Performance Management at Steel Co

work Management at Steel CoContentsStructuring man-to-man surgical dish up to maximize firms mathematical processExpectancy theory has tierce cardinal concepts deed c be system used to improve employee ripening and parley hard-hittingness of linking performance to financial rewardBibliographyStructuring various(prenominal) performance to maximize firms performanceIndividual performance is opinionated by the following factorsMotivation, the desire to do the tuneAbility, capability, know how to do the job (cognitive ability, reasoning ability, physical ability)Work environment, tool materials and information to do the jobThe animation to perform in an make-up is directly influenced by the level of motivation and the expectancy. As long as the desire to do almostthing is present, the mount of performance output is directly proportional with the level of energy exercised. Motivation is a function of expectancy, instrumentality and valance and expectancy, is used as a to ol to formulate the determinants of workplace attitudes and behavior. In other run-in savor to perform and you allow for succeed.Expectancy theory has three underlying concepts1. The Concept of valence refers to anticipated merriment. While value represents the authentic satisfaction that a person experience from an attained outcome. Potentially a inequality washbowl occur between the anticipated satisfaction from an outcome (valence) and the material satisfaction that it provides (its value). When such disparity occurs, the reward system implemented provide lead to loss of the motivational value.2. Instrumentality represents a persons belief about the relationship between performing an action and experiencing an outcome. The spicy performance is most likely to occur when both the valence and instrumentality are perceived high. It is important to understand individuals motivational behavior by non only identifying his/hers satisfaction expected as a result of attained pa rticular outcome, but also what really the person thinks that he /she holds to do or not, to achieve the outcome.3. Expectancies, representing a link between making an effort an actual performing well. It is more like motivation based on desire and effort.Expectancy should be accompanied by specific goals muckleting and type of performance sought after in quantitative terms. Goals should be difficult enough, to where the individual motivation will be flummoxn by the values received from a job well done. The concept of self-importance-efficacy is based on the individual ability to staring(a) the task if he/she tried. Self -efficacy grass increase by fury on previous(prenominal) accomplishments, observation of others, verbal persuasion (appealing to individual self image)Performance management system used to improve employee development and communication(McCaffery (2004) explains that a come across competent of learnedness and development support in managing performance i s guidance given by line managers to develop the companionship or skill of their subordinates.(McCaffery,p139 (2004) believes that performance management is a cyclical process centred on acquisition and development-not a fixed one-off eventperformance management does not just happen, as is often(wrongly) assumed, at an one-year event set up for the purpose. Formal appraisal is but a single process. The nerve foundation of performance management is acquirement and development.(Armstrong, p246 (2009) believes that performance management has a vital role in an organisation, by specifically helping volume to appreciate the need for developing their performance and where and how it should take place, and ensuring that people toilet learn from their experience. Performance management passel help people point out specific courses on or off the job or by e-learning which will satisfy their learning need. But performance managements most essential role is the help it gives to the de velopment of a mode for learning- a growth culture. This process helps people avoid obstacles that flush toilet arise when guiding them through work challenges. It ensures that the workers have the resources and time that they need to learn, also that management peck advice and support them and give feedback that is vital for them to learn.(Foot, defecate (2008) comment on the fact that often organizations want to develop by improving performance. They want to meet their strategic objectives, or gain superior standards in the organization, and they wish to increase profits for handleholders, develop their market share or provide better services for their customers to avail of.(Foot, Cook (2008) explain that in order to achieve these ideals, they need to select, recruit, motivates, develop and retain the scoop up people for the job. (Foot, Cook, p277(2008) highlight that learning and development is one of the key aspects in performance management which can help them achieve th ese things and it is also a key factor in managing talent.Individuals in an organization have the drive to improve their performance in their job, or gain new skills perhaps to get a promotion or leave increase or even move on to a more challenging and fulfilling job. (Foot,Cook(2008) believes individuals can achieve these aims with help from learning and development . encyclopedism and development can help organizations by attracting individuals and can engage their loyalty so the organization benefits by retaining new recruits, this in turns helps the organization to optimize its current and future objectives.(Foot,Cook (2008) emphasize the fact that learning and development has gain popularity over the past years, as organizations have realized that in order to stay warlike they need to develop and utilize the knowledge of their staff as very much as possible, in order to do so they need to steering their activities from training to learning.(Foot,Cook) continues, by sayin g, people learn in different ways, just about of these ways can be planned others, unplanned. In order for learning to occur organizations have to ensure that they create suitable environments, so that workers can clearly benefit from the learning and knowledge of their workforce.(Foot,Cook, p278 (2008) reveals that the concept of individualized learning implies that this occurs in all sorts of situations, not just in the more traditional, orb training opportunities. Learning and development include mentoring, coaching, job swapping and work shadowing which are less formal and are more learner refer approaches to learning.(Wilton, p183 (2013) comments how in human resource development, it is important to highlight the role of learning and development in performance management and in fostering a culture of continuous improvement. In a firm, (Wilton(2013) explains that employee development is considered a key mechanism through which organizational performance can be improved. Lear ning and development provides substantial linkages within the cycle, forming part of both the evaluation or review phrase and the planning phase. (Wilton (2013) emphasizes the fact that learning and development plays a vital role in relation to remedial action to fragment performance problems.Effectiveness of linking performance to financial rewardIn many a(prenominal) a(prenominal) organizations the HR function and the business will attempt to align individual performance to a bell curve of anticipated or actual required performance ratings. This approach is often positioned as being unavoidable to reward the highest individual performers appropriately, or to justify how the actual business and individual employee performance compares to other high performing organizations (or both).However, when attempting to manage performance scattering across the organization the HR function is often faced with some pretty difficult questions and issues, such as, How can we have so many hi gh performance ratings when we arent achieving our organizational performance goals? Why are we pay our best performers pretty much the same as our worst performers? ar we rewarding the right people?What is actually happening in many organizations is that they believe they are paying for one thing (performance) when in actual fact they are paying for something else.For example, reward for promotion often exceeds annual pay increases for performance within any given level, no subject area how much the employee has contributed. Therefore, employees have a much greater incentive to try to get promoted than to stay put and do an outstanding job. This issue can be exacerbated by the use of broad bands (grades) and wages ranges all too often, organizations implement a new approach to pay without considering how to communicate to their employees the principles of progression within a salary range.If we take other example, you may work in an organization which is results-oriented, and management is only raise in financial measures such as profit or revenue. fiscal rewards are probably used as the major motivator for staff, as we have seen within the financial services sector. However, this approach may not be the right one for employees who are not motivated by financial reward and are perhaps already highly act to the goals of the organization. In this situation, non-monetary rewards may be the way to go.For smaller organizations where promotion opportunities are limited, the opportunities for employees to reap financial rewards for moving up and for performing well are also limited. Linking performance and reward effectively relies on a favourable understanding of your organizational context, and the mix of employee motivating factors.BibliographyArmstrong, Michael.(2009) Armstrongs Handbook of Performance Management.Clifford, Jackie, Thorpe, Sara. (2007) Advantage for your organisation.http//www.talentmanagementtech.com/blog/learning-and-performance-managem ent-converge-form-emerging-best-practiceDam, Van Nick, Marcus, Jos, Medhurst Keith.(2007) An International Approach to Organisation and Management.Finch, Erik(2010). A talent development approach that integrates learning and performance management is infallible to retain staff. Retrieved on the 20th of March 2014.http//www.hse.ie/eng/staff/Benefits_Services/Performance_Management/Chapter_1.pdfMargaret, Foot. Cook, Caroline. (2008) Introducing Human imagery Management.McCaffery, Peter (2004) The higher Education Managers Handbook Effective leadership and Management.Wilton, Nick (2013) An Introduction to Human Resource Management.

Planning Activities to Meet Individual Needs in a Child

Planning Activities to Meet Individual Needs in a ChildNisha splatterel(1) Explain the benefits for tiddlerren when their man-to-man of necessity ar met.In the shot as every baby bird is different, it is important to value much or less, plan for, and act with the individual, as well as the crowd as a whole. see the range of nestlingrens styles, mixer interactions and personalities whatever atomic number 18 calm down archean(a)s ar noisySome like to spend time by themselves others be the life of the partySome are startle others are extr overtedSome are active others are quietSome calculate into new situations easily others like to stand back and watch there are differences in cultural and language back cause, life experiences, temperament, interests, skills and talents.If you are a new ply member, speak to colleagues who already know the children. Take favor of what they know and how they see the child. A caution however try non to use labels and fixed way s of seeing a child. Every integrity sees and relates to people differently. It whitethorn be hard to both listen to what others say and form your take in opinion, but do try to keep an open mind about a child who is considered difficult or ch aloneenging in both(prenominal) way.Ask if you do-nothing look at the enrolment forms. They may learn non-confidential information that could be useful to you in getting to know a child.Talking form entirelyy to the childs family. They go away pretend considerable insights about the child. Learn from their perspectives.Help nurture a culture among cater of talking to each other about children and sharing insights.Learn childrens names, greet them by name, and take every opportunity to watch individual conversations with children. Be careful about talking only or mainly to the whole group or rime of children at a time. You applyt re altogethery get to know somebody unless you interact individually.As you get to know children, try to notice, comment on or talk about something that is unique to that child a new haircut or tack together of clothing, a comment about something you did or talked about yesterday, something you read or heard that you think he or she might be raise in.Pay perplexity to a child who is telling you something. This is a challenge, as it might be necessary to maintain supervision and awareness of what is passing play on around you while at the same time salty with the child.Be a good listener and observer. Spend time unsloped watching children interact with others and engage with the material. Listen in on conversations. film notes so that you can remember and lick constructive use of the information. abide individual differences in children. This doesnt mean tolerating disruptive or destructive conduct, but it does mean working with the fact that each child is different.Be aware of your own notions or biases of the i share child. Each of us in all probability has preferences so me like outgoing cheeky children, while others gravitate towards dreamy, quiet or reflective children. Think about how these ideals might affect your interactions with children. Similarly, think about what kinds of behaviour or characteristics really bother you in children. take on these biases to your ego and maybe even to your colleagues, and then work against them as you interact with children.When a child has an additional need such as a impediment, or when there is a language or cultural barrier or a behavioural problem, try to figure out ways to deal constructively with it for example to communicate with a child who has limited English, or to truly intromit a child in a wheelchair.At all times, there are choices of things to do among a range of different kinds of activities.There is flexibility about who is doing what, when and for how long. There are relatively a few(prenominal) if any times when everyone is expected to do the same thing.The majority of materials are open - ended that is, they lend themselves to a variety of uses so that children can conciliate them to their own interests and agendas.(2) pick up how the principles of anti- discriminatory practice can be use to practice.In the setting anti-discriminatory practice is very important in a childcare setting to understand that everyone involved in the setting, such as children, parents/carers and staff members are not discriminated against in relation to their age, constipation, culturality, gender, health, religious beliefs and energiseuality. In my setting we apply anti-discriminatory practice with children by ensuring we show no favoritism in children and all the children get treated the same, also we ensure we do not refuse any children because of their beliefs, religion etc.Our setting is act to anti-discriminatory practice to promote comparability of opportunity and valuing diversity for all children and families. We obtain to post a secure and accessible environment in wh ich all children can flourish and in which all contributions are considered and valuedinclude and value the contribution of all families to our understanding of equality and diversityprovide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled peopleimprove our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversitychallenge and eliminate discriminatory actionsmake inclusion a thread that runs through all of the activities of the settingfoster good relations between all communities.We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010. These aredisabilityracegender reassignmentreligion or beliefsexsexual orientationagepregnancy and maternity andmarriage and well-behaved partnership.We do not discriminate against a child with a disa bility or refuse a child entry to our setting for cerebrate relating to disability.We believe that no child, individual or family should be excluded from Pre-schools activities on grounds of age, gender, sexuality, class, family status, means, disability, colour, ethnic origin, culture, religion or belief.In the setting we will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and value that arise from their social and economic, ethnic and cultural or religious backgrounds. Children mystify up in diverse family structures that include two parent and one parent families. Some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from d isability or impairment or may have parents that are touch on by disability or impairment.Some children come from families who experience social exclusion or severe hardship. Some have to reckon dissimilarity and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.(3) Describe why it is important to plan activities that meet the individual needs of children.In the setting it is important for practitioners to identify childrens care and learning needs in a setting, there are many reasons for this. Firstly, is to promote ontogenesis. Some children develop and learn faster than others and it is partly our responsibility to ensure all childrens needs are cared for no matter what stage of development they are at. We can do this by carrying out observations these help us to identify the exact learning needs of children. They can show us clearly what stage of development each individual child is at, we w ould equality each child against milestones for that age and stage of development and then we can begin to plan to meet the learning needs of certain children who are not meeting milestones and also plan to accommodate for those children who are over excelling the milestones. Children will develop better if there are adequate numbers of staff/adults present, taking into account the correct staff ratios for each particular proposition age of children. With more hands on around the setting children will benefit greatly so it is important to plan how many adults/staff should be present for a particular day/activity, by doing so there is a higher chance of meeting all of the childrens needs. For example, in my placement I am in a primal 1 class where there is a teacher and a schoolroom assistant. For this age range of children the extra support is extremely important as the childrens care and learning needs are higher than that of a Primary 7 child i.e. toileting, a Primary 1 child w ould need more assistance than that of a Primary 7 child. So if a teacher is caring for the needs of a child who has had a toileting accident it is important to have a classroom assistant so that the other children are supervised and their needs also met.(4) Explain how the practitioner can promote childrens physical and emotional well- being within an early year setting.Physical well-Beingbetween birth 6 months a child willTurn their head toward sounds and movementWatch an adults buttock when feedingSmile at familiar faces and voicesReach up to travelling bag feet when lying on their backsLook and reach for objectsHold and shake a rattlePut everything in their mouthsBetween 6 12 months social movement from sitting with support to sitting aloneRoll over from their quite a little to their backBegin to creep, crawl or shuffle on their get throughPull on or push against adult hands or furniture to reach a standing positionRaises arms to be liftedTurn and look up when they hear th eir namePat and poke objects when playingPass objects from hand to handLook for things that have been hidden or droppedReaches hand towards source of foodBetween 12 -24 monthsBegin to walkSits alone indefinitelyFeed themselvesPush and extend toys while walkingWave goodbyePoint or make noises to indicate wantsEnjoy a pictureShake head for NoUses thumb and first two fingers to gripBangs objects togetherStoops to pick things up from the floorBegins to show preference for one handBuilds tower of few bricksHolds crayon in palm and makes marks on paperBetween 24 36 months Kneels to playThrowsKicks enBuilds larger brick tower displace liquidsBetween 36 60+ monthsJumps with feet togetherWalks on tip toesWalks up and down stairsCatches a gently thrown ballClimbs with increase confidencePaintsGains control over eating toolsPedalsThrows with aimUses scissorsHolds a pencil and can draw people/housesHopsKicks with aimCatches ballHandles pencil with controlCopy shapes and write some lettersSe ws stitchesworked up well- beingBirth- 3 monthsResponds to adults especially mothers face and voiceSmiles, concentrates on adults face during feedingVery dependent on adults for reassurance and comfort, quietens when held and cuddledFleeing smiles when asleepBetween 6 12 monthsEnjoys company of others and games like peek-a-booShows affection to known carer, but shy with strangersBetween 12 24 months Likes to please adults and to perform for an audience may become anxious or distressed if separated from known adultswhitethorn use comfort objectsMostly cooperative and can be distrait from unwanted behaviourBetween 24 36 monthsDeveloping smell of own identity, wanting to do things for selfDemanding of adult attention, jealous of attention given to others, reluctant to share playthings or adults attentionActs impulsively, requiring needs to be met instantly, prone to bursts of emotion tantrumsEnjoys playing with adult or older child who will give attention, beginning to play with o thers of own age for of a sudden periodsBetween 36 48 monthsBecoming more independent and self motivatedFeels more secure and able to cope with unfamiliar surroundings and adults for periods of timeBecoming more cooperative with adults and likes to helpBetween 48 60+ monthsMakes friends but may need help in declaration disputesDeveloping understanding of rules, but still finds turn-taking difficultEnjoys helping others and taking responsibilityLearns lots about the world and how it works, and about people and relationshipsMakes friends (often short-term) and plays group gamesNeeds structure and a routine to feel safeWhen behaviour is over the top, they need limits to be setBibliography-(1) Kate, Kath, Sue, Penny.(2010) 1st edition, capital of the United Kingdom Heinemann.(2) Kate et al (2010) 1st edition, London Heinemann.

Role Of The English Language In Malaysia English Language Essay

Role Of The position Language In Malayanansia side Language endeavorAbstractThis research examines the grapheme of the side of meat phraseology in Malaysia, a former British colony in South East Asia from the eighteenth to the 20th century. My research question asks to what extent nonify side of meat be a unifying(a) speech in Malaysia? In order to glide path the issue, the question has been narrowed down into two bankrupts position bungholeful be a unifying verbiage of Malaysia and position cannot be a unifying language of Malaysia. The influence of side in the lives of Malayans such as daily life, workplace and education has been examined.There is a dichotomy in views whether face can become a unifying language in Malaysia. One side debates that face has already become an eventful part of Malaysian identity, speci eachy due to its compound gone and its current office of one of the languages of management in primary, secondary and tertiary education an d withal the status of descent language. There is another view, mainly held by the Malay racealists, opposed to such opinions due to the circumstance that on that point is a grand gap in the English language advance among mountain from the urban and countrified beas. Three interviews pull in been conducted as part of the methods of investigation, nevertheless the most influential interviewee was cram Mohann, an English teacher in a Malaysian secondary school. Books, news articles and academic journals have been employ as wellhead. The main sources for this research atomic number 18 indite by Malaysian professors of linguistics, Azirah Hashim and Loga Baskaran.It is cerebrate that English can be a unifying language in Malaysia. The conclusion drawn is based on the event that English plays an important purpose in the lives of Malaysians, private sectors and education in Malaysia. Most importantly, English is alike regarded as a language that mixs solely Malay sians by the non-Malays. rule book count 298IntroductionMalaya (now Malaysia) was a nation that had been occupied by European superpowers such as the Portuguese, Dutch and the British since the 16th century. However, the ones that really do a linguistic influence on the land were the British. yet though they left and granted independence to Malaya in 1957, one legacy that they have left the country is their language, English.English had been the functionary language of the Straits Settlements, the federated Malay States and the Unfederated Malay States since the 1800s during the occupation of Great Britain and also served as the ex officio language of Malaysia for a decade after the nations independence in 1957. However, in order to promote discipline unity and increase the participation of Bumi sickra (Malay-ethnic and endemical heap) in tertiary education, the Malaysian governing body removed English from its official usage and promoted the lend oneself of Bahasa Malays ia (Malaysian or Malay language) in 1967.1Nevertheless, English cadaver a dominant second language in Malaysia. It is still astray exampled in private companies. For the last two decades, the status of English has been a a good deal debated-upon and jostled- nigh issue.2In this essay, I testament investigate the image of English in Malaysia today. My research question is as follows to what extent can English be a unifying language in Malaysia? centripetal language must be defined in order to resolution the question. In this case, unifying language refers to the language that joins the people of Malaysia as a full-page. I will discuss how English is used in m both(prenominal) a(prenominal) aspects of Malaysian lives in order to answer my research question. Moreover, the language of instruction in Malaysia will also serve as a jumping-off place to investigate the role of English in Malaysia.Even though English is no longer an official language in Malaysia and therefore some (a) might argue that Malaysia is not an Anglophone nation, the widespread usage of English in Malaysia is a fact that is beyond any question. English is a business language and a common language used among ordinary Malaysians, particularly in urban areas. Moreover, it is widely cognize that many of the older propagation in Malaysia discourse English very well.3Some elites even argue that English and Malay play an as important role to help unite the people and create a unique national consciousness.4English is used for a variety show of functions in professional and social transactions not further with the mankind-wide community further also within the society.5In addition, even though all English-medium schools had been changed to Malay-medium schools in the 1980s, the implementation of PPSMI (teaching and erudition Science and math in English) insurance in all Malaysian frequent schools since primary coil One indicates that the government is not alone concerning abou t the globalisation of the nation, but also with the immensity of the language in Malaysia herself.6Hence, the use of English as a topical anaesthetic language in Malaysia kind of than an international language is enough to make Malaysia an unofficial Anglophone country.English can be a unifying language in MalaysiaEnglish language is the global spit franca, a language for diplomacy and international trade. Workforces with good command of English will put the country a huge advantage in the world. tally to Braj Kachrus three-circle model of World Englishes that categorises World Englishes into three concentric circles, which include Inner clan representing the traditional base of English outer(prenominal) Circle that representing countries where English is not an official language but plays an important role and Expanding Circle, including countries that employ it as a exotic language and for barely moderate purposes, Malaysia is listed under the Outer Circle.7This model i ndicates that there are a good for you(p) gist of people who use English as a firstborn language. According to Azirah Hashim, a Professor of Linguistics in University of Malaya, English is used for a variety of functions in professional and social transactions not that with the international community but also within the society.8The quotation mark tells us that Malaysians do not only use it as an international language, but some perceive English as a topical anesthetic language as well.Hashims view is not her own wishful thinking. It is unembellished everywhere in Malaysia, in both the Malaysian education and lives of Malaysia citizens. scattered English is very commonly used by taxi drivers, commonplace pedlars, food hawkers, gardeners, garbologists, florists and food caterers.9For instance, phrases such as Buy 1 isolated 1 or RM 5 for 2 are always manifest in Malaysias local anaesthetic supermarkets, departmental stores and pasar malam, a Malay word for shadow market. It indicates that even for those who are not highly educated, they all have the frenzy to speak English because the degree of international integration is simply locomote in leaps and bounds and man-on-the-street has to go far.10Most importantly, it shows that English is gaining more currency within Malaysian society, curiously in urban areas.11After the PPSMI policy was implemented in 2003, the decision was described by some journalists as repair the glory of the language and reclaim English in education, which seems to allude to identification of English as not just a global or international language, not just a European language, but also as a Malaysian language.12Moreover, even though there arent any official statistics available, it is known that there are sizeable numbers of English private kindergartens in Malaysia, particularly in urban areas. For non-English medium privately-owned kindergartens, English is always taught as one of the subjects apart from their mother t ongue. According to a Malaysian Indian who is only willing to be identified as Subramaniam, My children are all studying in English-medium kindergarten because I know only a good command of English will lead them to victory and I neediness them to build their foundation since they are young.13This comment reflects the fact that the Malaysian parents are aware of the importance of English in todays world as well as Malaysian society itself and they know that a good command of English will put their children in a better position in todays world. In addition, English is generally taught 280 proceeding per week in public schools14, which is even more than the teaching date for the senior class in Xiamen International School, an English-medium and IB World school. It must be noted that in Malaysian education, all high school students in public schools are required to learn English literature and English comprehension, rather than beginner English class. If the teaching time of English in a bilingual education is even more than an English-medium school, it indicates that English plays an equally important role for both Ministry of cultivation of Malaysia as well as an IB World school. However, it must also be noted that the level of English comprehension and/or literature might be lower than that of IB sheepskin course, and hence the statistics do not indicate everything.According to a well-known(a) Malaysian Indian journalist and politician, the late MGG Pillai, those who know English are better positioned for jobs than those without.15That was his comment regards the importance of English in his article written in 1994. His assessment was right spot on in todays world. In major companies in Malaysia, the only language used in a company meeting is English.16Mean magical spell, some meetings in political departments are conducted in English as well, but mostly depending on the language best-loved by the head of the department.17Reports such as annual reports or fiscal reports are either in English or in both English and Malay. For mannequin, Malaysia Airlines, the national carrier of Malaysia, presents its financial reports to their staff only in English18. Meanwhile, it is known that the language a flight attendant will use is English, even for domestic flights although the national language is Malay.19When a fly or co-pilot announces the latest information about the flight, English is always like for both domestic and international flights. If private companies prefer English and English language is also widely used in governmental departments although Malay is supposed to be the language of instruction, it tells us that English does play an equally important role in todays Malaysia. Moreover, English is no longer seen as a competitive advantage but a basic urgency for jobseekers.20In 2005, the Malaysian government conducted a survey of nearly 60,000 Malaysian graduates who were unemployed. It was also revealed in the survey that 81 per cent of the unemployed be public universities where the medium of instruction in many courses is in Malay.21Moreover, agree to the senior consultant of Alpha Platform Sdn Bhd, a Malaysian abounding service communication firm, Many of the graduates are rejected five proceedings into an interview due to their atrocious command of English.22Those examples show that Malaysians with omit of proficiency in English will be at a grievous disadvantage in Malaysian society. It also suggests that English is gradually permutation Malays prominence in Malaysia, especially in private sectors.In addition, English is also very common in the lives of ordinary people in Malaysia. For instance, no English language entertainment import is ever dubbed and local television channels in Malaysia screen a wide variety of English cartoons, serials, dramas and films in original language with Malay subtitles only.23There are sizeable numbers of local English magazines and newspapers such as Flavo urs, football Weekly, the Star, New Strait Times, Business Times, the Sun, Motor Trader, Golf Malaysia, BPL and many others. Moreover, there are many well-known foreign magazines such as Times, Readers Digest, PC Magazine, and Newsweek on sale all over Malaysia. The numbers of English newspapers all over Malaysia is exactly the like as that of Malay language.24Several foreign publishers even publish their own magazines in Malaysian version in English language such as FourFour Two and Top monger from United Kingdom.25In addition, English books have dominated the two commodiousst bookstore chains in Malaysia, MPH Bookstore and Popular Bookstore. An English teacher, Ram Mohann, claimed that Popular bookstore has close to 65% of English books while English books almost dominate MPH bookstores in Malaysia with around 90% by citing inwrought sources.26Those different statistics and information do indicate that there is a big market for English readers in Malaysia.27However, it must be punctuate that Mohann is only a teacher, not a market profession and his internal sources might not be very reliable either. Nevertheless, it is always known by Malaysians the dominance of English books in that either of those two bookstores or other bookstores is a fact that is beyond any doubt.On 9th July 2009, the Ministry of Education announced that the PPSMI policy will be abandoned starting 2012 by citing the percentage of students who achieved A to C for acquisition had fallen by around 4% in both urban and rural schools. Basically the put down of the policy means that all science-based and math subjects in Malaysian public schools will be reverting back to Malay for government schools, Chinese for Chinese schools and Tamil for Tamil schools. The shock of the policy has caused as much debates as the ones when the policy was first implemented in 2003. For instance, Azimah Abdul Rahim, the chairman of Parents carry out Group for Education (PAGE), questioned the reversal of the government on behalf of all parents by telling the reporter that there might be some schools which would want to continue teaching in English. I think there should be a choice. There are many Malaysians whose first language is English.28In addition, Lim Kit Siang, a prominent opposition leader in Malaysian politics, described the decision as a Raw Deal exit Malaysia stranded in the march towards global educational quality, excellence and combat29. Moreover, Tun Dr. Mahathir bin Mohamad, the former Prime Minister of Malaysia who was known for his Malay nationalism and the leader who, surprisingly, introduced the PPSMI policy under his administration, posted a poll regards the PPSMI abolition and the precede shows that 84 per cent want to retain English as the language medium for these subjects.30Mahathir also questions how the reversal of PPSMI is going away to help integrate Malaysians,31which implies that English is not just a medium of instruction for science and math and business language in Malaysia, but at the equivalent time a language that should help unify all Malaysians as a whole. However, it must be stressed that his view might be subjective as Lim is a leader from opposition party and the fact he was educated under English medium. Moreover, as Mahathir mentions in his blog, the result of the poll might be somewhat subjective as well since it was conducted in the English language and English language speakers might be biased in favour of English.32Nevertheless, the views collected, which represent the parents and politicians, have emphasized the fact that a lot Malaysians bank that it will be hard for their children to survive in the future with lack of proficiency in English and also reflected the fact that English speakers and the language itself do play an important role in the today and future society of Malaysia.English cannot be a unifying language of Malaysia firearm there is no doubt about the importance of English in private s ectors in Malaysia, it must be stressed that Malay has been the sole official language of Malaysia since 1970 and the use of this language in various sectors is encouraged under the National Language Act.33The Malay nationalists are particularly against the increasing prominence of English in Malaysia, especially in education. This strong feeling had been shown by the Malay-ethnic people in a protest against the use of English in March 2009, which eventually caused the reversal of PPSMI policy.34Supporters of PPSMI always use Singapore, the neighbouring nation that once was part of Malaysia, as an example of how language skills can be a key to a connecting local workers and industries to global economy.35However, the reversal of PPSMI could eventually undermine the role of English in Malaysia today and the future because the students will have less opportunity to use the language in class in the future. Therefore, for the next generation, instead of English, there is a possibility t hat Malay might become the language that is going to be widely used among professionals. According to Muhyiddin Yassin, the minister of education Malaysia, , only 8% of teachers were using English exclusively in classes while the use of Malay language was still common, particularly in rural areas36Muhyiddins concern reveals several problems in Malaysian education today the gap between students from urban and rural areas and the lack of proficiency in English among Malaysian local teachers. According to Dr. Nor Hashimah Jalauddin, a professor in National University of Malaysias School of Language and Linguistics, students in urban areas adjusted better to the PPSMI compared with students in rural areas37and that English is considered a foreign language and third language for students in Sabah, Sarawak, Kelantan, Terrengganu, Kedah and Perlis.38She is convinced that learning Math and Science in English is a burden for students due to their lack of proficiency in English. In fact, it is not only a burden for students, even the Malaysian teachers going mad teaching subjects in English39because most Math and Science teachers in service were dexterous under the National Language Policy, which the language of instruction is Malay.40According to Dr Khalil Idham Lim Abdullah, while the teachers are still grappling with the language, they are required to teach their students as well.41This claim is supported by Mohann as well, there are 75% of Science and Math teachers were trained in Malay and that there is hardly a big improvement in English for teachers since 2003.42Even though the statistics given only refers to one particular school, it does suggest that there are a large number of teachers who cant use English fluently. If the teachers cant even speak fluent English, how can we expect the students to develop their language skill importantly and hence how is language going to become the unifying language?Even though English plays an important role in Malaysias so ciety today, the amount of English speakers is rather limited. According to David Crystal, the total number of English as First Language speakers in Malaysia was 1.88% by 1994 while the number disappear by 0.16% nine long time later. Meanwhile, the total number of L1 and L2 speakers only lift from 31.9% to 33.2% within nine years and the rise is rather slight as well.4344The statistics indicate that there are very few fluent speakers Malaysia and and then English is definitely not a language that is understood by all Malaysians. Unifying language should be the language that unites the whole nation and if English is not generally understood by all Malaysia citizens, how can it be the unifying language of the country?The biggest problem that might stake the status of English in Malaysia is the fact that English is a colonial legacy left by the British and it is evident that the Malays have been stressful to wipe off the memory of colonialism. For instance, even though the Malaysia n government only removed Englishs official role by 1967, ten years after independence, and removed all English-medium schools only by 1972, the Englishs elitist status in education and administration had been immediately downgraded in 1957.45They find it hard in accepting that English could be an ingredient in Malaysian national identity, in spite of its use in cultural situations in Malaysia at present.46Instead, they believe Malay is for national identity and English is for progress and for wider communication, which implies the Malays believe that English should be used for globalisation and internationalisation rather than a local language.47Thus, as Tan suggests, the fact that Malaysia is categorised under the Outer Circle means that it is more appropriate to talk about the role of English in Malaysia in individual communities or sections of society rather than the whole country.48ConclusionEnglish is an important language in both the past and current society of Malaysia. Comp etence in English as a compulsory condition for employees in most private sectors and some governmental departments has emphasized the increasing prominence of English in the country. Moreover, the implementation of PPSMI policy in 2003 has earthshakingly increased the usage of English among the new generation, especially those who are teenagers now and will become the future backbone of the country. While the implementation of PPSMI policy indicates that fact the government is concerned about the importance of English in the country, the debates among professionals and ordinary Malaysians regards the reversal of the policy also reveals how significant the language is for the people. In addition, the dominance of English books and magazines in bookstores of Malaysia indicates that there is a huge market for English books in Malaysia.However, some Malaysians, particularly the Malays, believe the only language that can unify all Malaysians is the Malay language. The lack of qualified teachers with fluent English is a reason why English is not a unifying language. Meanwhile, the inequality of English proficiency between students from urban areas and rural areas proves that English is not commonly understood by all Malaysians and hence it will not create national unity. to a fault the proficiency of the teachers and students, the rather low percentage of English speakers also reveals the same problem in making English the unifying language in Malaysia.All in all, even though this issue is still rather debatable, the conclusion drawn is that English can be a unifying language in Malaysia to some extent. English plays an important role in the lives of ordinary Malaysians, private sectors and education in Malaysia. However, the usage of Malay language is encouraged in public sectors. The overturn of PPSMI policy in July 2009 has put the status of English in the country into doubt. Moreover, Malays believe their language should be the tool to unite the whole nation4 9but the Indians and/or Chinese believe Malay language will create division among all Malaysians. They believe that we should emulate the model of Singapore since English is a indifferent(p) language between all the different ethnicities as it does not signalize any of the races in Malaysia and thus it will create an equal society.50Bibliography

The History Use Of Prosthetics Health And Social Care Essay

The History Use Of prosthetics Health And Social parcel step to the fore EssayThe circumstance prosthetic device mess be delineate as an hokey replica that replaces sympathetickind damaged or lost personate sectionalization. In the field of arthroplasty or juncture replacement surgery, prosthetic device is defined as an artificial reciprocal that replaces the arthritis affected or damaged adult male vocalisation (i.e., bone joint). The primary objective of the arthroplasty is to relief patients from arthritis pain in summation with restoring joint functions. Though in most of the cases the reason backside the arthroplasty is the arthritis pain, its nary(prenominal) only the reason. Human articulations stomach be damaged by severe impacts or unusual stresses. Prostheses argon usually made for sympathetic main joints such as hip, knee, jostle, lift, wrist joint joint and so forth Long term results of the arthroplasty dep residue to a great extent on the qualit y of prosthesis implantation. The application of the robotics technology in the field of arthroplasty reduces the inaccuracy that occurred in conventional joint replacement surgery such as misalignment, rotation error, resection etc.On the other(a) dig, in the field of biomechatronics (i.e., the science of f utilise artificially intelligent devices with the human body), prosthesis is defined as an artificial substitute for a absent body part. Human offset amputation can causes due to trauma, tumor, congenital, disease, etc. h weapononize to biomechatronics, prostheses argon considered as those which replace human lost arms and legs. The victimization of the biomechatronics furnishs useful technology for the robotic prosthesis. Robotic prosthesis act as an ext oddmented body part of the amputees by using which amputees can be able to act his/her casual animateness activities and take c be of them by using their aver body functions. As a result, robotic prostheses provide an separate life and more(prenominal) productive role of these people in the society.In addition with the prostheses mentioned above, artificial eyes, teeth, artery, and heart valves ar too correctly termed as prostheses.TRANSHUMERAL PROSTHESIS FOR ABOVE-ELBOW AMPUTEESTranshumeral prosthesis can be defined as a prosthesis that is knowing for the people who ca-ca lost their arm just above the elbow joint (i.e., above-elbow amputees). Human arm amputation can ca utilise due to congenital (birth defect), tumor, trauma, disease, etc. circulatory disease, cancer and infections are considered as the major categories of disease which whitethorn require surgical removal of human arm. Moreover, the civil wars and more specifically wars in Sri Lanka, Iraq and Afghanistan producing an unprecedented number of amputees. Although nothing can ever pass away a perfect substitute for a missing arm, the intension of the transhumeral prosthesis is to compensate for the lost functions of the above -elbow (AE) amputees absent arm, so that they can lead an indep break offent life and play more productive role in the society. diachronic EVOLUTION OF THE PROSTHETIC ARMProstheses take been found a make out for thousands of long time, til now real advancement and fabrication of the prostheses have started about 500 years ago 01. According to the medical museum exhibited at the University of Iowa titled History of Prostheses, earlier prostheses were used by spends dating back to 484 B.C. Hegesistratus a Persian soldier round 490 B.C. cut off part of his own feet in pose to escape from the prison and later replaced it with a wooden foot 02. In 61 A.D., Pliny the Elder wrote about the Roman General Marcus Sergius who had lost his refine arm during the Second Punic War (218-201 B.C.). Later he had replaced that by an iron arm to support his shield and he returned to battle 03. During the centre ages, 15th and 16th centuries nonfunctional prostheses were usually made from iron. At that period, blacksmiths and arms makers designed the prostheses for the soldiers after mannequining their suits of armor. In the 16th century, the great cut arm surgeon Ambrose Pare, designed several limb prostheses in addition with practicing surgical amputation. In 1818, Peter Baliff appears to have been the first person to bring the use of the trunk and shoulder girdle muscles as sources of effect to drop dead the prosthetic arm. In 1844, the first transhumeral amputation replacement used Baliffs principle to dupe fold for the elbow joint 03. The prosthetic arm using this invention is termed as Mechanical or Body provide prosthetic arm and still extremely famous among the amputees society. By 1860, the Crimean and Italian campaigns of the French conglomerate left many soldiers in need of prostheses, and their call was answered by the Comte de Beaufort 01 03. The Comte de Beaufort designed several limb prostheses using the articles of clothing, pulleys and levers. A fter the World War I and II, a tremendous loss of manpower in USA and europium served as a catalyst for the rapid development of the prosthetic arm. In 1948, N. heel proposed the concept of Cybernetics i.e., the study of control and communication between the human and the machine 04, which plays an important role later for the development of the prosthetic arm. In 1949, Samuel Anderson created the first galvanizingally powered prosthetic arm using the foreign power with support from the US Govt. and IBM. The first myoelectric arm was developed by Russians in 1958 and later on Otto Bock Company revealed the commercially procurable prosthetic arm for general application which was the first made versions of the Russian design 03.CLASSIFICATION OF THE PROSTHETIC ARMprosthetic arms can be grouped into three general categories1) Non-functional or Cosmetic prosthetic Arm As the name implies functioning of these prostheses has less priority than the appearance, weight, wearing comfor t and easy handling. These are the oldest and getable for 2000 years. Though cosmetic prostheses project a more natural look and feel, they sacrifice functionality and versatility while also being relatively pricey 05.2) Mechanical or Body Powered Prosthetic Arm The power to operate these prostheses comes from the users own body. In this system, the user wears a harness that translates the shoulder apparent drive into elbow plication inquiry and action of gravity force commences the elbow extension motion. The earliest model of this prosthetic arm was the Ballif arm 06. These prosthetic arms are fallible weight and less expensive than the others however it requires large amount of forces to truly move the elbow 07.3) Externally Powered Prosthetic Arm near advanced commercially available prosthetic arm in which power to operate the prosthetic arm comes from the external sources such as electric motor and battery pack. Most of these prostheses are operated by using user s jumble arm muscles electromyogram signals. This type of prostheses provides greater proximal functions, increased cosmetic appeal but also tend to be much heavier and expensive than any of the other categories 07.Present offer and Proposed Transhumeral Prosthesis new-fashioned take place in biomechatronics technology brings a lot of benefit to increase the mobility of above-elbow (AE) amputees in their casual life activities. A transhumeral or AE prosthetic arm is used to compensate for the lost functions of the AE amputees absent arm. A number of commercial prosthetic arms have been developed since last few decades. However, many amputees have not used them due to the discrepancy between their expectations and the reality. The main factors causation a loss of interest in presently available prosthetic arms include low functionality and poor controllability 08.Since the concept of Cybernetics proposed by N. Wiener 04, a number of look for works have already been carried out a nd are ongoing for the development of prosthetic arm. At present, Utah arm, capital of Massachusetts Elbow, and Otto Bock are considered as the pioneers in this field which are shown in Fig. 1 09-12. However, currently, commercial prosthesis available on the market for the AE amputees provides a limited DOF. Most of these prostheses provide elbow flexion-extension motion with a storage device attached at the end. In addition to the elbow motion, rough prostheses provide fortify supination-pronation motion and a single DOF at the destruction device for grasping object. Some passive DOF, which are useful to generate an optimal pre-determined configuration during performing certain tasks 13, are sometimes include in the prostheses. Commercially available expensive cosmetic prostheses offer a more natural appearance and simple control. However, their dexterity is relatively rattling poor compared to the human arm. Human arm generates precise and abstruse motions during daily life activities which are almost impossible to be generated by using a limited DOF prosthetic arm. As a result, the presently available commercial prostheses have failed to gain wide acceptance among AE amputees.Figure 1 Commercially unattached Externally Powered AE Prosthetic Arm 14.In order to improve the quality of life of AE amputees and to increase their mobility in daily life activities (like, eating, drinking, dressing, brushing etc.), a 5 DOF externally powered transhumeral prosthesis is proposed in this thesis. The prosthesis is designed to generate elbow flexion-extension, forearm supination-pronation, wrist flexion-extension and radial-ulnar deviation, and hand grasp-release motion. Currently, no commercial transhumeral prosthesis provides a combination of wrist flexion-extension and radial-ulnar deviation motion, which have uttermost importance to perform daily life activities. In recent years, a number of prostheses capable of generating multi-DOF motion have been proposed for f number limb amputees 13, 15-19. However, none of these provide a combination of forearm and 2 DOF wrist motion with the exception of an arm designed for above-wrist amputees to provide wrist flexion-extension and forearm motion 18.Bio-Mechanics of Human Upper Limb in the first place develop a robotic arm system to mimic to the human arm, the natural philosophy of the human upper limb should be thoroughly studied. Accordingly the upper limb mainly consists of three major components, the shoulder manifold, elbow composite and wrist joint. Mainly the shoulder complex is built with three get up, clavicle, shoulder blade and humerus and four articulations the glenohumeral, acromioclavicular, sternoclavicular and scapulothoracic, with the thorax as a stable base.The only commove of skeletal attachment of the upper extremity to the trunk occurs at the sternoclavicular (SC) joint. At this joint the clavicle joints to the sternum, the middle bones of the rib cages. The clavicle is affiliated to the shoulder bone at its distal end via the acromioclavicular (AC) joint. At this joint, most of the straw mans of the scapula on the clavicle occur, and the joint handles large middleman stresses as a result of high axial loads that are transmitted through and through the joint.The scapula interfaces with the thorax via the scapulothoracic (ST) joint. This is not a typical articulation, connecting bone to bone. Rather, it is a physiological joint containing neurovascular, muscular, and bursal structures that allow for a smooth motion of the scapula on the thorax. The final articulation in the shoulder complex is the shoulder complex is the shoulder joint, or the glenohumeral (GH) joint. Motions of the shoulder joint are represented by the movements of the arm. This is a synovial ball-and-socket joint that offers the greatest seethe of motion and movement potential of any joint in the body.The shoulder complex can be mimic to a ball-and-socket joint and can be modeled accordingly. The proximal part of the humerus, humeral head and the female part of the scapula, glenoid cavity respectively act as the ball and the socket of the joint. The main motion of the shoulder joints are shoulder flexion/extension, shoulder abduction/adduction and internal/external rotation. During this each motion, the position of the centre of rotation of the shoulder joint changes.The distal part of the humerus is connected to the elbow joint or the radioulnar joint. The elbow is considered a stable joint, with structural integrity, good ligamentous support, and good muscular support. It consists of three bones of the arm and the forearm, humerus, radius and ulna. Movements between the forearm and the arm takes place at the ulnohumeral and radio-humeral articulations, and movements between the radius and the ulna take place at the radioulnar articulations.The ulnohumeral joint is the articulation between the ulna and the humerus and is the major contributing join t to flexion and extension of the forearm. The joint is the union between the spool-like trochlea on the distal end of the humerus and the trochlear notch on the ulna. The second joint participating in flexion and extension motion of the forearm is the radiohumeral joint. At the distal end of the humerus is the articulating surface for this joint, the capitulum, which is supheroidal and covered with cartilages on the anterior and deficient surface. The top of the round radial head butts up against the capitulum, allowing radial movement around the humerus during flexion and extension. The capitulum acts as a buttress for lateral compression and the other rotational forces absorbed during throwing and other rapid forearm movements. The trine articulation, the radioulnar joint, establishes movement between the radius and the ulna in pronation and supination. There are actually two radioulnar articulations, the superior in the elbow joint region and the inferior near the wrist. Also, midway between the elbow and the wrist is another fibrous connection between the radius and the ulnar, recognized by some as a third radioulnar articulation.The hand is mainly used for manipulation activities requiring actually fine movements incorporating a wide variety of hand and finger postures. Consequently, there is much interplay between the wrist joint positions and efficiency of finger actions. The hand region has many stable yet very mobile segments, with complex muscle and joint actions. The wrist consists of 10 small carpal bones but can be functionally divided into the radiocarpal and the midcarpal joints. The radiocarpal joint is the articulation where movement of the whole hand occurs. The radiocarpal joint involves the broad distal end of the radius and two carpals, the scaphoid and the lunate. There is also minimal contact and involvement with the trinquetrum. This ellipsoid joint allows movement in two planes flexion-extension and radial-ulnar flexion. It shou ld be noted that wrist extension and radial and ulnar flexion primarily occur at the radiocarpal joint but a good destiny of the wrist flexion is developed at the midcarpal jointsWrist motions are generated around an instantaneous center. The path of the centrode is small, however, customarily, the displacement of the instantaneous center of rotation is do by and the rotation axes for the flexion/extension and ulna/radial deviation are considered to be fixed. The axes pass through the capitate, a carpal bone articulating with the third metacarpal. Although it is considered that wrist joint motions are generated with respect to the two axes, some research 11 has proved that the motions are generated with respect to four axes. The wrist flexion bloc vertebra and the extension axis vertebra are different. Similarly the radial deviation axis and the ulnar deviation axis are also different. Therefore, the 2DOF of the wrist are through four axes. Although flexion and extension motion s have different axes they are intersected in a point in capitates. Similarly, radial and ulnar deviations axes are also intersected. When we consider that flexion and extension motions have one axis and similarly ulnar and radial deviations have one axis, the slight scratch of the rotational axes of the flexion/extension and the radial/ulnar deviation is close to 5 mm 8, 12.In addition the motion ranges of the upper limb are as follows.23G. Thompson and D. 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