Human Elements In Administration Essay Example for Free

Human Elements In Administration Essay People are the most important element in an organization whether it’s a business enterprise, a school, an army or hospital. School administrator and supervisors must be prepared to deal effectively with the people involved because they have the most difficulty in understanding and dealing with the human elements of administration. The administrator must understand certain fundamental concepts of motivation. He must have an insight into the nature of authority and influence. And most of all, he must have the ability to analyze specific problems and to carry out his intentions successfully. Technical skills, administrative skills and human skills are the three kinds of skills a successful administrator must possess. * Technical Skills – pertains to methods, techniques and processes. * Administrative Skills – ability to see the organization as an entity and the interrelationship of its various parts * Human Skills – refers to the ways of dealing effectively with people. 3 Distinct elements: *Skill in understanding the basic human forces active in the organization. *Skill in analyzing complex human situations. *Skill in implementing a plan of action. It is said that man is a wanting animal. As soon as one of his needs is satisfied, another appears in its place. Man’s needs are organized in a series of levels or a hierarchy of importance according to the theory of Maslow. Psychological needs to be alive and to stay alive. Safety needs to feel safe from accidents or pain, from competition or threat. of his behaviour. Ego needs relate to one’s self – esteem and one’s reputation. Self – fulfilment needs for continued self – development, for realizing one’s own potentialities. Understanding basic needs of an individual is important for the administrators and supervisors because deprivation of those needs has behavioural consequences on the part of one’s individual. It is also important to understand because of the fact that an individual whose lower level needs are satisfied, he is not any longer motivated to satisfy his psychological and safety needs. Rather, he shifts towards the satisfaction of the other needs in the hierarchy. Unless there are opportunities at work to satisfy these needs, the individual is deprived and his consent behaviour will reflect the deprivation. A New Theory of Management Proposition on the theory of new management’s task by McGregor harnessing human energy to organizational requirements are stated as follows: 1. Management is responsible for organizing the elements of productive enterprise – money, materials, equipment and people – in the interest of economic needs 2 A process of directing peoples efforts, motivating, controlling their actions and modifying their behaviour to fit the needs of the organization 3. It is the responsibility of the management to recognize and develop the individual’s potential for development, his capacity for assuming responsibility, his readiness to direct behaviour toward organizational goals. 4. The essential task of management is to arrange organizational conditions and methods of operation in order to achieved desired goals and objectives. New theory of management relies on self – control and self – direction; it treats people as a matured adults and it is management by objectives, Advantages 1. it does not involve the relinquishing of leadership, the abdication of management or the lowering of standards 2 it is a process of creating opportunities, encouraging growth, releasing potential, removing obstacles and providing guidance Some applications of the new theory: 1. Decentralization and Delegation – freeing people from too close control of conventional organization. 2. Job Enlargement – encourages the acceptance of responsibility at the bottom of the organization. 3. Participation and Consultative Management – people are encouraged to direct their own creative energies towards organizational objectives and giving them some voice in decisions. 4. Performance Appraisal – individuals are involved in in setting targets and objectives for himself and in a self evaluation of performance semi – annually or annually. Close supervision tends to be associated with high productivity, general supervision with high productivity. The importance of supervising subordinates as a group are as follows: a.) discuss work problems with the group, b.) group performs well even when the supervisor is absent, c.) foster teamwork and group loyalty and d.) involves group participation in making decisions. THE ADMINISTRATOR OF SCHOOL FINANCING The welfare of the state depends largely upon the education of its citizens. Filipino people recognized the importance of sending children to school whenever and wherever possible. Our leaders and framers of Constitution see to it that the Magna Carta contains a provison that the state should establish and maintain a complete and adequate system of education and provide at least free primary for all education of school age. Since school population keeps on growing and the salaries of the teachers are keep on increasing, more and more funds are needed. However, present financial capability becomes inadequate and need to augment financial resources to keep up with increasing educational needs. In general, the sources for government income for education are the following: 1. Taxes imposed by law for the support of the government such as the real – property tax, specific tax, and import and export taxes. 2. Tuition fees imposed on students in public high schools, vocational schools, regional normal schools, and chartered colleges and universities. 3. Matriculation fees collected from public secondary school students, vocational schools, and chartered colleges and universities. There were also a matriculation fee charged in the intermediate grades but the fee was abolished by R. A. 4092 effective the school year 1964 – 1965. 4. Rental for lease of school sites and sales of schools products. 5. Land grants and donations. 6. Voluntary contributions. 7. Special fees such as miscellaneous fees charged from college students for entrance, registration, library, athletics, and laboratory, medical and dental clinics, school paper, diplomas, graduations and R.O.T.C. Support for Elementary Education The Educational Act of 1940 which nationalized the support of all elementary schools in municipalities and municipal districts saved the situation for the poor communities. The Educational Act of 1940 forbids the collection of tuition fees in the intermediate grades although it permits the matriculation fees in an amount to be determined by the President not exceeding two pesos for each pupil enrolled in the intermediate grades in municipalities and municipal district. The proceeds from this matriculation fee accrue to the fund of the National Government to purchase of library books and equipment and 40% for financing athletic activities in the intermediate grades. While the acquisition of school sites and construction of temporary school buildings remain the responsibility of the local governments. The law abolished the share of municipalities and municipal districts in the internal revenue collections, percentage taxes on the agricultural products and income tax. Support for Public Secondary Schools The financial support for the maintenance and operation of public secondary schools provided for by the provincial and city governments. Generally, the majority of provinces do not have adequate funds to support the schools properly. This deficiency in finances gives occasional difficulty in the payment of secondary teacher’s salary. The sources of provincial income are the following: 1. Internal revenue allotments from the national government. 2. Share from local taxes. 3. Fees from services rendered. 4. Income from miscellaneous receipts. Support for secondary schools 1. Tuition and matriculation fee levied by the Provincial Board on all high school students 2. Board uses parts of its general fund in case of shortage or the Board passes a resolution increasing the rate of tuition 3. Through the enactment of R. A. No. 3478, the National Government has been granting annual national aid to general provincial and municipal high schools beginning with the school year 1963 – 1964, primarily intended for salary adjustments of teachers and other secondary school personnel 4. Voluntary contributions and donations by private individuals and civic organizations Support of barrio experimental high school, the Bureau of Public Schools in its Memorandum No. 86, issued on August 1, 1966, states as follows: 1. The tuition fee to be charged should not be less than â‚ ±80.00 a year. 2. 50% of the 10% real estate tax proceeds allotted to barrios in accordance with the revised Barrio Charter should be set aside and used solely for the improvement of instruction in the barrio high schools. No amount accruing from this fund should be spent for salaries of teachers and other school personnel. 3. All feeder barrios should share the expenses for the improvement of instruction, the share of each to be proportionate to the number of students from the feeder barrios attending barrio high school. 4. All resolutions of the barrio councils regarding the funding of barrio high schools should be approved by the Municipal Council concerned. Support of Public Schools in Chartered Cities 1. Tuition fees and city funds   2. National Government allots lump sums as aid to cities for their educational needs. 3. National aid for salary adjustments of teachers and other secondary school personnel. The law was amended by R.A. No. 4128so as to include all city high schools except Manila and Quezon City. Support of Vocational Schools Vocational schools usually come under two categories – the provincial trade school and the provincial agricultural school. The source of income comes from the national contribution, tuition and other fees and income from school products. The so – called rural high schools which are agricultural in nature are jointly supported by the provinces and municipalities and the National Government. Support of Normal Schools Regional normal schools are also national like the vocational schools. There are still seven regional normal schools located in strategic places in the country serving the needs of the students in the surrounding places. Sources of income of these schools are national contribution and tuition fees. The city or municipality where they are located may also appropriate funds for the normal training department. Support of Special Schools The Philippine Nautical School located in Pasay is supported entirely by the National Government which offers courses for employment as merchant marine officers. The School for the Deaf and Blind under the Bureau of Public Schools is supported by the government with occasionally aid from the Philippine Charity Sweepstakes. Support of Chartered Government Colleges and Universities The support of chartered government institutions like University of the Philippines comes from the tuition and matriculation fees of students and comes from national funds appropriately annually by Congress. Special aids for the construction, repair and improvement of the buildings are given in special legislation or taken from the pork barrel fund. The tendency of the request by these institutions is to increase every year. Thus, the burden of the National Treasury for the support of these schools keeps on increasing. Other Agencies in helping the Financing of Public Schools A number of foreign agencies give some material aid to the schools aside from the National Government. Among these agencies are the following: * AID – NEC – provided in 1966 appropriations for buildings including the constructions of dormitories and also for typewriters, mimeographing machines and professional books for the Bureau of Public Schools. * UNICEF – gave aid in kind such as educational kits, globes, tape recorders, laboratory equipments and vehicles. * The American Foundation for Overseas Blind – donated Braille type writers, paper headsets, etc. * The Pilot Applied Nutrition Project (Bayaribang) – is a joint venture of the United Nations Children’s Fund (UNICEF), The Food and Agricultural Organization (FAO) and the World Health Organization (WHO). These entities gave help in the form of technical services, training stipends, vehicles for supervision and various types of supplies and equipments for kitchen, laboratory and agricultural uses. * The Agency for International Development (AID), National Economic Council (NEC), and the Bureau of Public Schools (BPS) – jointly undertook a textbook production project which started on July 1, 1960 and terminated on June 30, 1965 to help solve the problem of lack of textbooks. The project was expected to print and distribute around 25 million of copies of textbooks within a 5-year period at an estimated cost about â‚ ±59.5 million. Support for Private Schools All private schools, colleges and universities derive their income mostly from tuition fees and miscellaneous fees from students. There is no law prescribing the maximum rate of tuition fees so there is no uniformity and limit in the tuition fees being charged by private schools. Quality schools with good standards among the religious institutions charge relatively higher rates than the ordinary schools. Some of the religious schools are partly supported from their properties. Some non-sectarian schools operating specially for profit charged comparatively lower tuition fees and even permit their students to pay on easy instalments to attract as many students as possible.

Romance de la Luna, Luna Essay -- Literary Analysis, Federico Garcia L

Federico Garcia Lorca’s â€Å"Romance de La Luna, Luna† is a Spanish poem that tells the story of a young gypsy boy and the moon. His love and infatuation with the moon leads to his death. This poem not only tells the story of this young child’s demise, but also shows the effects when someone is lured in by an appealing temptation. The poem uses many literary devices to enhance the meaning the words provide. The poem starts at the beginning of the story as the moon comes to visit the forge. The moon is said to be wearing â€Å"her skirt of white, fragrant flowers† (Lorca 2) as its bright light penetrates the scene. The poem states â€Å"the young boy watches her, watches. / The young boy is watching her† (3-4). The repetition of the phrase emphasizes the young boy’s infatuation with the moon. The scene is set with intensity by the phrase â€Å"electrified air† (5) and a tense feeling is brought into the poem. As â€Å"the moon moves her arms† (6), she is given traits of being alive and having her own human qualities. Personification of the moon into a woman exemplifies the desire that the child would have for the woman, and creates a more appealing form for the moon to appear as. The child cries, â€Å"flee, moon, moon, moon† (9) with urgency, showing his concern for her. He warns her â€Å"they would make with your heart / white necklaces and rings† (11-12). This refers back to the metaphor that the moon is made of hard tin, but still personifies her by giving her a heart. The moon is additionally personified when she says â€Å" young boy, leave me to dance†(13). She has now taken the form of a sensual and erotic gypsy dancer furthering the desire of the young boy. This brings Spanish culture to the poem because gypsies are known to travel throughout Spain. The mo... ... The story of this poem tells about a young boy that is lured in by the sensuousness of the moon, and then dies because of his own desire for her. The symbolic meaning is much more hidden and disguised by the literary elements of the poem. The storyline and aspects of the literal story add meaning when searching for the figurative meaning. The warning learned from this poem is that infatuation with anything can lead to a downfall. The moon seemed to offer a comfort that attracted him, but it was only a disguise to lead him to death. The passion the young boy felt for the moon can easily be modified to describe the passion a person can feel for anything. The young boy saw safeness in the moon that brought him closer to her. Any obsession will seem to offer the same comforts that the young boy also saw, but this poem warns that death can always disguise itself.

Mohandas Karamchand Mahatma Gandhi

â€Å"I am not a saint who has strayed in politics. I am a politician who is trying to become a saint. † Gandhi In the 1800†³s most of the cultures and ethnic groups in South Africa were treated with less respect than deserved. The Indians were forced into South Africa because of the British Empire expansion. These Indians, mostly poor, were in a system close to slavery. In South Africa the non-whites didn†t get very many job opportunities. In South Africa they had very few landholders, teachers, or businessmen who were non-whites. Most of the non-whites got their education in a mission and took up Christianity. The Colored people were a mix of different ethnics except black or white. These people were the 2nd largest group in South Africa. The Indians were mostly farmers, but some went on to do their education and became rich with their shops and warehouses. The British ruled the people in South Africa. In April of 1893, a lawyer by the name of Mohandas Karamchand Gandhi came to South Africa on a business trip to take a case in an Indian Firm. Gandhi only intended on staying in South Africa for the case. Little did he know that it would change his life forever. Mohandas Karamchand Gandhi was born on October 2nd 1869 in Porbander, Kaithiawad. He was born to Karamchand and Putibai Gandhi. Gandhi was the youngest son of his fathers† fourth wife. In 1876 Mohandas started Primary school. During this time Gandhi was betrothed to Kasturba, which his parents had to set up. Gandhi went on to high school tin Rajkot, named Alfred high school. As a school boy Gandhi was a shy person who never talked to any of his classmates, but in 1883 he was married to Kasturba. They were both 13. When Gandhi married he didn†t think anything of it, and thought it meant he could control his wife†s life. Kasturba was a little more controlling of her own life, and let Gandhi know when he stepped over the line. The tradition for youth marriages is very common for Hindus. Two years later on November 16th of 1885 Mohandas† life took a sudden turn when his father died, after by being ill for two years. Gandhi was not there when his father died; he had left moments before. In 1887 Gandhi applied to college, and got in at Samaldas College, but Gandhi found the studies hard and only stayed for one term.

Essay on One Hundred Years of Solitude - 858 Words

Believed by many to be one of the worlds greatest writers, Gabriel Garcà ­a Mà ¡rquez is a Colombian-born author and journalist, winner of the 1982 Nobel Prize for Literature and a pioneer of the Latin American Boom. Affectionately known as Gabo to millions of readers, he first won international fame with his masterpiece, One Hundred Years of Solitude, a defining classic of twentieth century literature. Whether writing short stories, epic novels, or nonfiction, Gabo is above all a brilliant storyteller, and his writing is a tribute to both the power of the imagination and the mysteries of the human heart. In Gabos world, where flowers rain from the sky and dictators sell the very ocean, reality is subject to emotional truths as well as†¦show more content†¦(Spanish only) Florencia en el Amazonas A new recording of Daniel Catà ¡ns opera, inspired by Love in the Time of Cholera. Living to Tell the Tale The English translation of Gabos memoirs. The uncertain old man whose real existence was the simplest of his enigmas (Biography) Who is Gabriel Garcà ­a Mà ¡rquez? A biography and timeline, giving the dates of his major works and some of the events that helped shape his writing. Space was changed and time corrected by the designs of his absolute will (Works/Bibliography) A complete bibliography, with a short synopsis and review of his major works. Includes novels, short stories, and works only available in Spanish. Books are worthless, Abrenuncio said with good humor (Reviews) Reviews of works by and about Garcà ­a Mà ¡rquez. The guardian angels of poetry took advantage of the opportunity to clarify matters (Criticism) A comprehensive overview of books about Garcà ­a Mà ¡rquez and his works. In spite of this, to oppression, plundering and abandonment, we respond with life. (Nobel Prize Lecture) A copy of Garcà ­a Mà ¡rquezs Nobel Prize lecture, The Solitude of Latin America, delivered on December 8, 1982. The way my grandmother used to tell stories (Magical Realism) For better or worse, Garcà ­a Mà ¡rquez is inextricably linked to a style of literature called magical realism. This page details magical realism and the controversiesShow MoreRelated Essay on One Hundred Years of solitude869 Words   |  4 Pages Believed by many to be one of the world’s greatest writers, Gabriel Garcà ­a Mà ¡rquez is a Colombian-born author and journalist, winner of the 1982 Nobel Prize for Literature and a pioneer of the Latin American â€Å"Boom.† Affectionately known as â€Å"Gabo† to millions of readers, he first won international fame with his masterpiece, One Hundred Years of Solitude, a defining classic of twentieth century literature. Whether writing short stories, epic novels, or nonfiction, GaboRead Moreâ€Å"One Hundred Years of Solitude† Essay1743 Words   |  7 Pagesâ€Å"One Hundred Years of Solitude† Magic realism is a writing style in which mythical elements are put into a realistic story but it does not break the narrative flow; rather it helps a reader get a deeper understanding of the reality. Often time’s Latin-American writers utilize this writing technique. It has been speculated by many critics that magic realism appears most often in the literature of countries with long histories of both mythological stories and social turmoil, such as those in CentralRead More The Magic of One Hundred Years of Solitude Essay962 Words   |  4 PagesThe Magic of One Hundred Years of Solitude    The mystical town of Mocondo brings new hope, fantasy and a never ending ride for the people who live there.   Jose Arcadio Buendia, the main character in Gabriel Garcia Marquezs One Hundred Years of Solitude (1967), yearns for a life of magic and new discovery, so in his seeking he uncovers the town of Mocondo.   ...A village of twenty adobe houses, built on the bank of a river of clear water that ran along a bed of polished stones, which were whiteRead More The Narrator of One Hundred Years of Solitude Essay691 Words   |  3 Pages The Narrator of One Hundred Years of Solitudenbsp;nbsp; nbsp; Who is this narrator of One Hundred Years of Solitude? He or she knows the whole history of the Buendias better than any of them know it. But the narrator is not quite omniscient. For example, the opening sentence (quoted earlier) and Pilars insight into the axle of time are two of the very few places where the narrator claims to be able to read a characters thoughts. Generally, we get to know characters from closeRead More Progress and Innocence in One Hundred Year of Solitude Essay examples2169 Words   |  9 PagesProgress and Innocence in One Hundred Year of Solitude   Ã‚   One Hundred Year of Solitude by Gabriel Garcia-Marquez projects itself among the most famous and ambitious works in the history of literature. Epic in scope,  Marquez weaves autobiography, allegory and historical allusion to create a surprisingly coherent story line about his forebears, his descendants and ours. It has been said that there are only about 18 or so themes that describe the human condition. This quote was made in referenceRead More One Hundred Years of Solitude by Gabriel Garcia Marquez Essay1170 Words   |  5 PagesOne Hundred Years of Solitude by Gabriel Garcia Marquez â€Å"The tone that I eventually used in One Hundred Years of Solitude was based on the way my grandmother used to tell stories. She told things that sounded supernatural and fantastic but she told them with complete naturalness†¦. What was most important was the expression she had on her face. She did not change her expression at all when telling her stories and everyone was surprised. In previous attempts to write, I tried to tell theRead MoreOne Hundred Years of Solitude a Novel Lost in Time Essay2977 Words   |  12 PagesOne Hundred Years of Solitude A Novel Lost In Time Zahra Toshani University of Guilan Faculty of Literature and Human Sciences Dr. Barkat PhD. Winter 2011 Table of contents Introduction 1 I. Notion of time and being in Heidegger 2 Existential travel Read MoreEssay on Gabriel Garcà ­a Mà ¡rquezs One Hundred Years of Solitude 2873 Words   |  12 PagesGabriel Garcà ­a Mà ¡rquezs One Hundred Years of Solitude  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By far, Garcia Marquezs most acclaimed work is Cien Anos de Soledad or One Hundred Years of Solitude. As Regina Janes asserts, his fellow novelists recognized in the novel a brilliant evocation of many of their own concerns: a total novel that treated Latin America socially, historically, politically, mythically, and epically, that was at once accessible and intricate, lifelike and self-consciously, self-referentially fictiveRead MoreEssay on Analysis of Gabriel Garcias One Hundred Years of Solitude4355 Words   |  18 PagesAnalysis of Gabriel Garcias One Hundred Years of Solitude Historical roots of Macondo and the Buendia family. One Hundred Years of Solitude is about on imagined mythical town which is named as Macondo. Its foundation, rise, development and death throughout the history of its founders; Buendia family is narrated. It is the evolution and eventual decadence of a small Latin American town and its inhabitants. The novel is dominated by Colombian settings and the Buendia family is a Colombian familyRead MoreEssay on The Seven Deadly Sins in One Hundred Years of Solitude1369 Words   |  6 Pagesbiblical allusions do, in fact, exists in Gabriel Garcia Marquez’s One Hundred Years of Solitude. According to Diane Andrews Henningfeld, an associate professor at Adrian College who has studied this novel and its ties to history and myths, some of the biblical allusions include the Garden of Eden, the story of Noah’s Ark, and certain characters being portrayed as archetypes. As I was going through different biblical aspects, one very interesting thought occurred to me. Why would an author in clude