Foreign workers: Economic and social issues

Foreign workers: Economic and social issues Introduction In Singapore, foreign workers are assets to the workforce because they take up low-skilled jobs which Singaporeans are reluctant to do (National Population and Talent Division, 2013, p. 22). However, foreign workers are ill-treated and their issues include underpayment and undesirable dormitory standards (Chia Zaccheus, 2012). In this essay, besides examining foreign workers’ issues, I will discuss my interest and assumptions about them. Interest and Assumptions I am interested in foreign workers because their public and unruly display of resentment in the recent Little India riot suggests an urgent need to address their issues so that such violent behaviours and their consequences could be prevented in the future. Therefore, foreign workers are selected to have their issues examined in this essay. Naturally, I have two assumptions about foreign workers which are suggested to be true by evidence. The first assumption is most foreign workers belong to the low social class and that is true because their monthly wages ranging from $700 to $1200 (Tan Mokhtar, 2013, para. 15-16) is lower than the $1500 to $5000 range earned by the middle class in Singapore. The next assumption is foreign workers are isolated in Singapore due to the anti-foreigner sentiment. As International Labour Organisation (2013) has surveyed, nearly 60% of Singaporeans perceived foreign workers as threats to Singapore’s culture instead of valued members in the society. Moreover, the growing anti-foreigner sentiment is shown by the strong protests carried out in 2013 to discourage further intake of foreign workers (Goh Mokhtar, 2013). Therefore, foreign workers are highly likely to feel isolated due to the escalating anti-foreigner sentiment. Importance of Addressing the Issues As mentioned earlier, it is important to address foreign workers’ issues to reduce their resentment and prevent their violent behaviours because these behaviours can lead to severe economic and social consequences as shown in the Little India riot in 2013. As a result of the riot, livelihood of 134 businesses in Little India was threatened as they experienced 50% reduction in customers (Lim, 2013, para. 2) and some had 90% loss in revenue (Au, 2013, para. 7). Moreover, the riot disrupted social harmony by intensifying the tension between foreign workers and Singaporeans. After the riot, Singaporeans’ criticism towards the foreign workers was so overwhelming that Acting Minister for Culture, Community and Youth had to step forward to remind Singaporeans to â€Å"keep xenophobia and racial remarks out of the conversation† (Heng, 2013, para. 16). Therefore, as such unruly behaviours threaten social harmony and adversely impact the local economy, it is important to avoid them by reducing foreign workers’ resentment through addressing their issues effectively. To do so, we need to first examine foreign workers’ needs using Maslow’s Hierarchy of Needs Theory. Foreign Workers’ Needs and Support Maslow’s Hierarchy of Needs Theory classifies needs into basic needs like physiological and safety needs, psychological needs like love and esteem needs and higher level needs like cognitive and self-actualisation needs (Maslow, 1987). Based on the theory, the foreign workers’ physiological needs to get sufficient sleep are not met because their overcrowded and unhygienic dormitories affect their quality of sleep (Chia Zaccheus, 2012, para. 3). Besides, the foreign workers’ safety needs to have the security of jobs are not fulfilled because â€Å"65% of injured and salary-claim workers had been threatened by their employers with premature repatriation† (as cited in Kaur, 2014, p. 9). Furthermore, foreign workers’ esteem needs to be respected by others are not met due to xenophobia in the society (Heng, 2013, para. 16). Currently, various forms of support are available for foreign workers: to address their physiological needs to live in conducive conditions, the scheme of accrediting dormitories was established in 2012 to ensure satisfactory dormitory environments (Grosse Khamid, 2012); to fulfil their safety needs to have the security of jobs, the Employment of Foreign Manpower Act [EFMA] and the help service by Migrant Workers’ Centre [MWC] are in place to stop unreasonable employment practices (Ministry of Manpower, 2013; Migrant Workers’ Centre, 2014); to meet their love needs to have more friends, National Trades Union Congress [NTUC] organises social activities for foreign workers and its advocacy efforts has led to many revisions in the EFMA to better protect foreign workers (National Trades Union Congress, 2010, para. 2-3). Next, to examine the support for foreign workers, Bronfenbrenner’s ecology system theory will be used. Bronfenbrenner’s ecology system theory suggests that individuals’ interactions with their communities and the society can be classified into in five environmental systems: microsystem, mesosystem, exosystem, macrosystem and chronosystem (Bronfenbrenner, 1979). In the foreign workers’ context, their microsystem consists of the people whom they interact with the most like their colleagues and roommates; their mesosystem consists of the interactions between the microsystems that they are involved in; their exosystem includes service providers like NTUC and MWC which directly impact the microsystems; and their macrosystem includes law and policies like the EFMA and the scheme of accrediting dormitories which are greatly influenced by the government and the society. After examining, it is clear that the current support mainly addresses the workers’ basic needs and much of the efforts comes from the authorities. Hence, my proposed idea aims to fulfil the workers’ psychological needs by involving the public. Proposed Idea â€Å"Love Across Distance† is an annual event that requires its volunteers to help foreign workers of different nationalities send their photographs and love messages back home and publish the their life stories on Facebook. The recipients of love messages and the types of stories published each year will vary according to the occasion that the event focuses on; if the event focuses on Valentine’s Day, the foreign workers’ valentines will be the recipients of love messages and the stories published will be their love stories. Because the event focuses on a different occasion each year, as years go by, different aspects of foreign workers’ lives will be shared with Singaporeans online to deepen their understanding of foreign workers. For example, weeks before Valentine’s Day, the volunteers will find foreign workers and take polaroids of them holding the flowers which symbolise romance in their culture. Then, the foreign workers will write down their love messages which will be mailed together with their polaroids. Next, the volunteers will ask them questions like â€Å"How did you meet your valentine?†, â€Å"What do you like the most about her?† and â€Å"Is there anything you wish to do for her after working in Singapore?† to find out their love stories. Lastly, permission will be gained to publish the stories online and the foreign workers’ privacy will be protected if they prefer not to have their identities revealed online. The mailing of love messages is to make the foreign workers feel important by involving them in celebrating the joyous occasions. The online sharing of their life stories such as love stories is to arouse Singaporeans’ interest in foreign workers and to increase their awareness that foreign workers are also humans who love and have aspirations for their beloved; hence, they deserve respect and less discrimination. Therefore, this event aims to reduce the barrier between Singaporeans and foreign workers by deepening Singaporeans’ understanding of foreign workers and by diverting their attention from the foreign workers’ unruly behaviours to their hopes and aspirations. This event hopes to reduce stereotypical views towards foreign workers and encourage Singaporeans to create a more inclusive society that makes foreign workers feel at home. Conclusion In conclusion, to maintain Singapore’s social and industrial harmony, it is crucial to address the foreign workers’ basic and psychological needs so that their resentments and unruly behaviours could be prevented. Besides, more efforts are needed from Singaporeans to create an inclusive society which makes the foreign workers feel valued regardless of their social status. It is when Singaporeans and foreign workers unite as one, Singapore can progress socially and economically with peace and stability in today’s competitive world. (1312 words) References Au, Y. (2013, December 22). Business in Little India improving slightly, but still slow. The Straits Times. Retrieved from http://www.straitstimes.com/the-big-story/little-india- riot/story/business-little-india-improving-slightly-still-slow-20131222 Bronfenbrenner, U. (1979). The ecology of human development. United States of America: Harvard University Press. Chia, Y. M., Zaccheus, M. (2012, December 10). Hard life, but foreign workers labour on. AsiaOne. Retrieved from http://news.asiaone.com/print/News/Latest%2BNews/Singap ore/Story/A1Story20121209-388579.html Goh, C. L., Mokhtar, M. (2013, February 16). Large turnout at speakers’ corner for protest against Population White Paper. The Straits Times. Retrieved from http://www.stra itstimes.com/breaking-news/singapore/story/large-turnout-speakers-corner-protest- against-population-white-paper-2 Grosse, S., Khamid, H. M. A. (2012, December 17). Foreign workers’ dormitories could be accredited. Channel NewsAsia. Retrieved from http://www.channelnewsasia.com/ne ws/singapore/foreign-workers-dormitor/530468.html Heng, J. (2013, December 9). Little India riot: political office-holders urge calm in Facebook posts. The Straits Times. Retrieved from http://www.straitstimes.com/the-big- story/little-india-riot/ story/little-india-riot-political-office-holders-urge-calm-faceboo k- International Labour Organisation. (2013). Public attitudes to migrant workers. Migration works. Retrieved from http://migrationworks.org/wp-content/uploads/ILO-study-on- public- attitudes-to-migrant-workers.pdf Kaur, S. (2014). Not the Singapore we know: the Little India riot 2013. Public Management and Leadership. Retrieved from http://lkyspp.nus.edu.sg/research-centres/case-studies/ public- management-and-leadership/ Lim, A. (2013, December 19). ‘Little India’ and quieter too. MyPaper. Retrieved from http:// news.asiaone.com/news/singapore/littler-india-and-quieter-too?page=0%2C0 Maslow, A. H. (1987). Motivation and personality. London: Pearson Education Limited. Ministry of Manpower. (2013). Amendments to the Employment of Foreign Manpower Act. Retrieved from http://www.mom.gov.sg/foreign-manpower/amendments-to-the- efma/Pages/default.aspx Migrant Workers’ Centre. (2014). About us. Retrieved from http://www.mwc.org.sg/wps/port al/mwc/home/aboutus/ National Population and Talent Division. (2013). Population white paper: Sustainable population for a dynamic Singapore. Singapore: National Population and Talent Division, Prime Minister’s Office. National Trades Union Congress. (2010). Migrant workers. Retrieved from https://www.ntuc. org.sg/wps/portal/up2/home/aboutntuc/ourwork/programmesandinitiatives/program mesandinitiativesdetails?WCM_GLOBAL_CONTEXT=/content_library/ntuc/ home/about+ntuc/our+work/programmes+and+initiatives/11cf8780449eba78bda0bf0 1ca0149bf Tan, A., Mokhtar, M. (2013, January 5). Low pay may deter foreign workers. The Straits Times. Retrieved from http://news.asiaone.com/print/News/Latest%2BNews/Singapo re/Story/A1Story20130103-393242.html

Review Of Related Literature Education Essay

Review Of Related Literature Education Essay The Problems of Indiscipline in Rivers State Secondary Schools: A Survey of Schools in Abua/Odual Local Government Area. Abstract The purpose of this study was to investigate The Problems of Indiscipline in Secondary Schools in Abua/Odual Local Government Area. One hundred teachers constituted the study sample. Questionnaire was administered to teachers to obtain data for five research questions. The statistical tool used to analyse the raw data was percentage method. The results showed that lack of corporal punishment, irregular payment of teachers salaries, poor administration constitutes the major problems to indiscipline in schools. In this regard, it was suggested that corporal punishment should be introduced in schools; also, more and adequate incentives should be provided to the teachers. CHAPTER ONE: INTRODUCTION Background of the Study Education in any perspective finds its usefulness in the areas of moral, intellectual, social and spiritual development of the child. This development to a great extent is a function of the quality of the educational system, which is partly measured on the basis of students discipline. Discipline constitutes one of the fundamental, critical and challenging functions of the teacher. Mostly, when viewed from the fact that students whom they manage their affairs are drawn from different home background, accommodates the influence of peer groups and thus, were bound to exhibit different patterns of behaviour that may not conform with the instructional standard of the school. Discipline is an aspect of school function which if not well maintained can render the school system ineffective. School discipline as a matter of fact is seen as a vital element in the process by which students are enabled to function in the society. The general idea underlying this fact is that if the school is situated in the society and it is hoped that the products of these schools will be absorbed into the society, the students must therefore be made to develop rule-following and law, adding habits so that they conform to the general social expectations of the main culture absorbing its basic attitudes and beliefs, Sieber and wilder (1997:70) point out that a society without rules is inconceivable, and rules without attitude of disapproval towards them are inconceivable. In the English Elementary School, obedience was enforced mildly without any military goal in mind and in that discipline was seen essentially as a process of obedient training for society at large. On the other hand, thinking of discipline in terms of training for society, Docking (1990:4) says it may encourage a schooling for subordination where teachers use their disciplinary authority to satisfy some unfulfilled need within themselves so that they are to view children as a means rather than as ends. The promotion or maintenance of effective discipline is essential if organised group action is to be effective or productive whether the group is a club, society, a union, a company, a business or industrial concern or a nation. The word discipline connotes that the members or a group should reasonably conform to the rules and regulations, which is the code of behaviour which have been formed for it or by it, so that every one may benefit by them. Peoples morale or industrial peace are definitely proper by maintenance of discipline if the members of a group do not abide by the rules of the organisation, it may collapse. Chaos, confusion, disobedience, disloyalty and antisocial or anti-organisational activities develop to the detriment of every one. In the word of Spriegel (1997:34) discipline is the force that prompts an individual or a group to observe the rules, regulations which are seemed to be necessary to the attainment of an objective. It is a factor, which restrains an indivi dual from doing certain things, which are deemed to be disruptive for the group objectives. It is also the exercise of restraint or the enforcement of penalties for the violation of group regulations. Thus, discipline can be said as an attitude of the mind, a product of culture and a particular environment which promotes an individual to willingly co-operate in the observance of the rules of the organizational to which he belongs. School discipline is often seen as an important ingredient in the process by which children are enabled to function in the society because living in the society entails living in association with certain agreed rules, which govern ones behaviour. Thus, keeping order in the school is a multi-faced problem associated with range of interacting factors, such as the child himself, home and neighbourhood influence, changing societal values and expectations, the school and its natural environment, and the individual teacher. The problem of indiscipline is more apparent among secondary school students all over the world. Indiscipline among them has attracted serious attention of scholars and administrators. These scholars and administrators attributes to their state of development. They opine that when students notice certain biological changes signalling maturity in the course of the growth and development, they tend to misbehave by faulting school rules and regulations Mukhargee (1995:17). Indiscipline is a mode of life not in conformity with rules and non-subjected to control. By extension, the term connotes the violation of school rules and regulations capable of obstructing the smooth and orderly, functioning of the school system Adeyemo (1995:22). School rules and regulations in most cases affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school. Statement of the Problem In the teaching and learning process certain identifiable problems of indiscipline militate against its success and achievements. That means for effective teaching and learning to take place there must be discipline in order to make reasonable achievements. In spite of the effort so far made by the government for the past eight years to curb indiscipline in our secondary schools, delinquency, truancy, disobedience, absenteeism, etc. are some of the problems of teaching and learning in our secondary schools in Abua/Odual Local Government Area. This study is therefore interested in addressing the problems of indiscipline so that teaching and learning will improve in our schools. Purpose of the Study The general purpose of this study includes the following: (a) Determine the factors underlying the problem of maintaining effective discipline in secondary schools. (b) Ascertain the effects of such factors on academic performance. (c) Make recommendation on the areas that would solve these problems. Research Questions The study shall be guided by the following research questions: What factors are responsible for school indiscipline? What are the effects of such factors on students academic performance? What are the strategies adopted by teachers to prevent classroom indiscipline? Does the rate of indiscipline among secondary school students increase or decrease for the past three years? Are girls more receptive to instruction than boys in secondary schools? Significance of the Study The importance of this study includes the following: (1) To provide information for government and school administrators about the solution to the problems of school indiscipline. (2) To provide relevant data about the causes of indiscipline from teachers perspective. (3) To make recommendations and suggestions that possibly could help solve the problem of indiscipline. Scope of the Study The study focus on school indiscipline from twenty-two (22) selected secondary schools in Abua/Odual Local Government Area of Rivers State. Definition of Terms For the purpose of this study, the following terminologies shall be defined thus: Student: A person who is studying in a school, especially a secondary school. Secondary School: This is a school for young people between the age of 11 and 16. Regulation: This is an official rule made by authority. Discipline: This is the practice of training people to obey rules and regulations. Indiscipline: This is lack of discipline, control in the behaviour of a group of people. CHAPTER TWO: REVIEW OF RELATED LITERATURE The chapter can be reviewed under the following headings. 2.1. Students discipline in Nigeria schools 2.2 Imperative of indiscipline in secondary schools 2.3. Causes of indiscipline 2.4 School indiscipline and academic achievement 2.5 School rules and regulations on student discipline 2.6 The concept of in loco-parentis and its relationship to students discipline 2.7 Student discipline and classroom management 2.8 Strategies of curbing indiscipline 2.9 Summary of the literature reviewed 2.1 Students Discipline in Nigeria Schools According to Matsoga (2003:54) violence and misbehaviour exist in Nigeria schools. This lack of discipline which interferes with the teaching and learning process, manifests itself in various ways including bullying, vandalism, alcohol and substance abuse, truancy, inability or unwillingness to do homework etc. Moswele (2004:146) and Matsoga (2003:53). Vandalizing school property is at rampart and this has influenced the government to introduce school fees in order to mend, that which was broken such as window, panes, furniture and walls. Theft is also common. For instance, in 2003 students in one senior secondary school broke into a biology laboratory to steal ethanol Banda (2004:16) some of these students lost their lives and others lost their sight. In another senior secondary school, 19-year-old boy committed suicide after fighting with another student over a borrowed plate Maleka (2003:162). These horrible acts left the nation speechless, not knowing where such behaviour originates. These incidents sprang the debate on the use of corporal punishment in schools which concluded that Nigeria cannot do away with it, but it has to be used guardedly Maleka (2003:162) and Keorang (2004:51). Experience had it that, teachers may ask for transfers; while parents withdraw their children from schools with numerous cases of student misconduct such as the one mentioned above. 2.2 Imperative of indiscipline in secondary schools Discipline in these schools is now passing through an eclipse. The problem of indiscipline is found everywhere, therefore, students do no longer believe in hard work as the only honourable path to success. Slangs connoting examination malpractice like choke exhibit, dagbo, omokirikiri and the like are common during examination time and they are expressed in such free but shameful that one somehow think that it does not mean anything. Children of the high and low, big and small, powerful and the downtrodden are involved in varying degrees. At this juncture, it would be worthwhile to highlight some of the prevalent cases and acts of indiscipline amongst secondary school students. 1. Cultism Cultism has suddenly become the giant monster that has swallowed up our ethics and morals; any student who fails to belong is quickly packed off the stage by either being intimidated out of school or killed. Many have been forced to join counter cultist group, which often produced fatal consequences. Section 329 (1) of the 1999 constitution of the federal republic of Nigeria defines cultism (secret cult) as an association that uses secret signs, oaths, rites or symbols and which is formed to promote a cause, the purpose or part of the purpose which is to foster the interest of its members and to aid one another under any circumstance without the regard to merit, fair or justice to the demerit of those who are not members. à ¢Ã¢â€š ¬Ã‚ ¦who members are sworn to observe oaths of secrecyà ¢Ã¢â€š ¬Ã‚ ¦ 2. Indecent Dressing Near naked and other forms of nudity is the order of the day in our schools. Kpakol (2004:62) argues that peer pressure, self-indulgence, and dress to kill-the deliberate habit of putting on seductive clothes to attract those of the opposite gender sexually or throw off balance emotionally. In this connection Bellow, (1993:3) states that school discipline is the training which produces in children self-restraint, orderliness, good conduct, operation and the habit of getting the best out of themselves. It involves intellectual and moral education as opposed to mere order and instruction. 3. Curriculum content Any society whose educational system is careless about the need of the society is doomed. It thus, not enough to have a curriculum. It is most important that the curriculum relates and adequately takes care of the entire societal aspiration. Our curriculum today is greatly deficient in moral education as contained in the curriculum is shabby and neglected. In some schools, it is not even taught. The subjects of History, Civic and Nature study and so on that immediately inculcates the ideal nation building to the youth are abolished social studies and integrated science that is fashioned in their stead has proved to be incapable in content and practice. 4. Parental Training Charity it is said begins from home. A parent who is not firm with his children and lets them go the bad is not kind to them. Parents do not often consider the future welfare and success of their children as of great importance. Firmness is not shown by constant scolding, beating and fussing, this is to many educators indicates weakness. In addition, some parents are always quarrelling and fighting. This definitely makes the students not to have affection and develop negative attitude to life. In school, that student may be and always picking quarrel with his peer because this is what he grew up with. 2.3 Causes of Indiscipline Indiscipline as we have noted elsewhere is not a new phenomenon. It has engaged the attention of many writers and authors at different levels. Causes of indiscipline in secondary schools are numerous. They include school society, wrong ideals, idleness, lack of good leadership, injustice, lack of realistic rules, bad home training and upbringing, etc. Okoroma (2000:1109) and Nwankwo (1991:67) note that the causes and symptoms of indiscipline are many and vary from school to school and from place to place. In their view, some symptoms of indiscipline include general unrest and deliberate breaches of school rules, peaceful and violent demonstration, mass disobedience, truancy, delinquency, absenteeism, drug use and abuse, as well as drunkenness. Shakaran (1997:47) and Nwankwo (1991:67) have identified the causes of indiscipline in secondary schools in Nigeria to include authoritarian methods, bad staff behaviour, harsh school rules, poor communication, results, lack of adequate school facilities, influence of home and society. In this paper, we however, proffer a multi-dimensional approach to this burning issue of indiscipline in our secondary schools; hence our consideration of the causes of indiscipline will be multi-dimensional. 1. Social Influence There has become a sudden shift from merit to lack lustre. Achievements are no longer measured by commitment and capability but influence and material wealth who you know than what you are measured up in terms of merit, is what determines promotion. Thus, a student need not burn the night candle. 2. Corruption This is the oldest son of indiscipline. This son has grown up that it often stands shoulder to shoulder with its father indiscipline. What permeates all the stretch of our society today is how to make it quickly. Public finance meant for welfare programmes that would have stemmed the aid of mal-behaviour in our youths and adolescents gets diverted to redundant programmes or private pockets. To such extent, there is no motivation in those who should be seen to be disciplined. With empty stomach, ragged dressing, hopeless accommodation, intolerable health, there is no way a person can resist temptation. 3. Rural-urban Drift Closely related to the issue of government policy and corruption is the issue of rural-urban drift. A writer once said that everyone is a village by root. The rate, at which our youths and adolescents migrate from the serene, quiet and less atrocious life in the village to the noisy, burdensome, busy and unnecessarily over populated cities, is alarming. One identified reason for this as outright lack of basic facilities and infrastructure in our villages. Where there is any, it is often in a state of despair so grossly inadequate that no youth would see his mate coming home from the city without being tempted to taste the city. This sudden transformation from the village to city life is bound to produce unpalatable consequences. This explains why secondary school students are engaged in crimes nowadays either to be able to sustain the tempo of life in the city or in preparation to get to the city. 2.4 School Indiscipline and Academic Achievement In classroom teaching, discipline implies the control of a class to achieve desirable behaviour. The concept of school discipline and school rewards has the similar objectives of assisting students to make maximum achievement in their academic pursuits. According to Nwankwo (1991:67) discipline behaviour involves characteristics such as self-sacrifice, diligence, co-operation, integrity, consideration and sympathy for others as well as the fear of God. He goes on to say that discipline is a system of guiding the individual to make reasonable and responsible decisions. In classroom teaching, discipline means the control of a class to achieve desirable behaviour. Discipline involves self-control; a disciplined person knows and takes the right course of action. He is guided not simply by self-interest, but also by consideration of interest of others. A disciplined individual is also guided in his behaviour by moral and social principles. Factors of indiscipline that lead to low academic achievement are common with student from socio-economic status families Alumode (2002:84). This is because teachers are often prejudiced against youth from low socio-economic status families and show preferential treatment to students from high socio-economic status families Manster (2001:297). Another reason is that peer influences on low socio-economic students are often antisocial and delinquency prone, emphasizing early marriage for the girls and gang activities for the boys Conger (1993:13). Blodsoe (2005:28) believes that the quality of interaction among members of the adolescents family influence the degree of discipline and success in school work. According to him, the studies of the family relationship of bright, high-achieving students versus under-achieving high school students shows that the high achievers more often than under-achievers describe their parents as typically sharing vacation and ideas as understanding, appro ving, trusting, affection etc. encouraging (but not pressuring) with respect to achievement and over restrictive or severe in discipline. 2.5 School Rules and Regulation on Discipline The Education Act of 1999 has documented some rules and regulations that govern student discipline in Nigeria schools. It stipulates methods and procedure for minor and severe disciplinary measures such as corporal punishment, suspension and student expulsion. Rules and regulations are drawn for the orderly conduct of the school affairs. Some of them are written and others are implied and they recognised by law. Addressing the issue of rules and regulations Nwangwu (2009:142) state that: The Schools Board and individual school authorities have the right to make any reasonable rules and regulations for the orderly conduct of school affairs in the interest of the entire school and school system. The fundamental point raised above is that those provisions are made by relevant authorized bodies to direct and spell out the relationship between teachers, student and school authorities. The responsibility is therefore on every member of the school system to respect and obey the rules, as any breach must be followed by the application of appropriate disciplinary measures. The courts of law shall always put into consideration the reasonableness and constitutional right of the school rules and regulations. Rules that encroached on a constitutional right of students will invariably be invalidated by courts. 2.6 The Concept of in Loco-Parentis and its Relationship to Students Discipline In educational circle, the special relationship which exists between students and the schoolteacher regarding discipline is termed in loco-parentis. It is assumed that the teacher in performing certain roles especially as it relate to control of parental jurisdiction. According to Remmlein and Wane in Igwe (1998:82) in loco-parentis means in place of the parent, charged with some of the parents right, duties and responsibilities. The implication is that schoolteachers or authorities stand in place of parents in respect to students education and discipline. By this it is expected that teacher have the invariably contracted with parents to perform some of the duties and functions of the latter. The teacher is therefore expected to act reasonably in this capacity. In present, the teachers acting in loco-parent is to discipline an erring student, and should ensure that the punishment was done reasonably and in good faith in order to avoid costly and embarrassing court cases. The teacher should act within the limit of this principle, because according to Eferakaya (1998:17), school officials who perpetuate acts of indiscipline can no longer be protected by the in loco parentis doctrines the courts are quite convinced that the school is incapable of assuming full parental responsibilities. 2.7 Students Indiscipline and Classroom Management The International Dictionary of Education formally defines discipline as a term to describe teacher classroom control or general restraint of pupils behaviour Lingworth (2004:18) argues that coercion can never be a method of educating in the sense that where teachers tend to interpret control of threats thereby forcing students to learn what he has taught them is far behind the truth. Another interesting aspect of discipline and administrative control is the use of scientific procedures known as behaviour modification based on the learning theory developed by Skinner who advocates some technique and positive reinforcement such as using rewards to bring about and maintain desired behaviour combined with extinction behaviour i.e. weakening undesired behaviour by ignoring it or by otherwise removing its reward consequences. However, the work of Lauwerys (1999:42) is discovered to be in contrast with the scientific procedures of behaviour modification and psychodrama work of Piaget. His work on classroom management focuses attention on the teachers public demonstration that he knows what is going on, his ability to facilitate smooth transaction from one activity to another and handle movement and type of demand he makes from pupil. There is bound to be conflict when administration in school is taken to be rigid and regimentation, where students have to fear administrations rather than respect them. Fagbula (2002:80) in his work concludes that teachers rather than settle their minor matters take them to the school administrators create a problem to administrative control of schools. Bad administrative control can hinder effective discipline tone in the school. These can take the form of giving bad and inadequate food to students, ineffective teaching, bad staff behaviour, authoritarian methods of administ ration, high school rules, arrogant attitude of the school prefects, unsatisfactory curricula, poor examination results, poor communication between administrators and school pupils. 2.8 Strategies for Curbing Indiscipline It is imperative to ensure that the best behaviours and conditions are inculcates, established and maintained for effective learning to take place in our secondary schools. This can be realised if we accept that the teacher has the power to impose discipline by using some sort of power over this students. However, this is only possible to a little extent, for it to have meaningful impact it must also take into account the psychological needs and development level of the student. A well-managed school begins with thorough advance planning by the school head and the teachers. Accordingly, extrinsic and intrinsic motivation should be used, positive and negative motivation, provision and satisfaction of students need the teacher having adequate knowledge of the subject, teaching students how to learn and making them to use their time effectively. The school environment should be busy, and an active place in which the students and teachers know that they are on the same side working together to achieve something worthwhile. Such an environment is likely to establish mutual respect, and a mild reproof or expression of disappointment on the part of the teacher will enhance discipline. Cleanliness and tidiness of surrounding, not being excessively noisy or disruptive when others are working, taking care of communal property, and punctuality exhibition of normal courtesies expected by the society to be observed. The rules can be established by quite persistence and good example by the teacher. In essence, good discipline enables the sort of psychological need proposed by Maslow and others to be satisfied. This is because most disciplinary cases are as a result of unfulfilled basic needs. The teacher should look carefully at each level including the most basic psychological one of nutrition and ventilation. 2.9 Summary of the Reviewed Literature The chapter examined the concept of indiscipline as it derived from the word discipline. Discipline here means a mode of life in accordance with rules, subjected to control. Therefore, indiscipline means lack of control in the behaviour of a group of people. Relating the above to the school environment, indiscipline could be referred to as inability of a person to live in accordance with school rules and regulation; it is the breaking of rules and regulations of institution. Imperative and causes of indiscipline were discussed from the multi-dimensional perspective, which include cultism, indecent dressing, curriculum content, parental training, societal influence, corruption and rural-urban drift. Again, school indiscipline and academic achievement, which implies the control of a class to achieve desired behaviour was discussed. The chapter also examined school rules and regulations on discipline, which are drawn up to regulate school activities for the orderly conduct of the school affairs. The concept of in loco-parentis and its relationship to student discipline, which is the special relationship that exist between students and the school teacher regarding discipline, because the teacher is expected to stand in place of the parent in respect to students education and discipline. Finally, strategies of curbing indiscipline which include pedagogical, social and psychological techniques of curbing indiscipline in secondary school were proffered. CHAPTER THREE: RESEARCH METHODOLOGY This chapter presents the research methodology to be adopted for the study. It is organised under the following heading: Research Design, Population of the Study, Sample and Sampling Technique, Instrumentation, Validity of the Instrument, Administration of the Instrument, and Data Analysis Technique. 3.1 Research Design The research design adopted for this study is the descriptive survey research design, which is concerned with condition or relationships that exist and practices that prevail. Specifically, it is concerned with identified the problems of indiscipline in secondary schools in Abua/Odual Local Government Area. 3.2 Population of the Study The population of this study is 440 persons, who are teachers in the twenty-two (22) secondary schools in Abua/Odual Local Government Area. 3.3 Sample and Sampling Techniques A stratified random sampling technique was used for the study. Out of twenty-two (22) secondary schools in Abua/Odual Local Government Area, ten (10) were sampled out through the ballot system; this represents 46% of secondary schools in Abua/Odual Local Government. In each school, ten (10) teachers were randomly selected to give 100 teachers, which represent 52% of the total number of teachers in Abua/Odual Local Government Area. Thus, the sample for this study is made up of 100 respondents. 3.4 Development of Research Instrument The instrument for this study is questionnaire titled Questionnaire for Teachers on indiscipline problems (QTIP). It was developed for this study and addressed to various respondents with structured questions developed based on the objectives of the study and the literature reviewed. The instrument is divided into two (2) sections (A and B). Section A deals with the personal data of the respondents; section B sought responses to items on factors, which militate against the effective maintenance of discipline in secondary schools. The questionnaire adopted the 4-point Likert summated rating scale with values: Strongly Agree (SA) = 4; Agree (A) = 3; Disagree (D) = 2; and Strongly Disagree (SD) = 1. 3.5 Validity of the Instrument The instrument was given to the supervisor and senior lecturers in the department who are experts in educational management to examine and make corrections. They scrutinize item by item and decide its validity to elicit the necessary information needed to provide adequate answers to the research questions. The final draft of instrument was designed to reflect corrections of the experts in the department. Also the researcher ensured that the five interested research problem areas, which militate against the effective maintenance of discipline in secondary schools to ensure that it is adequate enough to measure, what is supposed to measure and ensuring that the desirable result is achieved. 3.6 Administration of the Instrument The instrument for this study was administered personally by the researcher. The completed copies were retrieved on the spot while the others were retrieved later. 3.7 Data Analysis Technique The responses was based on the 4-point Likert summated rating scale will be analysed and presented in table by means of percentages. A decision on the research questions was made to arrive at by dividing frequency of occurrence by the total number of respondents and multiplied the product by 100, that is: Frequency of occurrence x 100 Number of respondents 1 CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA In this chapter the data collected is presented and analysed as follows: Research question one: What factors are responsible for school indiscipline? Note: the following was used to analyze the work. Strongly Agree (SA) = 4 Agree (A) = 3 Disagree (D) = 2

Laguna San Ignacio :: Trade Trading Japan Whaling Essays

Laguna San Ignacio Japan’s leading trading company, the Mitsubishi Corporation, has proposed an expansion to its large salt-mining company that is located at Laguna Guerrero Negro. Mitsubishi wishes to expand south to an area surrounding Laguna San Ignacio, occupying 21,000 acres of protected land surrounding the lagoon. Laguna San Ignacio is the second largest breeding and calving area off the western coast of Baja California where Gray Whales visit during the winter months. Mitsubishi’s 7 million ton per year facility at Laguna Guerrero Negro has grown to capacity and the cost of loading and shipping salt has become too expensive because the salt at the facility has to be shipped to Cedros Island. Then the salt has to be transferred onto cargo ships for international export, leading to the "double-handling" of salt. In moving south to Laguna San Ignacio the corporation will lower cost by increasing the amount of salt exported and eliminate the "double-handling" of salt, by creating a mi le long pier that can carry the salt out to cargo ships. The irony is that this project would never of been considered if the Gray Whales were not removed from the Endangered Species list, yet, only a month after the Gray Whale was removed from the Endangered Species list the salt project proposal was submitted, possibly endangering this species once again. THE GRAY WHALE The Gray whale (Eschrichtius Robustus) is believed by scientists to play an intricate part in the web of life that is not fully understood. Yet, people chose to exploit whales for their resources, not taking into consideration the long-term effects it may have. Humans have twice driven the Gray Whales to near extinction for the convenience of oil or other superficial needs. Fortunately, with the help of the moratorium on commercial whaling and groups such as Grupo de los Cien, Natural Resources Defense Council, World Wildlife Fund, Pro Esteros and others, the Gray Whale numbers are at pre-exploitation, somewhere around 21,000. This salt expansion project could once again cause damage to the Gray Whale population along with the rich biodiversity that inhabits Laguna San Ignacio. The Laguna San Ignacio is the last undeveloped lagoon that Gray Whales can still visit without the interference of man’s progress. THE POLITICS Mitsubishi and the Mexican governments’ industrial salt company, Exportadora de Sal (ESSA-which Mitsubishi owns 49%), have set up a web site that describes the impact that they have had on the Laguna Guerrero Negro, the coastal environment and the biodiversity.

The Particular Features Of The Employment System In Japan :: essays research papers

The Particular Features Of The Employment System In Japan One of the unique and well known features of the Japanese employment system is permanent employment for workers. Japanese corporations responses to recessionary periods provide an opportunity to sort out the myths from the realities of the Japanese permanent employment system. During recessions Japanese companies forced to reduce their costs achieve reductions in several ways. First, they reduce the number of women and temporary workers they employ. During the recession that followed the 1973 oil shocks female employment dropped by eleven percent; more then five times the drop in male employment. It was easy to reduce female employment because women even if they hold permanent positions are thought of as transitory workers who will leave the workforce when they get married. Female and temporary workers are a safety valve for Japanese companies that allow them to reduce costs in the short-term without firing permanent male workers. The second way Japanese companies reduce costs is by giving early retirement to senior workers at the company. Many of these workers forced into early retirement then take up farming as is the custom in Japan for retires. Getting rid of senior workers is one the most effective tools companies have of reducing costs because these workers have more seniority and thus make more money then the average worker. Japanese companies also are able to cut costs during recessions by reducing or eliminating bonuses paid to workers, cutting down on hiring of new workers, eliminating the farming out of work to subcontractors, transferring workers internally with in the company to subsidiaries, and reducing profit margins to levels that many American companies would find intolerable. Japanese companies response to recessions shows the benefits and disadvantages of their employment system. Some of the benefits are that loyalty and labor relations are very good. This is due to the fact that for non- temporary male workers not yet near retirement age companies make a great effort to continue the permanent employment system even during recessions. Most young male workers once entering a company stay with it for their entire life and for them Japans permanent employment system serves them well. These workers come to view their company as almost a benevolent parent; the company leads them through fitness drills, training camps, and retreats. A workers identity is shaped not by their individual title but by the company they belong to.

Impact of the Government’s Spending Review on the Construction Industry

Impact of the Government’s Spending Review on the Construction Industry The impact of the Governments Review on the construction industry has had different reactions. Edwards (2010)[7] points out that â€Å" £20 bn of capital spending will be cut between now and 2014/15†. The impact will be severe on government departments and local authority budgets. But further details published by the HM Treasury (2010)[3] indicate that the government intends to increase net capital spending by  £2.3 bn up to 2014/15, relative to the June 2010 Budget predictions. Currently the Government spends approximately  £50 bn on capital projects. It appears that the Government is focussing on those projects with the ‘highest economic value’. Education along with health and infrastructure are areas that the government has chosen to focus on (Anon, 2010)[8]. This article also quotes Graham Watts, Chief Executive of Construction Industry Council who states that â€Å"social housing is the worry, but investment in schools, carbon reduction and transport infrastructure plus the Green Investment Bank are positive†. The Spending Review of 2010, has reduced the funding for Social Housing from  £8.4 bn to  £4.4 bn (HM Treasury, 2010)[3] This will be a severe blow to those construction companies who specialised in having contracts with social housing customers, such as, local councils and housing associations, according to Light (2010)[9]. Keynesian Theory and the UK Economy The UK economy has endured six consecutive quarters of negative growth, resulting in one of the most prolonged recessions in modern times (2008/09). Since the beginning of 2010 the economy has shown some positive signs of recovery. Two schools of thought have emerged from this rece... ...ble to the Miller Group will therefore be further restricted. The Group does recognise this constraint and as a result the company â€Å"continues to focus on cash generation and cost controls† (Miller Group Interim Report)[13]. The cost control factors according to Keynesian Theory will mean the company is responding to its own difficulties and will start hoarding money to, like the consumer and this will further impact the circular flow of money in the economy. Summary This paper has provided an overview of the UK’s Spending Review of 2010 and its potential impact on the macroeconomic picture of the UK. Particular emphasis has been given to the relevance of the Spending Review on the construction industry and its impact on a construction company. Furthermore the paper attempts to relate some aspects of the Keynesian Theory to the current UK economic situation.

Natural human caused Disasters Essay

1. The rig’s malfunctioning blowouts preventer ultimately failed, but it was needed only because of human errors. Those errors originated with a team of BP engineers in Houston, such as 1. Fewer barriers to gas flow 2. Fewer centralizers to keep cement even 3. No bond log to check cement integrity 4. Pressure test misinterpreted 5. Mud barrier removed early 6. Blowouts preventer failed. 2. In the months following the Gulf oil disaster, wildlife managers, rescue crews scientists and researchers saw many immediate impacts of the oil impacting wildlife. Oil coated birds’ feathers, causing birds to lose their buoyancy and the ability to regulate body temperature. Mammals ingested oil causing internal bleeding, sea turtles covered in oil, dead and dying sea coral. 3. Many humans experienced respiratory problems he developed during the cleanup of the BP oil spill. People can be exposed to the chemicals in oil by breathing them, by swallowing them, or by touching them. Previous studies show consistent evidence of acute toxic effects, mainly neurological, ocular, and respiratory, of those living in exposed communities and among clean-up workers. 4. BP’s stock fell by 52% in 50 days on the New York Stock Exchange, BP gas stations in the United States, the majority of which the company does not own, reported sales off between 10 and 40% due to backlash against the company. On 5 July 2010, BP reported that its own expenditures on the oil spill had reached $3.12 billion, including the cost of the spill response, containment, relief well drilling, grants to the Gulf states, claims paid, and federal costs. Due to the loss of the market value, BP had dropped from the second to the fourth largest of the four major oil companies by 2013 5. It was a massive spilling the Gulf of Mexico, the largest offshore spill in U.S. history. It was a result of the well blowouts that began with the Deepwater Horizon drilling rig explosion on April 20, 2010, At 9:56 pm, Gas, oil and concrete from the Deepwater Horizon explode up the wellbore onto the deck and then catches fire. The explosion kills 11 platform workers and injured 17 others; another 98 people survive without serious physical injury 6. A massive response ensued to protect beaches, wetlands and estuaries from the spreading oil  utilizing skimmer ships, 7. BP LLP owned the well that blew up, Transocean Ltd owned the rig, and Halliburton Co. conducted the key tests right before the event. 8. Victims of oil spills have few methods available to them for receiving monetary compensation. To recover from any financial losses sustained due to the BP oil spill in 2010 their options are 1) an individual law suit in civil court, 2) a class-action law suit in civil court, or 3) the court approved settlement. BP created a compensation fund, Therefore a $20 billion fund was agreed upon for the Deepwater Horizon Oil Spill. 9. Senator Charles Schumer responded to the continuing Gulf oil leak by proposing new legislative action that would raise the liability BP could face for the disaster 1. 10. In the BP Oil Spill, more than 200 million gallons of crude oil was pumped into the Gulf of Mexico for a total of 87 days, making it the biggest oil spill in U.S. history. Causing it to be a very large geographic issue because of the gallons of oil that were pumped into our ocean.

Article Review: Unequal Childhood Essay

Abstract: Lareau’s open and detailed information about the issues and difficulties of conducting the research. The importance of this topic can’t be overstated, confronting the legend of equal opportunity in order to address the realities of providing good opportunities for all children will be a crucial area of social discussion for the coming years Sociological Connection: In the book Class, Race, and Family Life, Lareau explains that although working-class and poor parents are no less eager than middle-class parents to see their children succeed in school, they take a different approach to reaching this goal (Lareau 198). To me, keeping this point in mind as a future educator is crucial. So often, it seems as though school personnel have a tendency to blame the child or the family when issues arise. Instead, educators should take into account their own practices, as well as consider larger societal influences that are at work. If our goal as teachers is to have harmonious part nerships with students’ families, then we have to approach these relationships with patience and understanding. Lareau reports that many working-class and poor parents feel that educators hold the expertise, and often fear doing the â€Å"wrong thing† in school-related matters; therefore, their tendency is to maintain a separation between school and home (Lareau 198). Whereas middle class parents can be demanding toward school personnel, working-class and poor parents tend to be deferential (Lareau 198). Most educators wish that poor and working-class parents would be more assertive (Lareau 198). â€Å"Put differently, they wish these parents would engage in forms of concerted cultivation† (Lareau 198). Instead of schools imposing their beliefs on working-class and poor families, it would be far more productive to take a step back, try to understand where these families are coming from, and respect their position. To automatically jump to the conclusion that parents who aren’t constantly advocating for their children don’t care about their education is detrimental, counterproductive, and above all, a far cry from the truth. So What/Insight: All of the families  want their kids happy and to grow and thrive. Still, social Class makes a difference in how parents go about meeting this goal. Middle-class parents promote what I call â€Å"concerted cultivation.† Middle-class parent’s actively foster kid’ss talents, opinions, and skills: enrolling children in organized activities, reasoning with children, and closely monitoring children’s experiences in institutions such as schools. Through this pattern of concerted cultivation, middle-class children gain an emerging sense of entitlement. There is a focus on kid’s individual development. Most of the middle-class families in the study are extremely busy; this pattern holds for white and Black middle-class families. Children have soccer games, Girl Scout trips, homework, and birthday parties; parents need to arrange these activities as well as get children there and back. None of the parents report having this kind of schedule of activities when they were children. Despite this busy schedule, most parents work full-time and some of the parents have overnight travel for their jobs. In addition, parents need to manage the details of life. Like going to the grocery store, preparing dinner, having children take showers, and getting children to bed. The book says children’s schedules mean for family life. Things are so hectic that the house sometimes seems to become a holding pattern between activities.