciplining children, talking to other passengers, listening or tuning the radio, smoking, reading maps, etc†¦ It is not the action of talking on theShow MoreRelatedBan on the Usage of Cell Phone while Driving808 Words   |  3 Pagesï » ¿Cell phone ban while driving Many states in America according to their research have found out that use of cell phones in cars have contributed to several accidents as well as traffic violations and are now legislating rules and regulations on cell phone usage so as to create safer driving environment in the states hence reducing the number of accidents each and every day caused by use of cell phones while driving. Jennifer Clark (2012 ) indicates that teenage drivers were banned from any cellRead MoreBan Cell Phone Use While Driving2242 Words   |  9 PagesBan Cell Phone Use While Driving Amber R. Muniz Kaplan University Ban Cell Phone Use While Driving   Ã‚  Ã‚  Ã‚   A cell phone wielding driver weaving in and out of traffic and drifting across lanes, because they are completely distracted by the device in their hand, may be all too familiar.  When using a cell phone while driving, it impairs the persons driving abilities as much as a person with a 0.08 blood alcohol level.  Think of the drivers that you pass daily; how many were using cell phonesRead MoreBan Cell Phones Use While Driving Essay2168 Words   |  9 PagesSAVE TEEN LIVES - BAN CELL PHONE USE WHILE DRIVING The use of cell phones and driving is an ongoing issue in today s society. A large number of teens use cell phones while driving, and the number keeps going up every day. Whether it is texting, talking, or using their navigation, using a cell phone while operating a vehicle is considered very dangerous, and is the number one distraction in the US (FCC). In addition, in many states, it is illegal, and is followed by a hefty fine if caught. TryingRead MoreNo Call or Text Is Worth a Life1540 Words   |  7 PagesCall or Text is Worth a Life Using a handheld cell phone could be one of the deadliest decisions you could make while operating a motor vehicle. The dangers and impact of using a cell phone while behind the wheel are numerous. One of the main reasons people still use their cell phones while driving is that there is no consistency in the laws across the country. Certain states have legislation that bans cell phone use, while other states only ban certain usage situations. Tough federal legislationRead MoreWhy Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide1039 Words   |  5 PagesWhy Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide Dimuthu perera AC1304661   SP180.0.3 Principles of Public Speaking   Assignment 6_06 8/26/13 â€Å"WHY BANNING THE USE OF CELL PHONES WHILE DRIVING SHOULD BE MANDATORY NATIONWIDE† TITLE: Why Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide? A. General Purpose: Persuade B. Specific Purpose: Persuade my audience that banning the use of cell phones while driving should be mandatory nationwideRead MoreDistracted Driving Is The Most Dangerous Distraction Essay870 Words   |  4 Pagesdistracted driving by understanding the risk factors, and the effects of distracted driving. 1 Topic A: Details B: Quotations C: Example 1: Explanation 2. Analysis What is Distracted driving? Texting is the most dangerous distraction because it requires visual, manual, and cognitive attention (Facts and Statistics). Distracted driving is an increasing problem in the United States and among younger drivers. According to reports, distracted driving is similar to drunk driving because it divertsRead MoreAccidents. Modern Life Today Made People Use Too Many Times1037 Words   |  5 Pageslaptops, cell phones, iPad, TV†¦ People started to have the cell phone addiction. They use it every time except sleeping. Having somebody use their phones while in traffic, that is one of important brings to accidents. Traffic accidents are an important problem need to find a way to cut it. When I think about distracted driving, I will think about the attention of drivers while driving, what did they do when they are driving cars? What caused of distracted driving? Did they focus on driving? ComparingRead MoreCell Phones While Driving Essay642 Words   |  3 PagesCell Phones and Driving In today’s society we’ve all become attached to our cell phones. Cell phones make our lives easier in many ways we can check our email, receive phone calls, send text messages, listen to music, and take pictures, all at our finger tips. With all this convenience, however there is a dangerous side to cell phones, and that’s when we use them while driving. Most of us are guilty of using cell phones while driving, but have we ever thought about its danger? Five states plusRead MoreCell Phone Use While Driving990 Words   |  4 Pages Cell phones are integral to people’s lives in Canada because they are vital communication and entertainment tools. However, the use of cell phones has remained contentious, because texting and talking on the phone are associated with distracted driving. Distracted driving is, â€Å"defined as the diversion of attention away from activities critical for safe driving toward a competing activity† (Klauer, Guo, Simons-Morton, Ouimet, Lee Dingus, 2013, p. 55). Although distracted driving is also associatedRead MoreSpeech Outline: Use of Cell Phones Should be Banned While Driving623 Words   |  3 PagesOutline Topic: Why Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide. General Purpose: To save lives, up to 3,000 a year in America, by reducing the number of car accidents. Specific Purpose: Keep drivers attention on the road, where it belongs. Central idea: Cell phone use while driving a vehicle should be banned nationwide because it distracts drivers and thereby causes accidents. Introduction Key point #1: Use of cell phones has proliferated to the extent that

Immigration Is The Action Of Coming Essay - 2164 Words

Immigration is the action of coming to live permanently in a foreign country. However, this is a very controversial subject in the United States. On one end of the spectrum, immigration is viewed as a way to help grow the economy and increase cultural diversity in America. At the other end, it’s seen as poor people leaving their countries to steal American jobs or live off the free programs that help those out who don’t have much. The United States has tried almost everything, including increasing border security all the way to deportation of millions of undocumented people and it still hasn’t stopped the flooding of immigrants to this country. There’s clearly something enticing about the country to make them want to come and that is the promise of a better life for themselves and their families. Nobody deserves to be stuck in poverty-struck areas for the rest of their lives. Immigration laws shouldn’t be tightened, but reformed to benefit the peopl e coming in and also the country they’re entering. Throughout history, America has dealt with some difficulty on deciding what to do regarding their immigration policy. As it stands, a lot of people seem to have problems with the current immigration system. Some feel as if immigration into the United States should cease to exist while others believe in letting everyone in. Those are the two extremist views though. Before America became America, there was already Native Americans on the land, but then the first immigrants, beingShow MoreRelatedThe State Of Californi An Alternative Means Of Handling The Concerns Over Immigration1436 Words   |  6 Pagespopulation. Recent events however, are creating a new interest in the topic. New measures are being passed, new statistics are coming out, and new relations are being formed in the state. All of this new information relating to the issue is being taken into consideration by politicians and concerned individuals try to find an alternative means of handling the concerns over immigration. On August 26th of this year, the president of Mexico paid a visit to California. President Nieto toured the state forRead MoreThese Quotas Made It Very Clear On Who Was And Was Not1628 Words   |  7 Pagesparameters that the populace were supposed to meet that went dove completely into who the individual was. The economic, political and social state of the immigrant were all addressed in this law. More importantly, this law addressed the idea of illegal immigration. The Walter McCarren Act of 1952 â€Å"made it illegal to conceal or harbor an undocumented immigrant but not to employ them.† The contradiction of the politics of the United States is clearly stated in the law. It is apparent that in the 1950s asRead MoreThe Negative Effects Of Illegal Immigration1069 Words   |  5 Pages Immigration, by definition, is the term used to describe the action of coming to live in a foreign country permanently. Illegal immigration however, is the action of crossing, or overstaying, in a place that isn’t one’s native home, without guaranteed residence. For years, people have immigrated left and right due to various reasons and certain said opportunities. It wasn’t until the 1800’s, when the number of immigrants in the United States skyrocketed, that continuous debates about whether illegalRead MoreImmigration And The Issue Of Immigration987 Words   |  4 Pagesissue of immigration since the 1900s. Immigration has been an issue declared by both Democrats and Republicans alike over debates, elections and even the presidency. Each political party has different viewpoints of immigration and how it effects society and the U.S. as a whole. Immigration is the great division between two opinions. These two sides are: one being people that are accepting with immigrants coming in and out of the U.S., while the others say there shouldn’t be any immigrants coming to theRead MoreWar on Immigration Essay975 Words   |  4 Pagesself-defense, and seeking relief from the crushing burden of supporting over 460,000 illegal aliens. Arizona, the biggest gateway into the U.S. for illegal immigration, faces bankruptcy from the increased health care, education, and welfare costs. Moreover, their citizens face terrorism and murder by illegal aliens. Every past action and inaction undertaken by the federal government contradicts each other and their arguments in this lawsuit. What they are saying in the suit is that Arizona isRead MoreThe Problem Of Saudi Arabia1084 Words   |  5 Pagesanalyze the problem and declared some policies about the illegal immigrants or people overstaying in the country even after their immigration time has expired. The rule has been so critical and changed the definition of the immigration that people staying in the country after the expiry of their visa will be treated as an illegal immigrant. The police have taken very strong action against the illegal immigrants. This all is done to accommodate their own people in certain jobs so that they can be employedRead MoreAmerica Needs Immigra tion Reform Essay1034 Words   |  5 PagesImmigration reduction refers to a movement in the United States that advocates a reduction in the amount of immigration allowed into the country. Steps advocated for reducing the numbers of immigrants include advocating stronger action to prevent illegal entry and illegal immigration, and reductions in non-immigrant temporary work visas (such as H-1B and L-1). Some advocate a tightening of the requirements for legal immigration requirements to reduce total numbers, or move the proportions of legalRead MoreWhy We Need Immigration Reform1168 Words   |  5 Pages Why we need immigration reform Immigration is important to America and so is Immigration reform. The laws we have in place are unfair and unsuccessful to all of us. In order to progress we need to look at our country’s past to advance in our future. Our economy and society can learn and advance with immigration reform. Our laws on Immigration need an upgrade and most politicians would agree that we need immigration reform also. Immigration reform is the renewal of our immigration laws, but littleRead MoreWhy We Need Immigration Reform1168 Words   |  5 Pages Why we need immigration reform Immigration is important to America and so is Immigration reform. The laws we have in place are unfair and unsuccessful to all of us. In order to progress we need to look in our country’s past to advance to our future. Our economy and society can learn and advance with immigration reform. Our laws on Immigration need an upgrade and most politicians would agree that we need immigration reform also. Immigration reform is the renewal of our immigration laws, but littleRead MoreImmigration Reform Should Not Be Eligible For Work Authorization863 Words   |  4 PagesObama’s administration proposal regarding immigration reform actions. If passed, the actions will allow millions of undocumented immigration to be eligible for work authorization. This will also effect the implementation of the Deferred Actions for Parents of Americans, Lawful Permanent Residents, and an expansion on Deferred Action for Childhood Arrivals, which affects teens and young adults raised in the U.S but born outside the country. If passed these actions will allow eligible participants to get

Differences Between Secondary School and College Life Free Essays

Differences between secondary school and college life This is our first week of college life . We feel that college life turned out to be like what we expected before we enrolled . One of the reason is because of the environment in our college is not that stressful and have a enjoyable environment for studies . We will write a custom essay sample on Differences Between Secondary School and College Life or any similar topic only for you Order Now The rules and regulation in our college is not that strict since we can wear homewear to attend classes rather than school uniform . Besides that , we are more exposed to new things so that we can learn and gain experience to make our life more meaningful . Since this is our first semester , so we get to know more friends from other states . Furthermore , the lecturers are more approachable and their teaching method are more fun and lively . One of the experiences that we are experiencing now is that we learn to manage our time to be more systematic so that we won’t be late for classes . We are also training ourselves to be more discipline because there are too many distraction like clubbing , shopping or gaming . From this distraction , we must learn to restrict ourselves so that it won’t affect our studies . The difference between secondary school and college life that we are experiencing now is we have to seek for our own notes for every subject and not depending on the lecturer to get us notes during the class . We have to be more confident to speak out our opinions and thoughts so that we won’t following blindly . We also learn how to coorperate and communicate with others efficiently so that we can achieve our goals or to complete the task . Other than that , the technologies in college is more advance compared to secondary school . As an example , we can get the information through the internet everytime and everywhere . We can also pass our assignment through email , communicate with lecturer through online . It is so much convenient and efficient compared to secondary school . One of the biggest changes between secondary school and college is attendance . In secondary school , we will penalized for missing class but in college it will affect our credit hours and this credit hours will affect us from taking exam or test . The class sizes in college is slightly smaller than secondary school . This way can increase the interaction between the student and lecturer , The facilitates in college is much better like larger library , computer lab , lift and classes with air-conditioner . One of the best thing in college is that we can choose the subject or courses that we like rather than forcing ourselves to study the subject that we dislike during secondary school . Student in college are more mature . This is because they are meet with different types of peoples , country and also culture . So , we should adapt to the changes and enjoy our college life . How to cite Differences Between Secondary School and College Life, Papers

Human Motivation Learning Future Career

Question: Discuss about the Human Motivation Learning for Future Career. Answer: Introduction The planning of career is important for the students. They need to decide their career goals so that they can find ways for fulfilling the same. It is important to determine the self qualities and values of a student so that he can work on their own weakness (Entwistle Ramsden, 2015). This would help them to achieve their career goals. This report would describe the self reflection as well as career action plan. The critical reflection would discuss various attributes of individuals, values, strengths, career influences and its subsequent impact on the career action plan. The career action plan is also formulated that consist of the goals (short term and medium term) and realistic goals for achieving them. The barriers for achieving the goals and the probable solutions are also discussed. This paper provides important analysis regarding the self capabilities and the goal setting issues that is usually faced by the students. Critical Reflection I have identified my strengths with the help of SWOT analysis. I am flexible and adaptable. This helps me to adjust to any situation. In professional environment, it is essential to be flexible so that the employee can face any adverse situation. I am quite approachable as I believe in maintaining a friendly attitude. I can be contacted by my supervisors or my subordinates whenever they feel the need for doing so. I maintain a positive attitude towards life which makes me to eliminate all the negative thoughts in the surrounding. I am also self-motivated which makes me to perform the job tasks in a better way. I am also a good team player, which makes me to work efficiently within a professional environment (where is presence of teams). My values include my personal core values which are a result of my choice and behavior. I am truthful and always act in an honest manner. I am consistent in my endeavor towards success. I do not believe in hypocrisy and I strive to act better in a constant manner. I am creative and find new ways to do the regular jobs. I take extra initiatives to do my job tasks in an efficient manner. These values would help me in handling tricky questions during the interview process (Seidman, 2013). My skills as well as abilities would help me to get suitable job opportunities and excel in them (Cottrell, 2013). I have sound subject knowledge and I am proficient in computers. I have advanced knowledge in various computer applications which would help me to perform a wide variety of tasks. I have also good communication skills that would help me in my professional work environment. I also have good academic grades which would help me in securing a good job (Cottrell, 2013). My values, strengths or skills would help me in the formulation of career action plan (Stringer, 2013). If I am aware of my own strengths and values then I am able to plan my short term as well as long term goals. It would also help me to determine my future career aspirations. For example, if I possess good communication skills then I am able to take up the career of a professor. It would also help me to formulate the realistic steps for achieving my career ambition (Stringer, 2013). This self-analysis would help me to understand my own capability in a better way. Career action plan It is important to determine the short term and medium term goals of myself (Hofmann, Schmeichel Baddeley, 2012). The long term goals can be achieved only if they are broken down into short goals. The short goals can be achieved easily by a focused approach and segregation of the tasks. It is important to set the study goals as well as career goals (Hofmann, Schmeichel Baddeley, 2012). Short term goals The short term goals would usually range from present day to two years from now. It should start by identification of the immediate goals (Weiner, 2013). The immediate goals in the study mode would include- finishing the undergraduate degree with excellence. The immediate goals of the career mode would be the enhancement of the job related skills and expertise so that I can get a good job in the campus placements. Once the goal has been fixed then the necessary steps to fulfill the goals needs to be taken. This step needs to be followed by the creation of timeline (Kotlar De Massis, 2013). This step involves the segregation of the tasks into small chunks so that they can be managed well (Weiner, 2013). For study goals and career goals, the following timeline would give an idea of the major tasks to be achieved Fig: Timeline for Study Goals Source: Created by author Fig: Timeline for Career Goals Source: Created by author Medium term goals The medium term goals should include the goals that need to be achieved in between two years and five years (Von Culin, Tsukayama Duckworth, 2014). The goal can be less specific in this stage and focus on the broader perspective. For the career goals, my medium term goal is to work better and constantly give effective performance so that I can be promoted to the supervisor role. I also want to pursue a specialized degree in the human resource so that I can develop my career in an effective manner. This would also make be able to develop my professional network in my own industry (Von Culin, Tsukayama Duckworth, 2014). My medium term goals for study would include setting up time to pursue any necessary courses that would help me in the career ambitions (Seibert, Kraimer Heslin, 2016). There should also be proper planning of the cost of tuition as well any cost of relocation. The contacts should also be reinforced from time to time. The necessary factors should also be considered such as deadlines of applications, mandatory years of study and others (Seibert, Kraimer Heslin, 2016). Barriers and Solutions There can be several obstacles in the path of the achievement of the goals. The barriers provide an obstacle for the fulfillment of the goals (Lent Brown, 2013). It is essential to identify the blockages that prevent the students to achieve their study goals as well as career goals (Keller, 2016). The identified barriers should be provided with innovative solutions. The following list provides a list of identified barriers along with probable solutions- Low motivation- There is instances when I may suffer from lack of motivation and I may not be able to give optimum performance towards the achievement of success. I may feel low self confidence which would not motivate me to work towards my success. This can be best avoided by realizing the true potential of me by consulting with seniors (Lent Brown, 2013). I can also watch motivational videos or motivational quotes from leaders. Fear of rejection- I may feel that I would not be able to complete my academic course or I may not be able to get a lucrative job. The fear of failure or the fear of rejection at the interviews may make me deviate from my goals and I may not be able to fulfill my goals (London, 2014). This can be avoided by constant dedication towards the goals and maintaining a positive outlook towards life (London, 2014). Poor time management- There may be instances when I am overburdened with work which would make me unable to focus on my goals. I may not be able to give sufficient time to the individual tasks required for the achievement of my goals (London, 2014). This can be avoided by the formulation of proper schedules after the determination of my goals (London, 2014). A time tracking software can also be used which would help me to focus on my goals (Lent Brown, 2013). Inability to identify lucrative opportunity- There may be instances when I would be unable to identify the lucrative career opportunities. There can be psychological barriers which would prevent me from identifying prospective opportunities beneficial for my career (London, 2014). This may be avoided by creating an effective professional network and expanding the contact list so that I can be aware of the potential opportunities. I should also be active in the online job portals so that I can be aware of the potential job opportunities (London, 2014). Conclusion It is important to determine my personal skills as well as expertise for excelling in my professional life as well as academic life. It is important to formulate the short term goals as well as medium term goals for the purpose of achieving my long term career goal. The identification of my strengths is essential for determining the probable career options. This report also identified the possible barriers in the process of the achievement of goals and the innovative methods to solve the same. This report would help me in my professional life and achieve my academic goals as well as career goals. References Cottrell, S. (2013).The study skills handbook. Palgrave Macmillan. Entwistle, N., Ramsden, P. (2015).Understanding Student Learning (Routledge Revivals). Routledge. Hofmann, W., Schmeichel, B. J., Baddeley, A. D. (2012). Executive functions and self-regulation.Trends in cognitive sciences,16(3), 174-180. Keller, J. M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. Kotlar, J., De Massis, A. (2013). Goal setting in family firms: Goal diversity, social interactions, and collective commitment to familyà ¢Ã¢â€š ¬Ã‚ centered goals.Entrepreneurship Theory and Practice,37(6), 1263-1288. Lent, R. W., Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span.Journal of counseling psychology,60(4), 557. London, M. (2014).Career barriers: How people experience, overcome, and avoid failure. Psychology Press. Seibert, S. E., Kraimer, M. L., Heslin, P. A. (2016). Developing career resilience and adaptability.Organizational Dynamics. Seidman, I. (2013).Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press. Stringer, E. T. (2013).Action research. Sage Publications. Von Culin, K. R., Tsukayama, E., Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals.The Journal of Positive Psychology,9(4), 306-312. Weiner, B. (2013).Human motivation. Psychology Press.

Recruitment and Retention Essay Example

Recruitment and Retention Essay Demand for academic staff in Higher Education has been increasing2 and may be expected to continue to increase given the Government’s intention that participation in Higher Education should increase substantially amongst those aged 18 to 30 years old. At the same time, recruitment and retention problems have been growing in prominence (HEFCE, 2003) and there has been a long-standing concern that the sector faces a ‘retirement bulge’, as academics from the 1960s expansion reach retirement. Consequently, there is concern about the adequacy of the future supply of academics. Other substantial changes in Higher Education in the past 10 to 20 years are likely to have contributed to the tightness of the academic labour market3. Polytechnics were granted university status in 1992, changing their funding regime, their focus and the demands on staff. The number of students has grown substantially, a growth which has not been matched by staff increases resulting in a large increase in the student:staff ratio. Changes in funding have led to much greater emphasis on research output (through the Research Assessment Exercise, the RAE), teaching quality (through the requirements of the Quality Assurance Agency, the QAA) and on academics raising research and consultancy funds. Other changes include tighter contractual terms (affecting holidays and hours worked), an increase in the use of short-term and hourly-paid contracts and the loss of tenure. Overall, these changes have tended to alter the nature of the job, reducing autonomy and increasing the workload, including that of administrative and teaching tasks. We will write a custom essay sample on Recruitment and Retention specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the same time, both the salaries and status of academics are perceived to have deteriorated relative to alternative careers (Halsey, 1992; Keep et al. , 1996). Substantial change in the nature of any job is likely to increase turnover, as a mismatch develops between the nature of the job to which people were recruited and the actual job. If these changes tend to reduce the quality of the job, rather than just change it, and if the applicant requirements are not altered (and, probably, lowered), recruitment will also become more difficult. Both turnover and recruitment difficulties will be exacerbated by a relative decline in pay. Overview of the study Against this background, the study was designed to identify the factors which lead to individuals entering and leaving academic employment in the English Higher Education sector. Although the main focus was entry and exit from the sector, recruitment to and retention by individual institutions can shed light on this and was also investigated. For the purposes of the study academic employment was defined as jobs in higher education institutions (Universities and Colleges of Higher Education) whose main function was academic teaching or academic research, irrespective of the contractual terms of the job holder. Thus lecturing (e. g. Professors, and Lecturers) and research staff (e. g. Research Assistants, post-docs and Senior Research Fellows) are included, but academic-related staff (e. g. technicians) are not. Full-time, part-time, permanent and temporary staff within these groups are included4. Two main groups of academics were excluded from the study: those in Further Education Institutions and those on clinical rates of pay. The resources of the study precluded inclusion of these two groups5. Following discussion with the DfES, it was decided to focus on staff at English HEIs. This was done in order to prevent differences in the funding and structure of the HE sectors obscuring the analysis. Two exceptions to this rule are the analysis of the HESA data on research students and the chapter on international comparisons of pay (Chapter 4). These are discussed in more detail in sections 1. . 1 and 1. 1. 2 below (and in further detail in Appendix C and Appendix D). The study had five, inter-related, strands: †¢ a literature review to establish the nature of the recruitment and retention problems and to identify previous evidence on the factors affecting recruitment and retention; this was conducted from March to May 2003; †¢ analysis of HESA staff and student data, 2 001/02, to provide a descriptive analysis of turnover in academia, to identify the basic characteristics of employment in the sector and to identify the student supply into academia6; a comparative analysis of pay, using 2001 data, both for comparable employment nationally and for academics in Higher Education internationally, in order to establish the competitiveness of academic pay; †¢ qualitative research within universities exploring human resource policies and practices and factors affecting entry and exit from the sector; the fieldwork was conducted between July 2003 and July 2004; 4 However, the coverage of hourly paid staff is severely limited, owing to limitations in the HESA data (see below) and to practical difficulties of sampling for the survey (see below). Inclusion of the former would have extended the study to Further Education Institutions. The latter have different terms, conditions and employment patterns from other academics in HEIs and so a larger sample wo uld have been required to adequately cover this group. Staff on clinical rates accounted for five per cent of academic staff (HESA Individualised Staff Record 2001/2). 6 Analysis of more recent HESA data and of trends over time is contained in HEFCE (2005a) and HEFCE (2005b). 3 quantitative surveys of academic staff and of research students to identify factors which affect recruitment into academia and retention; the fieldwork was conducted between May and July 2004. The research findings are affected by the policies and practices in effect at the time. To assist the reader, the DfES has produced a list of relevant Higher Education initiatives since the survey fieldwork. These are listed in Appendix H. Below, essential aspects of the methods are described. Further details of the methods appear in appendices. Appendix A describes the qualitative research. Appendix B discusses the quantitative surveys of academic staff and research students. Appendix C describes the HESA staff and student datasets. Appendix D describes the data used for the intra- and international pay comparisons. Appendix F describes the model used for the analysis of the likelihood of students entering academia. Appendix G describes the econometric analysis of job satisfaction and intentions to leave academia. 1. 1. 1 HESA staff and student data7 For staff, the HESA Individualised Staff Record for the academic year 2001/02 was used. The analysis was confined to institutions in England and to staff who were not on clinical grades. The sole exception to this is chapter 4, where the focus is expanded to the whole of the UK, to maintain consistency with the international comparisons analysis. For the study’s purposes, the Individualised Staff Record data has two important limitations. Firstly, they exclude employees8 whose total academic employment is below that of 25 per cent of a full-time academic (i. e. those with short hours or with substantial management and administrative responsibilities are excluded)9. One of the implications is that hourly-paid staff will be substantially under-reported and is unlikely to be representative of hourly-paid staff as a whole. Secondly, the data relating to leavers suffer from a high level of nonreporting: around 60 per cent of leavers’ destinations are missing10. Therefore the findings on movement out of the sector must be treated with caution. For students, the Combined Student/Module Record for the academic year 2001/2 was used. This was combined with the First Destination Supplement (FDS), relating to those students who left in 2001/2. The analysis was not limited to students from English higher education institutions because the appropriate pool of domestic entrants into Higher Education academic post is the whole of the UK. It is important 7 Note that the University of North London was not included in either the staff or student data supplied by HESA because the university has asked that its individual data is not released. 8 Strictly, they exclude contracts whose total academic employment is below that of 25 per cent of a full-time academic, as the record reports contracts rather than individuals. For more information see Appendix C. 9 However, there are staff in the Individualised Staff Record with their FTE recorded as less than 25%; the majority of these records relate to staff who arrived or left during the year. 10 Internal work by HEFCE that matched the 2001-2 survey with that for the following year using staff code, data of birth and sex, found that 20% of those for whom the destination was not known remained at the same institution, 5% were found at a different institution and the remainder could not be matched with a record in the second year. This latter group are made up of those who left the sector and those who remained but whose record in the second year did not match with respect to one of the three criteria. 4 to note that the destination of postgraduate research students in the FDS has a particularly low level of response (38%). Further details are given in Appendix C. 1. 1. 2 The comparative analysis of pay The comparative analysis of pay uses data from national labour force surveys (and censuses in nine countries. These were chosen to illustrate the types of countries to and from which most international movement with UK academia occurs. They include the main English–speaking countries to which UK academics move (the USA and Australia), together with other English-speaking nations (New Zealand and Canada), three European countries (Denmark, France and Sweden) and Japan. The analysis of the labour force survey data used in the international comparisons used data from the whole of the UK. This was to increase the sample size. However, we would not expect to find significant differences within the UK. Identifying higher education academics was done using information on occupation and industry where available. In most countries we were able to obtain a sample group that matched the UK sample. Exceptions to this were the US, where the sample also included academic staff at state colleges, who also conduct teaching undertaken in the FE sector in the UK, and Australia and New Zealand, where it is possible that our sample excludes some researchers who have no teaching responsibilities. We discuss the implications of this in Chapter 4 and Appendix D. Comparisons were made in both nominal and real terms. Earnings were converted using exchange rates to make nominal comparisons. In order to account for differences in the cost of living, purchasing power parity exchange rates developed by the OECD were used to make real earnings comparisons. Further details are given in Appendix D. 1. 1. 3 The qualitative and quantitative survey research Qualitative research was conducted in thirteen English universities and quantitative research conducted in a subset of these. A structured sample of universities was selected to ensure coverage of different types of universities (new, old and colleges of Higher Education), universities in London and elsewhere and universities with differing research ratings. Institutions with fewer than 200 academic staff and most specialist institutions11 were excluded. Small institutions were excluded because economies of scale in setting up the quantitative survey meant that their inclusion would have led to a smaller survey, as the project resources could not increase the sample through an increased number of institutions. Specialist institutions were excluded for similar reasons. (This did not reduce the subject coverage, as subjects taught in specialist institutions are also found in other HEIs. The purpose of the qualitative research was to identify factors which might affect recruitment and retention, including human resource practices and staff preferences. Qualitative interviews were held with senior staff with responsibility for 11 ‘Specialist institution’ is a classification developed for funding purposes and refers to institutions where 60 percent or more of funding is allocated to one or two cost centres. 5 human resourcing and , in eight of the universities, interviews were conducted with heads of two departments, and a sample of their academic staff and research students. A survey of academic staff was conducted in ten12 of these universities. The survey covered both research and lecturing staff. Full-and part-time staff were included, but hourly paid staff were excluded (see Appendix B). The questionnaire collected data on personal characteristics, employment history, views on aspects of the job and career intentions. The survey was web-based. A total of 2805 staff responded, a response rate of 32 per cent. Survey data have been re-weighted to be representative of university academic staff in English HEIs. For more information on the weighting and other issues relating to the staff survey see section B. 1 of Appendix B. A survey of research students (full-time and part-time) was conducted in nine of the universities, where research students were those undertaking a Masters degree mainly by research or a doctorate. The questionnaire collected data on personal characteristics, employment history and career intentions. The survey was web-based. A total of 1330 research students responded, a response rate of 29 per cent. Survey data have been re-weighted to be representative of research students in English HEIs. For more information on the weighting and other issues relating to the staff survey see Section B. 7. Further details are given in Appendix B. 1. 2 Nomenclature Throughout this report the following nomenclature is used: †¢ Student when referring to the student survey refers to research student. †¢ ‘Academic’, ‘academic staff’ refers to those employed in higher education institutions on either the research grade or the lecturing grade. †¢ University is used to refer to all higher education institutions, whether a university or a college. New and old universities. New13 universities are those that received university status in 1992 (when polytechnics and many colleges of Higher Education converted to university status) or later; old universities are those which had university status before this date. 1. 3 Report layout The structure of the report is as follows. The next chapter sets the scene by presenting evidence on turnover and recruitment an d retention problems in higher 12 The aim had been to survey staff and students in twelve universities. Unfortunately, not all the universities were able to supply the sample, either due to data protection considerations or due to difficulties providing an email contact list. 13 This nomenclature is in common use now, but, previously, ‘new university’ was used to denote universities established in the 1960s and early 1970s. Perhaps the term was also used in the nineteenth century to refer to the redbrick universities when the sector was expanded in the Victorian era. 6 education. It also presents evidence on the factors affecting recruitment and retention of academics. Chapter 3 then describes the structure of academic employment in Higher Education, including the grade structure and contractual status, and the main characteristics of academic staff. This description is used to raise some of the factors which might affect recruitment and retention. Chapter 4 continues with the theme of structure, focusing on pay, and examines relative pay to investigate whether pay differences may be a cause of recruitment and retention difficulties. Both domestic and international comparisons are made.

[WATCH] Why millennials need to find their passion

[WATCH] Why millennials need to find their passion As the head of the Henry Ford Museum, Patricia Mooridian knows a thing or two about American history. And from that knowledge, she derives inspiration for her own professional life. She knows that America is a land of innovation, a place where no problem is too big to solve. Watch her explain how she harnesses this can-do attitude in her everyday life, and how you can too. Source:[DailyFuel]

Macbeth, compare and contrast with someone current Essay

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