Service Quality Analysis of Mental Care Employees

Service Quality Analysis of Mental Care Employees The gap between professionals and client was one of the central elements of our study. The perceptual gap between providers and clients is often studied in order to measure and analyses service quality (Brown Swartz, 1989; Klose Finkle, 1995; Luk Layton, 2002; Peiro et.al. 2005; Zeithaml et.al. 1990). Our findings that clients are tend to overestimate service quality is different from the findings by Peirà ³ and colleagues (2005), which have shown that employees are tend to overestimate service quality they are offering in a context of hotels and restaurants. Here we can suggest that service quality gaps characteristics (overestimation vs underestimation) much depends on type of service provided by the organizations. According to this comparison we assume that professionals working with PIDs have more vulnerable ethical issues in service, in other words empathy can be on higher position which itself can affect the way the service is provided by the professionals to the benefit of the client’s demands. People who are in charge to help and assist persons with intellectual disabilities with nearly every level of need, including physical, counseling, and education can be already considered as stress related. And ethical issues are deep rooted in the professional role (Raines, 2000). Employees facing ethical dilemmas in service often have mental conflict offering service as they are trained, or offering the service as clients (relatives) are asking, or demanding: what is good (virtue) or what is duty (right)? (Aroskar et.al., 1997). Our results confirm this divergence showing that there is less congruence in service quality evaluation from the clients and employees. Overestimation from clients’ represents that service is provided the way they prefer, which itself is connected to professionals’ decision – to adjust service to clients’ needs and demands. On other hand in case of professionals overestimation of service quality we have decreased clients’ satisfaction which, continuing the same logic is result of that they have different approach to the kind of service PIDs need. In this case when employees prefer to conduct service they consider is right contradicts to the service evaluated by clients, finally it leads to client underestimation and causes low level of satisfaction. These findings are similar to the study results by Emari and colleagues (2011) which tested that causal relationship is significant between perceived quality of service and client satisfaction. According to our study overestimation from employees not only connected to low client satisfaction but also decreased quality of life of users. Results reported that higher is the evaluation of service from professionals lower is the quality of life of persons with intellectual disabilities. In other words when employees perceive that service provided by them is good, relatives think that this service decreases quality of life of PIDs. Here we have to recall that these organizations are designed to care the QoL of individuals with intellectual disabilities (Martinez-Tur, Peiro, Moliner, Potocnik, 2010). And these organizations are important source of QoL for people with intellectual disabilities (Moliner, Gracia, Lorente, Martinez-Tur, 2013). Situation is quite complex, when service quality is perceived differently by clients and employees. Non-congruence and different views between them about service quality impacts organizational facets and goals; if we have satisfied clients we have emotionally exhausted professionals, and on the other hand we have lower client satisfaction and lower quality of life of PIDs. Here moderation roles are important to dilute these relationships. The moderators tested in our study have less to contribute to weaken the above mentioned relationships. Moreover, high supervisor trust can be related to increasing sense of responsibility from employees; similar to study findings conducted with social workers which reported that emotional exhaustion is significantly related to good performance (Wright Cropanzano, 1998). According to our study justice perceived by relatives has no influence on the relationship between service quality gap effects on their satisfaction. Despite of the fact that organizational justice doesn’t revealed moderation effect on gap impacts, it has direct effect on client satisfaction; results reported that they are significantly related. Also quality of service perceived by PIDs doesn’t have moder ation role on relationship of service quality gap and their quality of life. Our study shows that at Mental Care organizations employees are tend to underestimate the service quality they offer. Additionally, when employees’ overestimation is higher for service quality, clients are less satisfied with the organization. In line with previous studies (Brown and Swartz, 1989; Klose and Finkle, 1995, Peiro, Martinez-Tur, Ramos 2005), a shared vision between employees and customers is required. If the delivery of services is overestimated from professionals, the client satisfaction and their service evaluations suffer. If the service is overestimated from clients we have employees’ emotional exhaustion. Although gaps between employee and clients’ perceptions involve different alternatives (overestimation, congruence and underestimation), the predominant situation in our study involves employee underestimation. A principal theoretical contribution of this study is the incorporation of service relational benefits to gap analyses, in order to cl arify their role in predicting employees’ well-being, client satisfaction and quality of life of PIDs. The data also presented interesting observation that high supervisor trust may have undesirable impact on employees’ mental health. The findings presented above indicate that the distinction between clients and employees’ gaps is an important theoretical issue. Considering the integral role that work plays in the well-being of people s (e.g., Kahn Byosiere, 1992) and peoples well-being plays the important role for organization, e.g. turnover (Wright Cropanzano, 1998), managers must be prepared to address and utilize interventions related to the type of service is provided by their employees. Organizations must focus more attention to bring in agreement perceptions of high quality service. Also it is important to increase the organizational experience of listening to clients and do monitoring of how far are disagreement in service quality evaluation. Also there is a need for effective and continuous training programs for the employees who work at centers of intellectual disabilities to learn how to cope with emotionally demanding communications with clients. In addition, supervisors should be trained to learn how to provide assistance for front-line employees to reduce emotional exhaustion. With particular focus on potential barriers organ izations can overcome the problems related to divergence in perceptions and related to it issues. The findings have several implications for future research related to the limitations of this study. Given that the samples in this study were restricted to mental care service centers, these type organizations are different from ordinary service organizations since this is a case when service users are less able to assess and evaluate service quality; and it is evaluated by their relatives (non-direct users of service). According to this argument the findings can’t be generalized and the present hypotheses need to be replicated in other service organizations. Also Future effort in this direction could contribute to a better understanding of service gap differences in terms of functional and relational dimensions, and how far differently they impact on organizations, clients, and employees. Also it’s important to continue research in direction of factors which can moderate the service quality gap effects. One of the suggestions can be quality of life of persons with disabilities can moderate gap impact on clients’ satisfaction. Improving the life of PIDs can affect clients’ satisfaction level despite of the incongruence on service quality perceptions. Also we have to have in mind that in presented study service quality, organizational justice and quality of life all were evaluated from clients; we can consider that this is one of the limitations of the study. Future studies would be beneficial to collect data from multiple sources to minimize the potential threats. Supervisor trust role in emotional exhaustion also needs further investigation from different perspective; according to research conducted by Moliner1, Martà ­nez-Tur, Peirà ³, Ramos and Cropanzano (2013) lowest levels of burnout of employees were observed in situations of perceived ove r-benefitted reciprocity in their relations with supervisors; also study conducted with hotel employees found that perceived organizational support can significantly impact on employees’ emotions (Karatepe, 2011). Having in mind that organizations and employees differ in the degree and the way to which they are perceive shared systems, structures and rules affecting their behavior (Greenwood Hinings, 1996; Peirà ³ Martà ­nez-Tur, 2008) we assume that future research can benefit to investigate the role of supervisor trust perceived by the employees. Also there is suggestion about time: since the service is no single time activity and it is continuous in time, service quality evaluation can be repeated over time, the impact of service quality gaps on organization facets could be followed at different temporal moments. Presented study described service quality gaps and problems derived from them, evaluated by professionals and clients of Mental Care Centers. Study showed the disagreement in service quality perception among clients and employees. Employees’ experienced emotional exhaustion in situations of overestimation of service quality form employees. Service quality overestimation form employees occurred harmful for organizational satisfaction and also decreased the level of quality of life of PIDs. The findings in this study suggest some theoretical and organizational implications, as well as suggestion for future researches. Endless improvement in ethics is anticipated to be an integral and routine part of the job of everyone in mental care area. The results of our research can be also used to improve structural aspects of mental care service organizations.

Restorative Justice Essay

Introduction: The two thing that most victims of a crime have in common is that they want to know who committed the crime and why. In addition many victims may desire to meet and confront the offender to get some closure or justice. In some cases this is made possible via restorative justice process. This process is all about bringing the victim and the offender together. Restorative justice process: Restorative justice process is a process where the victim of a crime and the criminal are brought together to share their thoughts and feeling. The purpose of this is to help each side understand the pain that was caused by the crime. The three main processes most often identified with restorative justice is Restorative Circles, Restorative Conferencing and Victim-offender mediation. Restorative Circles is a facilitated community meetings attended by offenders, victims, their friends and families, interested members of the community, and (usually) representatives of the justice system. The facilitator is a community member (called a â€Å"keeper†) whose role is primarily to keep the process orderly and periodically to summarize for the benefit of the circle. Conferencing brings the victim and offender to a face-to-face meeting to discuss the crime and its impact. This brings support people for both the victim and offender in the discussions. A criminal justice representative may be present in the conference. A trained facilitator, who does not have a role in the substantive discussions leads  and guides the Participants. Victim Offender Mediation brings victims and offenders together with a trained facilitator to discuss the crime and develop an agreement for how to make things right. This process focuses on creating a safe, comfortable environment in which restorative dialogue can take place. Effects of the crime: The effects of this crime were far reaching. Obviously it affected Mildred in several ways. She lost her valuables and now she is afraid to stay at home. In addition it also effected Mildred’s daughter, Betty. Betty now had to provide a place for her to stay for a while and now she was worried about her safety. This crime also had an effect on the communities’ sense of security as well as the offenders family. Differences between restorative justice process and contemporary criminal justice: Restorative justice is a process where all members volunteer to participate, which in return ensure buy in from all parties. This is essential in ensuring rehabilitation of the offender and closure for the victim. In addition the penalty for the offense is less severe therefore it give the offender a chance to make amends and get back on track. No conviction charges are applied. The contemporary criminal justice process is formal and requires a judge, lawyers and a possible jury. This process is all about proving guilt and holding offenders accountable. It may not be the most effective way to give closure to the victim or rehabilitating the offender. Restorative justice process benefits: David was given a second chance to make amends for his offense with him receiving a conviction . He was given an opportunity to see how his action affected the victim and other s around her, In return he was able to get back onto the right path. Mildred was given closure and she received some of her property back and she gained confidence in her community. The community gained confidence in their overall security. Conclusion: At the end of the day the restorative justice process is more productive and effective as long as all side are willing participants. Buy in on a solution to a problem is always more effective then forcing the solution via conviction. References www.rjcity.org (copyright 2007 Prison Fellowship International).

Full Day Kindergarten Essay

Full day kindergarten should be mandatory and of no extra cost for all of the elementary schools. This will boost the children’s academic achievement. The children that are exposed to full day kindergarten will learn more in literacy and mathematics than those in half-day kindergarten. The students that are in a full day program get to spend more time on their math, writing, and reading activities. The full day students also get the advantage of being able to participate in gym, art, and music classes. The half-day students do not get to experience gym, art, or music class. I have seen results first hand because I chose to put my son in a full day kindergarten versus the half-day. I chose to bring my son to a school that is located in Fridley so that he could receive the benefits of the full day kindergarten. The half-day program that Blaine offers has a very undesirable schedule for parents who work. The half-day schedule for Blaine elementary school is full days Mondays, Wednesdays, and every other Friday. I think that the earlier the educational intervention begins the higher the impact and the more likely the effects will be retained. Other than the health of a child, I think that nothing should be more important than their education. Giving children the opportunity to be in a full day kindergarten program gives them opportunities that the half-day students do not receive. One of the opportunities is being able to spend more time on reading, writing, and math. The teachers also have more time to sit one on one with each student one or in small groups and work on these skills. They also have a different theme for each month that they focus on. Some examples of the themes are the solar system, U. S.presidents, maps, and the celebrations around the world. Children also absorb things more easily when they are younger. Being a mother of a full day kindergarten student, I see the results of the extra reading, writing, and math that the teacher does with him. My son is one of the youngest in his class and he is reading at a first grade level. As for his writing, he attempt to write big words using phonics. For example, I came home one day a few months ago and he had written on his dry erase board â€Å"I see a red ladebug†. He also brought home a worksheet that he had written about his favorite fruits. On this worksheet, he had written â€Å"watrmlon†. As far as his math goes, he is always measuring things in the house with a kid’s yard ruler. The themes that they work on each month give the students the ability to know what is going on in the world around them. My son came home from school one day and told me that there was a planet that was not considered a planet anymore. I did not know this and I was in complete awe. According to Debra Ackerman, â€Å"Children in full day kindergarten programs score higher on their achievement test than those in half-day programs. Full-day kindergarten advocates suggest that a longer school day provides educational support that ensures a productive beginning school experience and increases the chances of future school success. In both full-day and half-day programs, kindergartners spend most of their class time working on reading, language arts, and math activities, but the total number of minutes teachers devote to specific subjects differs. For example, 80 percent of full day but only about 50 percent of half-day programs devote more than 30 minutes each day to mathematics instruction. Sixty-eight percent of full day but only 37 percent of half-day classrooms dedicate at least 60 minutes to reading instruction each day. Perhaps most striking, 79 percent of full-day teachers read aloud to their students every day, compared to 62 percent of half-day teachers. Reading aloud is a critical activity in helping to develop children’s reading skills. Additional research shows children’s literacy learning is enhanced in full-day programs, as the full-day schedule provides a more intensive, ongoing, enriched language and literacy experience for the young child. † (Ackerman) Children in full day kindergarten programs score higher on their achievement test than those in half-day programs. I asked my son’s kindergarten teacher, Ms. Janssen, what the average for reading was for her class. Ms. Janssen stated that the majority of her students are already in the first grade reading level as of the end of the second trimester. As said by the Indiana Association of Public School Super Intendants, â€Å"Full day kindergarten programs are associated with greater reading achievement gains during the kindergarten year than half day programs†. (Plucker, 6) The students are graded on their writing and math abilities as well. According to the Kalamazoo Public Schools reports, â€Å"The group of kindergartners advanced in 2010 to first grade at Kalamazoo Public School, where 60 percent tested at or above the 50th percentile in reading on the Iowa Test of Basic Skills last April. That’s a 7-point increase compared to Kalamazoo Public School first-graders tested in April 2009, Rice said. On the Iowa Test Basic Skills math test, 52 percent of first-graders tested at or above the 50th percentile last spring, a 12-point jump over spring 2009. The Iowa Test of Basic Skills are administered in schools nationwide and is a norm-referenced test, which means scores are based on how students perform compared to other test-takers. The Kalamazoo Public School results show that 60 percent of Kalamazoo students are in the top half of first-graders nationwide in reading and 52 percent are in the top half in math. † (Mack) Children who are in full day kindergarten have better social and behavioral effects than those who are in half-day kindergarten. When children are in school for the full day they have more time to get to know the other students. They get more time to interact together socially and they are learning while they are interacting. The students also get to go to specialists and they go with their classmates. Some of the specialists that Hayes Elementary offers are music, art, Spanish, and gym. Going to the specialist is something that the full day kindergarteners get to do and the half-day kindergarteners do not get to do. These students also get to spend more time with the teacher. This means that they will be less hesitant to approach their teacher. According to Clark, â€Å"Some researchers have examined social and behavioral effects. According to researchers, a clear relationship emerged between the kindergarten schedule and children’s behavior. Teachers rated children in all-day kindergarten programs higher on 9 of the 14 dimensions; there were no significant differences on the other 5 dimensions. Other researchers who have studied social and behavioral outcomes found that children in all-day kindergarten programs were engaged in more child-to-child interactions and they made significantly greater progress in learning social skills†. (Clark) In the kindergarten classrooms of Hayes Elementary, the students get into groups called centers. During this center time, the teacher takes a group of five students to a table to do independent reading and the rest of the students go to a center. The centers are groups of three or four students and the students get to interact socially while doing something educational. Some examples of the centers are writing center, listening center, leapster center, and art center. The writing center is where the students can write freely. The listening center is where the students put on headphones, listen to directions, and write down what they hear. The leapster center is where the students get to play a handheld learning game that integrates math, reading, and spelling in the games. Finally, the art center is where the students get to draw and color what they want. When the time is up the students clean up as groups. A full day of learning offers many social and emotional benefits to kindergarteners. As stated by NEA, â€Å"They have more time to focus and reflect on activities, and they have more time to transition between activities. When children are taught by qualified teachers, using age-appropriate curricula in small classes they can take full advantage of the additional learning time—social, emotional, and intellectual— that a full day allows. Further, research finds that children adjust well to the full-day format. † (NEA) The full day kindergarten teachers plan and use the extra time in class well. The time in class is spent differently in both the full day kindergarten and the half-day kindergarten. According to the research that the Indiana Association of Public School Superintendents, â€Å"The research provides evidence that time in full day kindergarten programs is different both quantitatively and qualitatively from how time is used in half day programs† (Plucker, ii). Full day kindergarten offers benefits to teachers. Teachers prefer the full day program to the half-day program. If there is a child that is struggling with something, the teacher has the ability to find time to help that student. There is also more time to finish activities. According to Ms. Janssen, â€Å"With the full day program I am able to get through four reading groups versus two reading groups in one day. With the full day program we are able to go more in depth on our unit that we focus on in class. † (Janssen) According to the NEA, â€Å"Switching to full-day kindergarten gave teachers more time to plan the curriculum, incorporate a greater number of thematic units into the school year, and offer more in-depth coverage of each unit. † (NEA) In the half-day programs there is less time for multiple activities. According to Dr. Martinez, â€Å"Many kindergarten teachers favor full day kindergarten because they find it difficult to balance cognitive activities and affective social activities in the short kindergarten day. † (Martinez, 2) Teachers also prefer full day kindergarten because there is more instructional time than that of a half-day kindergarten program. As stated by the Indiana Association of Public School Superintendents, â€Å" Across all of the schools in the Indiana sample, the proportion of instructional time is similar across program types, resulting in much greater instructional time in full day programs, representing approximately 40-50% more instruction in full day programs than half-day programs†. (Plucker, ii) Teachers also have the benefit of getting to know the students and their parents better. According to Dr. Martinez, â€Å"Teachers state that they have a chance to know children and parents better, to do more individualization of instruction, and to expand the curriculum horizontally. † (Dr. Martinez) There are so many benefits for the children. A very important benefit is that the full day kindergarteners have the opportunity to an easier transition into the first grade because they are already used to the full day schedule. The time that the students get to spend with the teacher is a great benefit as well. The extra time that is spent with the teacher is as much beneficial for the teacher as it is for the students. According to the research from Dr. Martinez, â€Å"Teachers thought children developed closer relationships and were more relaxed in the full-day program and felt more a part of the school. Teachers indicated they were able to give more individual attention to students and that children had more time to develop both academic and socialization skills. Teachers noted they could work more on the continuing development of each child and felt children showed more advancement. Teachers indicated they felt closer to the children and that they got to know both child and family better. Some indicated in the full day they felt more flexible, were more relaxed and spontaneous, and felt better prepared to meet with parents. † (Dr. Martinez, 6) The time that the students get to spend on activities is another great benefit. According to NEA, â€Å"in a study evaluating teachers’ views on full-day kindergarten, teachers reported a number of benefits for themselves as well as children and parents. Participating in full day eased the transition to first grade, helping children adapt to the demand of a six-hour day. Having more time available in the school day offered more flexibility and more time to do activities during free choice times. Having more time actually made the kindergarten program less stressful and frustrating for children because they had time to fully develop an interest in activities. Participating in  the full-day schedule allows more appropriate academic challenges for children at all developmental levels. Children with developmental delays or those at risk for school problems benefited from having more time to complete projects and more time for needed socialization with peers and teachers. † (NEA) Full day kindergarten offers more benefits to the students that are at risk and children that come from educational and economical disadvantaged homes. If the full day kindergarten programs cost money, as most do, they cost around 3000 dollars per child for the year. The 3000 dollars is charged to the parents of the child. The children that come from the educationally and economically disadvantaged homes would not be able to attend because of the cost. These children are the ones that benefit from the program the most. According to the Indiana Superintendents, â€Å"Students at or below the poverty level enrolled in full day kindergarten scored statistically significantly higher in math and reading than their half day counterparts. Poor children enrolled in full day kindergarten programs tested statistically significantly above half day pupils on reading, spatial, and verbal skills, naming colors and letters, and identifying numerals. †(Plucker, 6) Parents prefer full day kindergarten as well. I as a mother prefer the full day kindergarten program to the half-day program. One of the advantages is that I do not have to figure out childcare and who would bring my son to the childcare. Trying to figure out childcare and school between my job schedule would be undesirable. As said by Dr. Martinez, â€Å"Full-day kindergarten saves parents day-care problems, while providing children a comprehensive, developmentally-appropriate program. Parents said that children often feel more stress when they have to go from a school situation to a day-care environment, where different rules and philosophies apply. Therefore, parents favor a full-day program, which reduces the number of transitions kindergartners experience in a typical day. † (Dr. Martinez) Full day kindergarten also takes a huge cost out of many parents’ monthly budget including mine. Even though some people would be against this and say, â€Å"Why would I have to pay for your childcare? † I would say that many parents including myself pay taxes too. Their parents wanted them to have the best education that they could have gotten. Most importantly, I know that my son and many other children are getting the best out of their day while they are in school. They are having fun while they are learning. My son enjoys being in school. If he had a choice, he would go on Saturdays and Sundays. Children attending full day kindergarten spend the day learning instead of watching television or playing video games. Full-day kindergarten provides parents with better support for their children. According to NEA, â€Å"For parents who work outside the home, full-day kindergarten means that children do not have to be shuffled between home, school, and childcare. For all parents, there is more continuity and less disruption in the child’s day and more time for focused and independent learning. One study of parent attitudes found that after the second year of a full-day kindergarten program, 100 percent of full-day parents, and 72 percent of half-day parents noted that, if given the opportunity again, they would have chosen full-day kindergarten for their child†. (NEA) In conclusion, having full day kindergarten should be mandatory. There are many benefits of the full day kindergarten program. The benefits are not limited to the students. Teachers and parents also get great benefits out of the full day program. According to MaryBeth, â€Å"Research has shown that it is important to begin learning early in life. School systems that have implemented the academically based full day kindergarten are finding it to be successful. † (Calvin) If I had to choose again if a child of mine was going to go to full day or half-day kindergarten, I would not even have to think twice. A child’s education should be one of the most important things to think about. These children will be the future and they need a great education to get there. * Works Cited Calvin, MaryBeth. Expectations for Kindergarten in 2010. 3 February 2010. 3 March 2011. Clark, Patricia. Recent Research on All Day Kindergarten. 2004. 4 March 2011. Debra J Ackerman, W. S. Making the Most of Kindergarten. March 2005. 4 March 2011. Janssen.

Expository Writing Desirees Baby Essays

Expository Writing Desirees Baby Essays Expository Writing Desirees Baby Paper Expository Writing Desirees Baby Paper Essay Topic: Expository The southern gothic story, Desiree’s Baby, by Kate Chopin was wrote brilliantly to explore love, race and prejudice. The story starts with Madame Valmonde talking about her daughter, Desiree’s past. How Desiree was abandoned by her real parents, and Monsieur Valmonde had found her and brought her home. When Desiree was eighteen, Armand saw her and immediately fell in love.  Madame Valmonde told Armand about her background, but Armand did not care. After getting married they had a boy and at three months, the child looks were of mixed race. So in despair, Desiree  asked Armand about the baby, coldly, he told her that the baby is not white, which means that Desiree is not white and he tells her to take the baby and leave. Later, Armand burns everything belonging to Desiree and the baby. While burning everything Armand discovers a letter from his mother to his father where he finds out it was not  Desiree who carried the Negroid blood but Armand. There was a sense of wonder of why Chopin designed the character this way and what was the message she was trying to send. I enjoyed reading this story immensely because it had all the staple of gothic fiction, like dark romances, tragic events of depression and sadness. The scenery of â€Å" a sad looking place [with] the roof that came down steep and black like a cowl†, â€Å"wide galleries that encircled the house [and] big, solemn oaks† gave unarguably a dark atmosphere. Kate Chopin sets the tone of the story in a distinctive southern gothic theme. There is also a strong southern culture rooted into the story which was fascinating to read. In that time of period the family name, respect in society was very important. If a wealthy man was married to a lady with African American blood it would bring great shame to his family’s name. The way Armand broke Disree’s heart was horrific, even him being hurt he still chose his image and status over his wife and child. He genuinely thought ?

How to write facilities management tenders - Emphasis

How to write facilities management tenders How to write facilities management tenders Theres usually one guest at a party with a perennial case of its all me, me, me. This is the type of male or female who will wedge you in a corner, and wax lyrical about their latest business success, holiday or views on Americas political landscape. Its difficult to get a word in edgeways and you feel as though youre being assaulted with unwanted information. Most of us would flinch at the thought of being such a social bore. But in business we often make the same mistake of bombarding potential clients with too much information about how great we are. In fact, we should be focusing on their needs and interests. Theres no doubt that facilities managers are great at dealing with people and offering integrated workplace solutions. But translating these skills into a written proposal in order to sell your services is not an easy task. Unless your bid or tender proposal is carefully structured to be reader-focused rather than company-focused, it can have the same effect as the unwanted party guest. It doesnt matter whether youre responding to a warm or a cold lead, showing understanding is more important than trying to dazzle. Your company facts and testimonials should just confirm that you know what youre talking about. Here are seven tips that will help you write bids and tenders that shine the spotlight back onto your prospects and help to win you new business in the process. Grab a pencil and paper Its important to separate the thinking process from the writing process. So get away from your computer screen and ask yourself what core issues you want to address in your proposal. Better still, bounce ideas off a colleague. Decide which ideas are important, essential, desirable and unessential and aim to only include those that are in the first two categories. Put the reader first Always put the prospect first, by starting with their situation and the problems they need to solve. Use the Four Ps technique, which stands for: position (where they are now), problem (why they cant stay there), possibilities (where they could go) and proposal (where they should go). Resist the temptation to write down everything you think will win the contract. Instead, focus on the possible solutions before backing up your recommendations with information about your capabilities. Remember, it doesnt matter whether you are an in-house department; specialist contractor or a large multi-service company, the reader always comes first. And always highlight the benefits of the services in terms of cost reductions for the client, health and safety or other key measurements. Be inclusive Its likely that a variety of decision-makers will read your proposal. Consider the varying needs of the head of finance compared to a business development executive, for instance. And add in facts and figures that will keep everyone happy. But use appendices for detail, rather than stuffing the body text with too many facts that only one person will be interested in. Youre in it to win it Dont forget that you still need to sell the solutions youre proposing. Use persuasive language that will connect with the reader. For example, its useful to use the terms you, we and us to help the prospect visualise you working together. And use the active voice where possible. Check your facts Simple mistakes can seriously undermine what youre offering. Always check the spelling of product and place names and get a colleague to proofread your work carefully. Its easier for a fresh pair of eyes to spot any mistakes. Typos and other errors can still go unnoticed though, so proof-read extra slowly by stopping a pencil at each word to check that its accurate. Jargon is not the bogeyman Ask yourself how much the prospect knows about facilities management. And remember, its very easy to over-estimate this. Dont be afraid to use jargon though, as long as youre certain that your reader will understand it. Keep it short and sweet Many people think that tenders need to be long in order to show the client that youve made an effort. In fact, the opposite is true. It takes more effort to keep a tender clear and concise. Go through and cut out meaningless phrases and unessential information. And keep your sentences short, with each one no more than 15-20 words. A tender process may be your first foot in the door, with what you write determining whether or not youre invited to a face-to-face meeting. But dont be tempted to use flowery language. Instead, write to express rather than impress and youll keep your prospects interested and wanting to find out more. Want to win more business with your tenders? See our tender writing-courses for individuals and our tender-writing course for groups. Robert Ashton is the Chief Executive of Emphasis.

The Most Important Qualities of an Outstanding Educator Essay

The Most Important Qualities of an Outstanding Educator - Essay Example One of the core characteristics of an outstanding teacher is the ability to adapt to changing needs. A teacher must be able to accommodate students with the use of latest instructional technologies. Learning needs of the students change with time. A perfect teacher is one who is aware of the changing trends and has the ability to become accustomed to the social and technological changes that may affect students at some point in time.Motivation is also one of the basic qualities of an outstanding educator. A good teacher is always motivated towards bringing positive changes in the educational life of the students. Without motivation, no one can succeed in his/her professional life. Good teachers are very enthusiastic and passionate by nature and put every effort to bring success not only to their own lives but also to the educational life of the students.Commitment is also a quality of an outstanding teacher. A good teacher is committed towards his/her responsibilities and never compr omises on the standard of knowledge that he/she delivers to the students. Commitment is a key towards success for every person and for teachers, it is not an exception. A good teacher is always dedicated and committed to making the students learn everything efficiently. They take their responsibility seriously and take every step to fulfill the responsibility in an appropriate manner. Good teachers view teaching not only as a moral and professional obligation but also as a social responsibility to wards the students.

Theory for Film Practice Essay Example | Topics and Well Written Essays - 2500 words

Theory for Film Practice - Essay Example Also, with the development in camera techniques and computer graphics, film and film production are not merely restricted to artforms any more; science has an increasing role in modern film making. Therefore, this institutes a new angle to the old debate: how exactly do we define film and cinema? This paper purports to present some arguments in the favor of film being both an art and a science, and tries to justify this stance through a detailed discussion and explanation. Film as an Art: film, and film production, were not always considered a form of art by the experts, and the medium of cinema was frowned upon by the traditional and more conservative critics (Prinz). For the masses, however, the case may have been different; film was entertaining, and artform or not, it was successful. Cinematography and clever camera work had given rise to the concept of motion pictures, or moving film (Deren). This meant that the audience could now enjoy the spectacle in real time, and could feel part of it. Film was revolutionizing in that it was entirely different from still pictures; whereas the latter afforded only two-dimensional entertainment and left much to the imagination, the former provided a more real, if only fictional, and more importantly, three-dimensional form of entertainment to the public which involved them and moved them and made them feel part of a larger-than-life world where they could forget about the real and engross in the world of reel (Metz). This acceptance by the public was generally referred to as mass media or art for the masses, and indeed, Noel Carrel, in his book Mass Art, did try to justify film as an artform based on this very public acceptance and demand (Prinz). The critics, however, differ from each other in their views of this medium. To begin with, let us observe if film can at all be qualified as art. Film has become increasingly more than just the visual recording of events and performances on reel (Prinz). Initially, some expert s were of the opinion that since it is a recording, the actual performance and not the medium of film is a piece of art. It was not until the concept of cinematography and set designing, with proper direction and production process were developed that it became clear that film is much more than a mere recording (Prinz). The advent of the advancements of editing especially led to this realization, as editing changes the entire perspective that is possible by simple recording (Prinz). So in Europe, and especially in Italy, film began to be called the seventh art (The Seventh Art). The verdict, therefore, would be that film is art. However, this statement is oversimplified and too generalized to be accepted, for it leads to the question of whether all genres and productions of film are art or is this designation reserved for selected works (Prinz). To tackle this matter from the layman’s point of view and from common sense, some films cannot be denied this status, such as Un Chi en Andalou, L’Avventura, Raw Deal, The Searchers, and Tokyo Drifter (Prinz). These films, although made for the masses and not just the selected few from the bourgeois community, retain the beauty and detail of a fine piece of art, and deal with the camera work and direction as artforms in their separate rights, so that the medium of fi