The Irrationality Of The Mathematical Constant E Mathematics Essay

The Irrationality Of The Mathematical Constant E Mathematics Essay This dissertation gives an account of the irrationality of the mathematical constant. Starting with a look into the history of irrational numbers of which is a part of, dating back to the Ancient Greeks and through to the theory behind exactly why is irrational. 1. Introduction: In this paper, I aim to look at some of the history and theory behind irrational numbers ( in particular). It will take you through from learning the origins of irrational numbers, to proving the irrationality of itself. The mathematical constant is a very important and remarkable number; it is sometimes referred to as Eulers number. It has many vital applications in calculus, exponential growth/decay and also compound interest. One of the most fascinating things however is taking the derivative of the exponential function; defined. The derivative of is simply, i.e. it is its own rate of change. An irrational number can be defined as any number that cannot be written as a fraction; that means to say any number that cannot be written in the form. 1.1 History of Irrational Numbers: The first proof of the existence of irrational numbers came a few centuries BC, during the time when a prevalent group of mathematicians/philosophers/cultists called Pythagoreans (after their leader and teacher Pythagoras) believed in the purity of expressions granted by numbers. They believed that anything geometric in the Universe could be expressed as whole numbers and their ratios. It is believed a Pythagorean by the name Hippasus of Metapontum discovered irrational numbers while investigating square roots of prime numbers; he found that he could not represent the square root of 2 as a fraction. Bringing his findings to his mentors (Pythagoras) attention brought the death sentence upon himself. As story has it, Pythagoras (who believed in the absoluteness of numbers) had him drowned to death. According to Plato (a prominent Greek philosopher and mathematician; 428/427 BC 348/347 BC), the irrationality of the surds of whole numbers up to 17 was proved by Theodorus of Cyrene. It is understood that Theodorus stopped at the square root of 17 due to the algebra being used failing. It wasnt until Eudoxus (a student of Plato) that a strong mathematical foundation of irrational numbers was produced. His theory on proportion, taking into account irrational and rational ratio featured in Euclids Elements Book V. The sixteenth to nineteenth century saw negative, integral and decimal fractions with the modern notation being used by most mathematicians. The nineteenth century was particularly important in the history of irrational numbers as they had largely been ignored since the time of Euclid. The resurgence in the scientific study of irrationals was brought upon by the need to complete the theory of complex numbers. An important advancement in the logical foundation of calculus was the construction of the real numbers using set theory. The construction of the real numbers represented the joint efforts of many mathematicians; amongst them were Dedekind, Cantor and Weierstrass. Irrational numbers were finally defined in 1872 by H.C.R. Mà ©ray, his definition being basically the same as Cantor suggested in the same year (which made use of convergent sequences of real numbers). Leonhard Euler paid particular attention to continued fractions and in 1737 was able to use them to be the first to prove the irrationality of and. It took another 23 years for the irrationality of to be proved, of which was accredited to Eulers colleague Lambert. The nineteenth century brought about a change in the way mathematicians viewed irrational numbers. In 1844 Joseph Liouville established the existence of transcendental numbers, though it was 7 years later when he gave the first decimal example such as his Liouville constant.Charles Hermite in 1973 was the first person to prove that was a transcendental number. Using Hemites conclusions Ferdinand von Lindemann was able to show the same for in 1882. 1.2 History of the Mathematical Constant: The number first arrived into mathematics in 1618, where a table in an appendix to work published by John Napier and his work on logarithms were found to contain natural logarithms of various numbers. The table did not contain the constant itself only a list of natural logarithms calculated from the constant. Though the table had no name of an author, it is highly assumed to have been the work of an English mathematician, William Oughtred. Surprisingly the discovery of the constant itself came not from studying logarithms but from the study of compound interest. In 1683 Jacob Bernoulli examined continuous compound interest by trying to find the limit of as tends to infinity. Bernoulli managed to show that the limit of the equation had to lie between 2 and 3, and hence could be considered to be the first approximation of. 1690 saw the constant first being used in a correspondence from Gottfried Leibniz to Christiaan Huygens; it was represented at the time by the letter. The notation of using the letter however came about due to Euler and made its first appearance in a letter he wrote to Goldbach in 17318. Euler published all the ideas surrounding in his work Introductio in Analysin infinitorum (1748). Within this work he approximated the value of to 18 decimal places; The latest accurate account of is to 1,000,000,000,000 decimal places and was calculated by Shigeru Kondo Alexander J. Yee in July 2010. 1.3 A few representations of e: can be defined by the limit: (1) By the infinite series: (2) Special case of the Euler formula: (3) Where when, (4) 2. The Proofs: 2.1 Proving the infinite series of e: In proof 2.2.2 we will use the fact that: (5) As this paper dedicated to, it would be useful to know where this equation comes from. The answer lies in the Maclaurin series (Taylor series expansion of a function centred at 0). (6) Let our, and we have that all derivatives of is equal to We now have that. (7) We now let and we have equation (5). 2.2 The irrationality of e and its powers. Continued fractions are closely related to irrational numbers and in 1937 Leonhard Euler used this link and was able to prove the irrationality of and. The most general form of a continued fraction takes the form: (6) Due to the complexity that can arise in using the format in equation (6), mathematicians have adopted a more convenient notation of writing simple continued fractions. We have that can be expressed in the following manner: (7) With the use of continued fractions it is relatively easy to show that the expansion of any rational number is finite. So it is obvious to note that all you would have to do to prove that a given number is irrational, would be to show its regular expansion not be finite. Using this tool we will now show the Eulers expansion for: We have: (8) Equation (8) shows, we now invert the fractional part: (9) Here we have, once again we invert the fractional part: (10) Hence, we continue in the same way to produce: (11) So. (12) So. (13) So. (14) So. (15) So. (16) So. Using the figures above provides the following result: (17) Observing equation (17) allows us to notice pattern and we can show this by re-writing in the following way: (18) Clearly it seems that the sequence will clearly increase and never terminate. Similarly Euler shows this in other examples using. (19) Equation (19) shows an arithmetic increase by 4 each time from the number 6 and onwards. Noticeably equation (18) and (19) do not provide proof that is irrational and are merely just observations. However Euler uses his previous work on infinitesimal calculus, which then proves this sequence is infinite. The proof that Euler uses is very long and complicated as it involves transforming continued fractions into a ratio of power series, which in turns becomes a differential equation of that he can transform into the Ricatti equation he needs. Since Eulers time mathematicians have found far more manageable and direct ways in proving the irrationality of. 2.2.1 Proving the irrationality of e: While Euler was the first to establish a proof of the irrationality of using infinite continued fractions, we will use Fouriers (1815) idea of using infinite series to prove more directly. Proof: Defining the terms: Using the Maclaurin series expansion we have: (20) Now lets define to be a partial sum of: (21) For we first write the inequality: (22) Equation (22) has to be positive as we stated to be the partial sum of, which is the infinite sum. Now well find the upper limit of equation (22): (23) Taking out a factor of: (24) Now as we are looking for an upper limit, we need an equation greater than equation (24): (25) We take note that the terms in the square bracket in equation (25) for the upper limit is a geometric series with. Right hand Side (RHS) of equation (25): (26) (27) (28) (29) We have: (30) Multiply through by: (31) Now lets assume i.e. is rational. Using the substitution implies: (32) Now by expanding the RHS gives us the following result: (33) (34) We note the following: is an integer. , this implies that divides into and hence is an integer. Each term within the square bracket is an integer; we know that can be divided by and upwards to and produce integer values. Therefore as all terms are integers, we have: (35) where is an integer value. Observe that by choosing any we have and furthermore. Using equation (31) we now obtain the following result: (36) (37) Equation (37) implies is not an integer. This is a contradiction to the result obtained in 1) and so therefore is proven to be irrational. 2.2.2 Proving the irrationality of ea: Proof 2.1 successfully shows how is irrational however, the proof is not strong enough to show the irrationality of. Using an example, we have the as a known irrational number, whose square is not. In order to show all integer powers (except zero) of are irrationals, we need a bit more calculus and an idea tracking back to Charles Hermite; where the key is located in the following lemma. Proof: Lemma: For some fixed, let: (38) The function is a polynomial of the form, where the coefficientsare integers. For we have The derivatives and are integers for all Proof: (see appendix) Theorem 2: is irrational for any integer. Proof: Take to be rational, where is a non-zero rational number. Let with non-zero integers and. being rational implies that is rational. This is a contradiction to theorem 2 and hence is irrational. Assume where are integers, and let be large enough that. State , (39) where is the function of the lemma. Note that can also be written in the form of an infinite sum as we see that any higher derivatives where for vanishes. We now want to obtain a first order linear equation using equation (39). We start by differentiating: (40) Now from observation we see that by multiplying equation (39) by and then eliminating the first term we end up with equation (40). (41) Equation (41) takes the form our required first order linear equation, which is solved in the following manner: First re-write in the standard form: (42) Next we find the integrating factor  µ to multiply to both sides of the equation: (43) From equation (43) we now have the following equation: (44) (45) Note the limit runs as stated in of the lemma. We now manipulate equation (45) by multiplying by so that we can apply of the lemma. (46) (47) We have that , so thereforeand hence: (48) As is just a polynomial containing integer values multiplying derivatives of, we can state using of the lemma that is an integer. Part of the lemma states . With this we can now estimate the range that lies within. Firstly we know that is a positive value and hence. For the upper limit we have: (49) Note that to find the upper limit we eliminate the integral and substitute the upper bounds for and. From before we have and also that we took n large enough so that, which can be re-written , which implies the following: (50) (51) Equation (51) states that cannot be an integer and hence contradicts Equation (48). Therefore we have that is proven to be irrational. 3. Further Work: Following on and further proving the irrationality of, would be to prove that is a transcendental number. Irrational numbers can be split into two categories algebraic and transcendental; hence transcendental numbers are numbers that are not algebraic. Algebraic numbers are defined as any number that can be written as the root of an equation of the form. A minimal polynomial is achieved when is the smallest degree possible for a given. The square root of 2 is an example of an irrational number, but also it is an algebraic number of degree 2, of which the minimal polynomial is simply. Euler in the late 18th century was the first person to define transcendental numbers, but the proof of their existence only came around in the papers of Liouvilles in 1844 and 1851. The number was the first important mathematical constant to be proven transcendental and was done so by Charles Hermite in 1873. The techniques Hermite used influenced many future mathematical works including the first proof of being transcendental by Ferdinand von Lindemann; also used in the creation of the Lindemann-Weierstrass theorem. Further work on transcendental numbers involving can be still seen today. Mathematicians knowis a transcendental number, but as of yet have not been able to prove this. 4. Conclusion: Overall, the main objective of this paper was to give an account of the irrationality of. This has been achieved and with it we have been able to see the progress from the first discovery of irrational numbers by the Pythagoreans of Ancient Greek, through to the work covered on Eulers number. References: Webpage Resources: Cook, Z. (2000), Irrational Numbers, The Guide to Life, The Universe and Everything, BBC [Online]. Available: http://www.bbc.co.uk/dna/h2g2/A455852, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (1999), Theodorus of Cyrene [Online]. Available: http://www-history.mcs.st-and.ac.uk/Biographies/Theodorus.html, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (1999), Eudoxus of Cnidus [Online]. Available: http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Eudoxus.html, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (2001), The number e, Number Theory [Online]. Available: http://www-history.mcs.st-and.ac.uk/HistTopics/e.html, [Accessed: 6th January 2011]. Russel, D. 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Disciplinary Actions From the Employee Perspective

Disciplinary Actions From the Employee Perspective Background to the Study Managing a group of people in a workplace is a complex task. Organizational leaders are familiar with the complexities that are innate in handling an organization. An example of a difficult inevitable occurrence in managing an organization is conflict. It represents a struggle between two opposing ideas. With this existence, conflicts between a manager and an employee are most likely a continuous encounter in the workplace. Ensuring a sound relationship between the management and employees depends upon how it is regulated by the manager. One of the conditions for maintaining such relationship is that employees should uphold a particular performance and behavioral standards. (Jegadeesan G, 2008). Should the employees do not comply with these standards, it is assumed that disciplinary measures are enforced to improve their performance and maintain the healthy relationship. However, if the employees do not agree with the manner of implementing disciplinary actions, it can have an adverse effect on the rapport between the manager and the employees. It is believed that the most unpleasant role of an organizational leader is to institute a disciplinary action to an erring employee (Franklin and Pagan, 2006). Although the goal is to modify the employees undesirable behaviors, their decisions are often subjected to opposing personal interpretations. At STI, the organizational relationship is directed by the general policies provided by the STI Educational Services group to its member schools through the school administrators. A disciplinary action is instituted to employees who failed to meet the rules, meriting the imposition of a penalty. The schools disciplinary guideline values the use of a progressive and positive discipline, which aims to correct the behavior of its employees. It is imposed to the offending employee after the disciplinary committee has made their final verdict. In my experiences as a member of the disciplinary committee, I have observed that employees, whether they are recipients or observers of disciplinary actions, have various opinions with regard to our disciplinary practices. These opinions need to be examined and scrutinized in order to identify possible disorders that may complicate the organizational stability. Nature of the Problem It is the purpose of a disciplinary process to preserve a healthy relationship between employees and managers for an organization to perform well. Both parties are expected to abide by the prevailing regulations. Disciplinary policies are in place to serve as a guide to an orderly conduct in the workplace in order to achieve the organizational goal. (Gatchalian and Lumiqued, 2005). The situation in which the employee commits misbehavior may vary in the same way that the manager may also handle an individual situation in different ways that is commensurate to the situation. However, the method in which the manager executes the disciplinary action may produce various opinions from the employees. It can go with or contradict with the managers perception. These opinions should not be taken for granted for it may result to future problems in the organizational relationship. The credibility of the disciplinary process should be maintained in order to preserve the strong rapport between the manager and the employees. In order to verify the credibility of the process, it is necessary to identify the perspective of the employees about the disciplinary process. While several studies have been made about proper control of employee misconducts, little is known about how disciplined employees react about the implementation of the disciplinary systems. (Greer and Labig, 1987). It is on this premise that I am convinced to explore this topic more extensively using a qualitative method to examine how disciplined employees actually think and feel about the discipline experiences. This study will consist of the exploration and description of the employees experience of disciplinary procedures at STI College Koronadal City Inc. After determining their views, problem areas will be identified for use as basis in improving disciplinary practices in the workplace. Statement of the Problem General: How do employees view the disciplinary process at STI College Koronadal City Inc.? Specific: What are the disciplinary practices implemented in the workplace? What are the different opinions of employees about the way the disciplinary actions are implemented? What are the preferences of employees in relation to the process of investigating employee misconduct? Significance of the Study For the school administrators, the information from this study can be used in identifying the loopholes and problem areas in developing a strategic plan for the improvement of employee discipline practices in the workplace. For the supervisors/managers, The information from this study can be used to direct the choice of relevant strategies to be implemented. For researchers, the result of this study will also add to the current facts and provide a general source for further research on the topic. Scope and Limitation of the Study This study will use the exploratory method to describe the views of employees about the disciplinary practices at STI College Koronadal City Inc. The reactions will be measured primarily through interviews and document reviews. It will be limited to rank and file employees. Such constraints will permit the researcher to employ a thorough exploration of the problems abovementioned. Chapter 2 Review of Related Literature Employee Discipline Despite the motivational training programs and development of positive work settings, it is believed that not all employees perform according to the acceptable behaviors set by the organization (Hughes, and Tomkiewicz, 1992). The occurrence of organizational misbehaviors is dependent on the opinions of employees towards the organization. If they believe that their organization is fair, it is unlikely that employees will commit misbehaviors (De Schrijver, Delbeke, Maesschalck and Pleysier, 2010).Discipline is an action that must be constantly exercised to rehabilitate employees misbehavior due to violation of work policy and standards. Disciplinary guidelines are used for maintaining the work standard that must be imparted to employees through proper communication. Employee disciplinary processes has transformed over time. In the pursuit of improving these practices, it has evolved from the traditional to the modern systems. The traditional autocratic imposition of punishment has transformed into new methods, where the non-compliant employee is given a chance to improve his behavior. Progressive and positive discipline is one of the modern disciplinary systems that use counseling instead of penalty. Its primary goal is to help the employee acknowledge the faults in his or her performance and is given the chance to improve it. (Chimezie, Osigweh, and Hutchison, 2006). Disciplinary Practices One of the most significant functions of a manager is to make disciplinary decisions. Most managers possibly consider that it is biased to discipline employees for outcomes over which they have no control. The probable significant factor in the decision-making process is attributions, which possibly of particular importance to the managers who value fairness. (Judge and Martocchio, 1995). Managers employ varied procedures in making their decisions when addressing disciplinary cases. By employing a policy-capturing approach, Klaas and Wheeler (1990) pointed out three factors that have possible contribution to the cause of disciplinary problem such as managerial provocation, personal problems and tenure. Environmental occurrences such as economic, institutional and hierarchical were also considered. It was found out that the institutional factor has the largest effect on personnel managers decision. On the other hand, personal problems, tenure, and the economic implications of the decision had more limited influence on managerial decisions. Using the same approach, the results of another study made by Klaas and Wheeler (1992), showed that there is a relative importance of the social and institutional standards to the disciplinary decisions made by supervisors. The findings were based on the six factors used as basis in making disciplinary decisions. These factors were i dentified as performance decrement, documented warning, waiver, tenure, past performance, and the manner of the employee. The effects of these factors were scrutinized to gather perceptions as to the extent to which key social and institutional standards influence disciplinary decisions and subsequently develop nascent rights for employees. For Franklin and Pagan (2003), their study on the variation in the practice of employee discipline, showed that issues such as sector, existence of unions, human resource department support have impact on the managers decision in choosing disciplinary approaches on the assumption that the organizations uses consistency in their use of disciplinary actions. The existence of some of the abovementioned issues motivate the managers to conform to formal disciplinary policy. In another study, Franklin and Pagan (2006) posited culture as an influential factor in making disciplinary decisions. They presented two groups of factors that have causal effects on discipline practices: Tangible and intangible factors. The former describes the formal practices the organization wishes to follow and the latter provide indications why informal strategies appear as successful practices for getting things done. A recommended hypothesis using the idea of organizational culture was suggested to confirm the validity of the supposed influence of culture on decisions pertaining to employee discipline. Disciplinary Experiences in the workplace Greer and Labig (1987) stated that limited researches were made about employee reactions to disciplinary actions. Their exploratory study about employee reactions to disciplinary actions revealed that the manner in which the disciplinary action is instituted seems to greatly influence emotional response and affect the manager-employee relationship. The foregoing positive relationship will seem to deteriorate due to the implementation of a disciplinary action. However, when the discipline is instituted in a pleasant way, it is unlikely that adverse employee reactions will occur. In a qualitative study made by Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. (2001), on recipients and observers of disciplinary process, results showed a positive perception about discipline from the two categorized groups but they may also lose respect for the one who instituted the discipline, following development of negative attitudes towards the organization as a result of the discipline. They have also the tendency to regard the experience as unfair, when it is used for informal rather than to formal rule violations. In the exploratory study using the internal dynamics of disciplinary process made by Rollinson, Handley, Hook and Foot (2007) about The Disciplinary Experience and its Effects on Behavior, it was tentatively concluded that half of those formally disciplined will internalize the rules and the other half have the inclinations of breaking the rules. These behaviors were said to be caused by first; conditioning by punishment paradigm, where punishment stimuli is ineffective in influencing the behavior. The second cause is attributed to the managerial styles that have created impressions of motives of retaliation on the disciplined person. Suggestive Definition Alternative Investigation : refers to other possible choices in conducting inquiry Process about disciplinary problems. Causes of Misbehavior : refers to the reasons why a an organizational misbehavior is committed. Discipline : refers to the state of employee self-control and orderly conduct observed in an organization. Disciplinary action : refers to the act of implementing a corrective measures to an employee who has committed an organizational misbehavior. Disciplinary attitudes : refers to the outlook of an employee towards discipline. Disciplinary experiences : refers to an exposure or observation of a person to a disciplinary action. Disciplinary process : refers to the period between the recording of misbehavior and the decision at a disciplinary committee hearing. Organizational Misbehavior : are actions by organizational members that violates the organizational and social norms. Progressive discipline : a procedure in which harder penalties is implemented for repeated disciplinary misconducts. It usually starts with an oral warning, then written warning, followed by suspension and finally dismissal. Chapter 3 Research Design This study will use a phenomenological research method to present and interpret the data which will prevent and control possible biases. It will explore and describe the employees experiences of disciplinary procedures at STI College Koronadal City Inc. A literature review of on the views of Employee Discipline, and studies about Disciplinary Practices and Disciplinary Experiences in the workplace will be done. From this review, this study will identify the premise of the disciplinary process which will form the bases of the questions for the interview. The opinions of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given emphasis. Moreover, pertinent data sources such as STI disciplinary rules, government legislations and observations made during interviews will also be considered. Locale of the Study The study will be conducted at STI College Koronadal City Inc. because the respondents are employees of this educational organization. It runs under a franchising agreement with the STI Educational Services Group. The organization started its operation as an education center in 1998 and became a full college in 2009. This organization has two branches; the main branch is located at Koronadal City and the other at Tacurong City. Currently, it has 70 employees and more than a thousand students in both TESDA and CHED Programs. Respondents and Sampling The respondents of the study are those employees holding the rank and file positions who are recipients and observers of the disciplinary procedures practiced in the organization. Since these employees are not in managerial positions, they are normally susceptible for exposure to the disciplinary process. The views of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given importance in the study. Data Collection Strategies The primary instrument to be used in this study will be an interview protocol which I will develop. Two employees who have experiences of disciplinary procedure and two employees who are observers of the disciplinary procedure will be invited to an interview. The questions will be open-ended so that it will lessen any guiding of the participants responses. There will be reminders to be prepared for the questions to guarantee that detailed idea of the research questions will be addressed. Important data sources will also be considered for the purpose of the study, such as document reviews and field notes recorded from observations taken during the interviews. All interviews will be recorded using an MP3 recorder. Individual recorded interviews will be extracted from the MP3 recorder and then electronically stored into a computers hard drive. Folders will be created with proper labels which will contain the individual recordings. After each interview, the recordings will be played and then transcribed. Field notes will also be transcribed and stored in the same manner as the recorded audio interviews (Groenewald, 2004). Data Analysis Initially, the data will be recorded using an interview protocol. The audio recordings of the interview will be repeatedly played and then transcribed and reviewed to get the main idea. The interesting information in the interview will be analyzed to determine its underlying meaning. Ideas will be noted and will be transformed into themes which reflect their meaning. This process will be repeated for all interviews. Similar themes will be compiled and grouped together (Groenewald, 2004). References: Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. Recipient and observer reactions to discipline: are managers experiencing wishful thinking? [Abstract]. Journal of Organizational Behavior volume 22, issue 3, pages 249 270, May 2001 Article first published online: 20 APR 2001 DOI:ÂÂ  10.1002/job.67 retrieved March 7, 2011. http://onlinelibrary.wiley.com/doi/10.1002/job.67/abstract Chimezie A. B. Osigweh Yg. and William R. Hutchison .Positive discipline Human Resource Management Volume 28, Issue 3, autumn (fall) 1989, Pages: 367-383, Article first published online: 2 NOV 2006, DOI:ÂÂ  10.1002/hrm.3930280306. Retrieved March 7, 2011 from http://onlinelibrary.wiley.com/doi/10.1002/hrm.3930280306/abstract Cooke, Hannah. Examining the disciplinary process in nursing: a case study approach. [Abstract]. Work Employment Society December 2006 vol. 20 no. 4 687-707, doi: 10.1177/0950017006069809. Retrieved March 7, 2011 from http://wes.sagepub.com/content/20/4/687.abstrac De Schrijver, Annelies ; Delbeke, Karlien; Maesschalck, Jeroen ; Pleysier, Stefaan .Fairness Perceptions and Organizational Misbehavior: An Empirical Study [Abstract]. The American Review of Public Administration May 3, 2010 Published online before print May 3, 2010, doi: 10.1177/0275074010363742.Retrieved March 24, 2011. http://arp.sagepub.com/content/early/2010/02/14/0275074010363742.abstract?rss=1 Franklin, Aimee L. and Pagan, Javier F. Organization Culture as an Explanation for Employee Discipline Practices: [Abstract].Review of Public Personnel Administration March 2006 vol. 26 no.1 52-73, DOI:10.1177/0734371X05277335.Retrieved March 3, 2011 from http://rop.sagepub.com/content/26/1/52.abstract Franklin, Aimee L. and Pagan, Javier F. Understanding Variation in the Practice of Employee Discipline: The Perspective of the First-Line Supervisor [Abstract].Review of Public Personnel Administration March 2003 vol. 23 no. 1 61-77, doi: 10.1177/0734371X02250113 .Retrieved March 3, 2011 from http://rop.sagepub.com/content/23/1/61.abstract Gatchalian, Ramon M. and Lumiqued, Richard (2005). Employee Discipline and Dismissal: Basis, Laws, Jurisprudence and Best Practices).Quezon City: Central Print on Demand Greer, Charles R. and Labig, Chalmer E. Employee Reactions to Disciplinary Action [Abstract] HumanRelations August 1987 vol. 40 no. 8 507-524, doi:10.1177/001872678704000803. Retrieved March 3, 2011 from http://hum.sagepub.com/content/40/8/507.abstract Groenewald, Thomas. A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1). Article 4. 2004. Retrieved March 25, 2011from http://www.ualberta.ca/~iiqm/backissues/3_1/html/groenewald.html Hughes, R. Eugene, Tomkiewicz, Joseph M. Discipline in Response to Unacceptable Performance: Barriers to Access in Academic Organizations [Abstract]. International Journal of Educational Management Volume: 6 Issue: 5 1992. DOI: 10.1108/09513549210015807 Retrieved March 21, 2011. http://www.emeraldinsight.com/journals.htm?articleid=838503 Jegadeesan G (2008, April 25). Employee Discipline [Review of the book Employee Discipline-Concepts and Issues]. Flipkart.com Retrieved from http://www.flipkart.com/employee-discipline-concepts-issues-jegadeesan-book-8131419045 Judge, Timoth A. and Martocchio, Joseph J. The role of fairness orientation and supervisor attributions in absence disciplinary decisions. Journal of Business and Psychology, 1995, Volume 10, Number 1, Pages 115-137. DOI: 10.1007/BF02249274 .Retrieved March 25, 2011 from http://www.springerlink.com/content/ykn712n0q742847l/ Klaas, Brian S and Wheeler Hoyt N. Managerial Decision making about employee discipline: A Policy Capturing Approach [Abstract]. Personal Psychology volume 43 issue 117-134, March 1990.Article first published online: 7 DEC 2006, DOI:ÂÂ  10.1111/j.1744-6570.1990.tb02009.x. Retrieved March 6, 2011 from http://onlinelibrary.wiley.com/doi/10.1111/j.1744-6570.1990.tb02009.x/abstract Klaas, Brian S. and Wheeler Hoyt N. Supervisors and their response to poor performance: A study of disciplinary decision making [Abstract]. Employee Responsibilities and Rights Journal Volume 5, Number 4, 339-355, 1992. DOI: 10.1007/BF01388309. Retrieved March 24, 2011. http://www.springerlink.com/content/tk761l0717636750/ Noe, D.P. The Role of Managers in Initiating Disciplinary Actions to Employees: Helium General Management. March 24, 2010. Retrieved March 21, 2011 from http://www.helium.com/items/1782898-management-and-disciplinary-action-with-employees Rollinson, Derek, Handley, Janet, Hook, Caroline, Foot Margaret. The Disciplinary Experience and its Effects on Behavior: An Exploratory Study [Abstract]. Work Employment Society June 1997 vol. 11 no. 2 283-311 doi: 10.1177/0950017097112005. Retrieved March 12, 2011. http://wes.sagepub.com/content/11/2/283.abstract

Legal Implications :: Physician Assisted Suicide Medical Ethics Essays

Legal Implications â€Å"The social commitment of the physician is to sustain life and relieve suffering. Where the performance of one duty conflicts with the other, the preferences of the patient should prevail† (AMA). The case of Karen Quinlan extrapolated beyond the trivial cases of patient autonomy, in which the patient’s wishes are known or well communicated, and introduced us to a realm of patient autonomy that, at the time, had not been thoroughly explored. Although it was alleged that Karen had â€Å"on at least three occasions made statements that if she were in a hopeless medical condition she would not want her life prolonged by†¦extraordinary medical measures,† no concrete proof of these statements or wishes existed (Armstrong). Thus, Karen Quinlan’s physician could only assume an end-of-life decision from her surrogate decision-makers, her parents, was appropriate—an assumption he was not ready to make. In fact, the physician stated, â€Å"he c ould find no medical precedent with regard to such action (taking Karen off of medical support via the request of her parents)† (Armstrong). Albeit common tradition had seen â€Å"many (physicians) refuse to inflict an undesired prolongation of the process of dying on a patient in (an) irreversible condition,† most of these cases resulted from conditions in which the wishes of the patient were fairly clear (Supreme Court). The case of Karen Quinlan was not. Nevertheless, significant legal actions were taken—ultimately resulting in the legal illumination of an individual’s rights and responsibilities with respect to situations similar to Karen Quinlan’s. When her physician refused Mr. Quinlan’s request, he was told he would have to become legal guardian of Karen before his decision was considered. However, Mr. Quinlan’s plea was denied and a complete stranger received guardian status from the Superior Court of New Jersey. The State Attorney General intervened, and along with the hospital, treating physicians, and the county prosecutor, filed a suit against Mr. Quinlan. They argued that the Court had no jurisdiction to grant the Quinlan’s request, a person’s best interest is never served by allowing them to die, there is no constitutional right to die, the State’s interest in the preservation of life overrides the guarantees in the First and Eighth Amendments, granting the request would be against prevailing medical standards and ceasing treatment would be homicide if Karen died (Armstrong). The argument resulted in a ruling against the Quinlan family’s request.

The Rising Cost of Health Care Essay -- essays research papers

Rising medical costs are a worldwide problem, but nowhere are they higher than in the U.S. Although Americans with good health insurance coverage may get the best medical treatment in the world, the health of the average American, as measured by life expectancy and infant mortality, is below the average of other major industrial countries. Inefficiency, fraud and the expense of malpractice suits are often blamed for high U.S. costs, but the major reason is overinvestment in technology and personnel. There are three issues when it comes to the health care cost rising. The first is the rising cost in prescription drugs. The second area of rising cost is the increased technologies when it comes to the medical industry. The third problem is the aging population. Prescription drugs are the area of the fastest growing health care expense, and it is projected to grow at 20 to 30 percent each year over the next several years. There are many newer, more expensive drugs on the market, and the use of these prescriptions is exploding. In addition, with so much television advertising, many consumers ask their doctors for expensive, brand name drugs when there may actually be a generic drug that works just as well. Over the past decade, scientists have made significant advancements in the treatment of certain diseases. Unfortunately, just like any new product, the cost of developing these new technologies and treatments is extremely high. Plus, unlike other technology, heath technolo...

After School Programs Essay -- Elementary Education Student Activities

After School Programs Many parents today are faced with the issue of after school programs. But are these programs what we really think of them? Are they helping or hurting our children? A lot of parents want their child to be involved in school and/or extra-curricular activities, but don’t want them to be overwhelmed; whereas other parents don’t seem bothered by the effects. This paper included information about after school activities and the effects they play in today’s modern society with children. So, what do these activities do for the children? Do after school activities for children help to enrich their social and physical skills for their life long interests? A school program is defined as â€Å"community driven, expanded learning opportunities that support developmentally appropriate cognitive, social, physical, and emotional outcomes. In addition, these programs will offer a balanced program of academic support, arts and cultural enrichment, recreation and nutrition† (Coltin). These programs can run either directly after school, during evenings, weekends, summer vacations, and holidays. They are run by schools, community based organizations in the school, and community based organizations from a church or synagogue, or a private leader. Since the community and government is so willing to get the students active in these after school programs, there is such a wide variety of different ones. With such a huge selection, it is merely impossible for someone not to find a program that would be right for their children. The activit6ies vary from religious clubs, to sports, as well as language based clubs, Sports offer a huge variety for students to get involved in. There are all boy and all girl sports, as well as co-e... ... After School Program?† www.thirteen,org/edonline/concepts2class/month11/index sub1.html Kirkman, Susannah. (2000 March). ‘Bums on Seats’ Is not the Answer. The Times Educational Supplement. 24 Lamb, Sandra E. (1999, October). After-School Activities Parents Magazine. Lee, Shumow. (2001). Academic Effects on After-School Programs. Champaign, IL: Eric Clearinghouse on Elementary and Early Childhood Educat5ion- Children’s Research Center. Roemer, Joseph. (1935). Basic Student Activities. New York: Silver, Burdett, and Company. Schneider, Jonathon. (2000, August). Benefits of Activities Kids Health for Parents: 2-3. Schwartz, Wendy. (1996, October). After School Programs for Urban Youth. New York, NY: ERIC Clearinghouse on Urban Education. Thompson, Nellie Zetta. (1953). Your School Clubs. New York: E.P. Dutton & Co., Inc.

The Empire and Colonialism in Asia

Modern European empires came about because of the desire for the wealth to be had from overseas trading and markets. European countries that acquired empires did not plan these conquests. Europe was trading with Asia and other parts of the world long before modern empires arose. The success of early trading and the need to expand their markets led the powers of Europe to find the means to secure overseas lands for their exclusive use. Also the fierce competition between European countries for trade and world markets led to the securing of overseas interests which led to empires. Economic expansion played a key part in the building of European empires. â€Å"An empire is a system of interaction between two political entities. One is dominant and exerts political control over internal and external policy, the other is weak. † Imperialism is the desire to control colonies or dependencies and imperialism is how empires are formed. European countries had to have the power to dominate other societies. Attributes that European countries had to encourage imperialism and empire were a centralised government, differentiated economies and a shared political loyalty. Military strength was vital too, both on land and on the sea. qualities, but they also had to have the drive to acquire an empire. Control of a vast empire fed into national pride. Colonialism was the policy used to expand a country's influence and power. When a foreign power rules another group of people (usually separated from them by an ocean) a colony is formed. The ruling power usually sent its own people to govern. This was allowed to happen by virtue of the ruling country's advanced state of technology and more complex society. Europe was lured into the outside orld through the prospect of trade. Colonies provided many economic benefits such as sources of raw materials, markets for surplus goods, new goods that could be traded to other countries (such as diamonds, gold and spices) and investment opportunities. There were other reasons for expansion such as security considerations and spreading religion, but it was the huge economic benefits that fueled the fire of imperialism. The Portuguese and the Spanish began their quest for empire in the fifteenth century and they were closely followed by the British and the Dutch in the seventeenth century. This desire for expansion was known as capitalism, the drive to search for overseas profits, raw materials and markets. Once trade was established, the struggle for power and control of trade between European countries led to the expansion and protection of overseas interests. This protection and expansion led to the creation of empires. The Iberian empires of Spain and Portugal both set out to trade with Asia for exotic goods such as silks and spices. Notions of empires and conquests did not come until after trade was established and successful. Portugal began trading along the west African coast hile in search for a trade route to the rich markets of Asia. In 1498, Vasco da Gama found that route rounding the Cape of Good Hope and sailing to India. The Portuguese had successfully established a monopoly of trade in Asia. Pedro Alvares Cabral sailed in 1498. He was supposed to follow da Gama, but got lost and ended up in Brazil in 1500. Soldiers and settlers were sent to these lands to help solidify Portugal's hold on the valuable territories. Portugal had colonies in Angola, Cape Verde, Guinea-Bissau, Mozambique, Sao Tome, Principe, Brazil, Malaysia, Indonesia and China By the middle of the 1500's. They were threatened by the Spanish arriving close by in the Philippines in 1565. () Bases and administrative centres were set up in Ambonia and Tidore and Portugal had a strong hold on India in Bengal. Portugal gained enormous wealth from these lands. They obtained gold and participated in the slave trade from Africa. They also got gold and diamonds from Brazil. The spice trade from Asia was very lucrative. Portuguese planters in these lands contributed also to the overall wealth of the country. Portugal overextended itself, however, and was invaded successfully by Spain in 1580. England, the Netherlands and France were able to steal away parts of the empire during this time. After regaining its independence, Portugal never really rose to its former glory. It was constantly under attack by Spain for many years. It did hold onto many of its colonies until the mid 1970's, but the people of those colonies did not allow Portugal to take all of their wealth as it had done before. Spain had also set out to trade in Asia, but they were sidetracked by Columbus' discovery in 1492. Columbus was trying to bypass the monopoly Portugal had over trade in the East. Instead he enabled Spain to build an empire which included Mexico, Central America, most of the West Indies, the Southwestern portion of what is now the United States and the western part of South America. The Spanish exploited the Caribbean and the Americas for economic advantage. The Spanish Empire also included Portugal, present day Belgium, Luxembourg and the Netherlands, and the Philippines. Spanish colonies were set up to keep control of trade and resources after threats from the Dutch and the English. Also colonies were set up to support the home economy. Many wars and poor management led to the decline of Spain's control of this vast empire. Much land and military resources were lost when Spain came out on the losing side of several wars. Many of the people in the colonies revolted against harsh Spanish rule. Cuba, the Philippines, Guam and Puerto Rico were the last of Spain's valuable holdings to go after their defeat in the Spanish-American War in 1898. Economic interests for Spain were at the head of expansion. Gold, silver and precious stones were seen as the â€Å"treasure† of the Spanish Empire. Both Portugal and Spain initially set out to trade and profit from Asia nd only advanced towards empire when their economic After 1600, northern European countries began trading overseas regularly and started to develop economic interests that led to empires. The English and the Dutch saw how lucrative Spanish and Portuguese colonies were and they developed aspirations of their own. The Dutch East India Company and the English East India Company emerged in the early seventeenth century as major powers to take trade away from Portugal and Spain. The English and the Dutch used their dominant naval forces to remove Spain and The English gained power in India over the Portuguese. They acquired Madras and Bengal. The English were only interested in trading with the East, not in colonising the area. They made agreements with the rulers of India for favorable trading conditions. When the Mongul rulers of India began to lose power, then the English East India Company stepped in and took over to protect its economic interests. England did settle extensively its colonies in North America and parts of Africa. England, weakened also by many wars, lost or gave independence to most of its empire. The Dutch by virtue of their superior navy were able to create a tremendously extensive empire in the East. The Dutch captured the fort on Ambonia from the Portuguese and the Portuguese ended up losing their stronghold, Malacca. The Dutch East India Company set up headquarters in Batavia (which is now called Jakarta) in Indonesia. They had exclusive trading rights with Japan and also controlled Ceylon and the southern tip of Africa. They colonized New Netherland which is New York today. The Dutch fought many wars and were finally defeated by the English in 1784. Ten years later they were invaded by the French. Most of their possessions were confiscated during this time. rivals in trade so they had to establish footholds in rder to preserve their trading. The Dutch had settlements in Batavia and control of trade in the far east. The English acquired Madras and Bengal. England ended up ruling over India to protect profitable trade, not for glory or sovereignty. There was no movement of population into India and only after a century and a half did anything besides trade play a part in relations with India. These footholds resulted in empires, but they were conceived in order to maintain economic advantage in the east. European empires hold their roots in early trade and the search for overseas markets. John Cuningham, an conomist, suggests that evolution of empire is due to † gradual extension of commerce [and] advent to trading companies coupled with the desire to enrich power and prestige of the mother country. I agree with this statement because of the origin of trade that European empires had. European countries began expansion in search of riches like gold and diamonds, trade like spices and silk, and land to grow valuable crops like coffee. They only resorted to control when their economic enterprises were in danger. Empires developed as a means of economic expansion to enable European countries to maintain their profits, raw materials and markets.

Code of Conduct and Ethical Standards Essay

Pursuant to the provisions of partitioning 12 of Re benignantkind Act none 6713, separatewise kn take in as the edict of maneuver and Ethical Standards for customary Officials and Employees, approved Dn February 20, 1989, and which took effect on March 25, 1989, conformably to mathematical function 17 thereof, the next Rules atomic mo 18 hereby take oned in erect to carry disclose the provisions of the utter labelRule Ireportage contribution 1. These Rules sh all coer all prescribeds and employees in the authorities, elective and appointive, permanent or temporary, whether in the c argoner or non-c atomic number 18er service, including military and police force military force, whether or non they win compensation, heedless of amount.Over the past 35 years, the number of regime employees grew at a fast rate than did the population. Filipino population grew one hundred sixty% amid 1960 to 1997 but summate presidential term force play more than doubled in size from the 360,000 busy in 1960. verbalised in terms of ratio to the total population, the developing in the size of the Philippine authorities military group lends some solid basis for the popular acquaintance of a bloated bureaucracy. In 1970, the ratio of government personnel to the total population is 190. By 1990, the ratio stood at 152. The roughly telling indicator of the period of rapid expansion of the bureaucracy is reflected in the harvest- metre rate of governments specie disbursements for personal operate. Yearly incremental pass judgment between 1980 to 1991 were in double figures, averaging 21% during the 11-year period, and grew as soaring as 35.8% in 1984-1985. In the immediately foregoing years, the annex in government expenditures for personal services is accounted for by the execution of the second aim of the Salary Standardization Law which showd for per annum increase in basic salaries of government personnel over four years.This is be cause since1992, growth in size has been arrested due to the unite effects of a number of right-sizing initiatives which intromit the 5-year effectivity of RA 7041 or the scratch Law berth-specific streamlining programs changes in budgetary allotments which funded alone the filled congeals and to some extent, the exit of positions in the disposed or privatized units of government. In the expire four years, increases in number of personnel read been attributed to the population-based personnel t apieceers and policemen and to the local government units, the last due to devolution by the national government of certain functions and activities. discoverdoors of those classes of personnel, the increase in national employees (NGAs) and those employed by government-owned or controlled corporations (GOCCs) has switched into a decelerating mode. The size, distribution, and ordinary profile of government argon tending(p) in statistical data derived from the yearly inventory of gov ernment personnel contended by the Commission. The inventory is based on demonstrable occupancy of positions at the end of each year.Rule IIInterpretation particle 1. These Rules shall be interpreted in the swooning of the Declaration of Policy found in fraction 2 of the CodeIt is the polity of the State to promote a high standard of nurse-systems in world service. exoteric ex officios and employees shall at all generation be creditworthy to the people and shall unclutter their duties with consequence line, integrity, competence and loyalty, act with patriotism and justice, lead depressed lives, and uphold overt interest over personal interest. ethics is gaining prominence in the discourse astir(predicate) governance today. There is a perception that standards in usual life are in decline. This raises questions ab step up the costs of mismanage on the part of those who fix been en self-assuranceed with guarding forgivingity interest and resources. These cos ts are losings in trust and confidence in earthly concern institutions and losses in unusual resources which were meant to support the economic and social increase ofnations and peoples. There is a roleplay ecumenical to restore a measure of trust and integrity in earthly concern institutions and officials, to sentry go re commonplace and promote better governance.It could be argued that the perception of a fall in existence standards is linked to the shifting role of the state, which is downstairsgoing tremendous reform. Globalization, technological advances, spreading democratization and fiscal crises are challenging states to read with strong external forces, be offend in serving its citizenry, devolve power, and disrobe itself of obsolete activities. As a result, the existence service, as an institution, is under pressure to substitute itself to respond to these changes. As public servants are asked to take on new and some propagation conflicting roles, there is a invite for a cost- potent structure and an load-bearing(a) culture to enforce standards and address their behavior. low a democracy much(prenominal) as in the Philippines, the peoples key faith in the integrity of governmental institutions is what holds the system together all the same under the most difficult beats. The accede item in the Philippines is a test of this principle. Whether or not the test is passed with achievement is a matter yet to be seen. However, at this stage, what could be gainfully learned from present experience is the pick outledge that peoples trust seems to lie on the human beings of ethics and right mechanisms and infrastructure. As shown and prove with quite a measure of success by umpteen studies, ethics and accountability are keys not only to hard-hitting government but to a fault to hard-hitting governance. The following discussions diffuse with some of the infrastructures and initiatives in the Philippines. The 1987 Constitution o f the Philippines provides the basis of honorable and responsible behavior in the public sector. dent 1 of expression XI states that Public office is a public trust.Public officers and employees must at all times be accountable to the people, serve them with utmost responsibility, integrity, loyalty, and efficiency, act with patriotism and justice, and lead modest lives. This provision requires every public official and employee to exhibit and live certain value while in government service. In addition, the State has been mandated by the Constitution to offer honesty and integrity in the public service and take irrefutable and good measures against graft and loadion. In 1989, the Philippine legislature passed Republic Act no. 6713, a integrity embodying the Code of Conduct and Ethical Standards for Public Officials and Employees. The Code spells out in fine detail the dos and fagts for government officials and employees in and out of the spurtplace. These dos and donts are encapsulated in the eight norms of conduct to be observed by all government officials and employees. These norms or standards are commission to public interest Professionalism Justness and unassumingness Political neutrality Responsiveness to the public Nationalism and patriotism Commitment to democracy Simple livingThe Code, likewise, introduced some reforms in the administrative systems like giving head ups of agencies the responsibility of ensuring there is a value ripening program for their employees continuing studies on prune systems and procedures with the end in befool of remediate the delivery if public services and, mandating the grant of a resident Ombudsman in every department, office and potency. Incentives and rewards system has in like manner been project in place. Another comprehensive law passed to address and curb the commission of malfeasance in government is Republic Act zero(prenominal) 3019 or the Anti-Graft and Corrupt Practices Act.In fraction 1 of this law, it states that It is the policy of the Philippine giving medication, in line with the principle that a public office is a public trust, to concentrate certain acts of public officer and buck private persons alike which constitute graft and corrupt practices which whitethorn lead thereto. This law specifies eleven (1 1) instances of corrupt practices in addition to acts or omissions already penalized by existing laws.The reasoned infrastructure that prescribes ethical conduct of public servants is reinforced by governmental loading. This political commitment, while difficult to benchmark, has been demonstrated by some policy pronouncements.Quite fundamental are the ten-point action agenda of the present court and the Medium-Term Development Plan (2000 2004) or Angat Pinoy 2004 which embody the framework for the countrys socioeconomic learning. The agenda and the MTDP place the implementation of a sustained packing and preference program on anti-graft and cor rupt practices and laws, and on the Ethical Standards Act of Public Officials and Employees among the Administrations priorities to reduce graft and putridness and exact high standards of ethics in government. Proceeding from this, departments and agencies of the executivebranch wee set up and implemented mixed programs that aim to take place bureaucratic red tape. unity-stop action centers are now being promoted and institutionalized in the agencies. The legal infrastructure and political commitment are supported and complemented by the humans of oversight institutions. The creation of the oversight institutions that deal with issues of ethics, accountability, graft and corruption are mandated by the Constitution. The common feature of these institutions is they have it off a strong degree of fiscal autonomy in the sense that they are not subject to the fiscal controls of the executive. The budget is straightway released to these institutions and the heads are authorized to realign savings from their budget. They also have quasi-judicial powers in that they bath adjudicate and decide cases and enforce their own decisions, including the imposition of sanctions which whitethorn include falling out from office or even release from government service. In the Philippines, the three constitutionally mandated oversight institutions are the cultivated good Commission, the Office of the Ombudsman and the Commission on Audit.The Civil Service Commission is the central personnel means of the government. Under scratch 3, Article IX-B of the Constitution, the CSC is mandated to comprise career service and adopt measures to promote esprit de corps, efficiency, integrity, responsiveness, progressiveness, and courtesy in the polished service. It is also tasked to institutionalize a charge climate conducive to public accountability. CSCs effort involves in enforcing ethics and accountability of line agencies basically involves three come outes. One tone-beg inning is regulatory, the other, corrective, and the last one, organic evolutional. The first approach addresses compliance of-agencies with policies and standards on HRD systems set by the CSC. For instance, CSC prescribes qualification standards foreach and every position in the Philippine government. nary(prenominal)-compliance with the QS by agencies in the processing of appointments of their staff results in the check by the CSC of such appointments.But, apart from the substantive requirements for practically all kinds of personnel actions such as the publication requirement and the publicity and selection board processes. Non-compliance with the procedural requirements constitutes fuse for corrective or even relatiative action.The second approach deals with disciplinary actions against official or employee for infractions committed in singing to the surgical operation of his/her official functions. The Administrative Code of 1987 or Executive Order No. 292 outlines the various acts that are subject to administrative disciplinary proceedings. However, administrative discipline is not a function within the grievous bodily harm jurisdiction of CSC. Agency heads as sound as the Office of the Ombudsman also have the authority to proceed against erring government officials and employees. The third approach is trainingal and result be discussed later in the succeed paragraph. The Office of the Ombudsman acts as a prosecuting officer against those charged with the violation of RA 3019, RA 6713 and the law against ill-gotten wealth, among others.It is mandated to arrangeigate and engage the criminal liability of public officials and employees mired in graft and corruption. The Commission on Audit is the fiscal watchdog of the government. COA is responsible for ensuring legal and proper disbursement of public funds and preventing irregular, unnecessary, or extravagant expenditures or usage of public funds. It also has quasi-judicial powers. exclusiv ely these oversight institutions enforce accountability ethic in government. There have been many initiatives in promoting ethics and accountability in the public sector. As shown in the before discussions, all the above mechanisms focus on exacting as well as developing ethics and accountability knowingness in government officials and employees. The other approach that allowing be given tenseness in the discussion are the various developmental initiatives, which are within the plain of knowledge and competence of the CSC.Rule trineReforms on Public Administrative SystemsSection 1. Every department, office and agency shall, as soon as practicable and in no case later than 90 (90) days from the effectivity of these rules, start conducting value development programs for its officials and employees in collection to build up their commitment to public service and back up promote the primacy of public interest over personal interest in the performance of their duties. Such pro grams and other parallel efforts on value development shall include, among other things, the following subjects(a) Ethical and moral values(b) Rights, duties and responsibilities of public servants(c) Nationalism and patriotism(d) Justice and human rights(e) Democracy in a isolated and just society(f) Philippine history. stopping point and tradition and(g) Socio-economic conditions prevailing in the country, in particular in the depressed areas, and the need for a code of Conduct and Ethical Standards. inveterate refresher courses and seminars and/or workshops to promote a high standard of ethics in public service shall be conducted. Section 2. Professional, scientific, technical instructions and education programs shall enhance to the highest degree, professionalism, excellence, news and skills in the performance and discharge of duties and responsibilities of officials and employees. These programs shall be conducted in all offices of the government and may include subjects th at are enumerated in the preceding section. Section 3. It is the responsibility of every head of department, office and agency to ensure that officials and employees take to heart the value development program and infix in parallel value development efforts. Section 4. Every department, office and agency shall conduct continuing studies and analyses of their work systems and procedures to improve delivery of public services.Towards this end, such studies and analyses shall (1) direct systems and procedures that lead or contribute to minus bureaucratic behavior (2) simplify rules and procedures to countermand red tape and (3) devise or adopt systems and procedures that promote official and employee morale and satisfaction. Each department, office or agency shall develop a service guide or its functional equivalent whichshall be regularly updated and made available to the transacting public. A workflow chart showing procedures or flow of documents shall likewise be stick on in c onspicuous places in the department, office or agency for the information and advocate of all concerned. Upon request, the Department of Budget and forethought shall assists departments, offices and agencies in the evaluation and adoption of work systems and procedures that will institutionalize a commission climate conducive to public accountability.Section 5. Every department, office and agency shall deliberate the public they serve for the purpose of convocation feedback and suggestions on the efficiency, effectiveness and economy of services. They shall establish mechanisms to ensure the conduct of public consultations and hearings. Section 6. Every department, office and agency shall endlessly conduct research and experimentation on measures and adopt innovative programs which will provide motivation to officials and employees in raising the train of observance of public service ethical standards. Section 7. Every department, office and agency shall, appoint or designate a resident Ombudsman, who shall act immediately on all request for public assistant referred to him by the Ombudsman and his Deputies. He shall be held accountable for the disposition of all requests for assistance. Section 8. Government officials shall make themselves available to their staff for consultations and dialogues.In any industry the success of an cheek is extremely dependent on its human resources. Although there are many other factors that play a key role, a caller-up must have effective employees in order to stay fiscally solvent and competitive. In order to declare this valuable commodity, brass sections must be aware(predicate) of employee satisfaction and retention. Many companies make the misinterpretation of assuming that employees are only seeking financial pull ins for their jobs. This assumption overlooks the high immensity many people place on the intrinsic returnss of their careers. It is not only a mistake for employee satisfaction and retention, but it also has negative business consequences. Organizations must have employees who are able to quickly lodge to an ever-changing world market. Companies need to invest in on-going employee development in order to both economize employees and be successful.Employee development programs clearly play a meaning(a) role in employee satisfaction, which helps lead to employee retention. The Gallup playing area shows a clear link between training and job satisfaction. When people receive relevant and valuable training, they are slackly happier in their jobs. When that training is carried to the next level and becomes overall development, employees tend to timber even more valued by their employers. They are not only given the beak to do their jobs well, but they are also given opportunities to develop new skills and mint career goals. Companies that invest in their employees and clearly communicate the importance of employees will nourish employees.Although there are other fact ors that are important to job satisfaction and many reasons that employees may leave companies, development programs fag still make a positive difference. They can make people feel like they are contributing to the organizations success, which gives them intrinsic motivation to go to work everyday and do a good job. Companies that offer employee development programs enjoy the luxury of higher employee satisfaction and get off turnovers than those that do not invest in such endeavors. Although it is an investment, it is worthwhile for the returns. Employee Development programs utility individuals as well as companies.Companies that do not offer on-going learning will not be able to keep with those that do. They may see times of financial gain, but they will lose in the race for intellectual capital. A conjunction can only move as fast as its employees, so the ones that train and develop people will move much more quickly. Many companies view training as a time consuming burden th at takes away from the time for employees to complete their job tasks. This concern may be true for companies that offer training in a vacuum and do not support it. However, those companies that offer employee development that is engrained throughout the organizational culture know that the money they put into training will hardly compare to the benefits they get out of it.Employee development can be viewed in two distinct ways. Either its primordial purpose is to benefit the company and it is a side bonus that individuals get something out of it, or its primary purpose is to benefit individuals and it is a side bonus that the company gains from it. Either way, everyone wins. The ideal approach is to have equal emphasis on benefit to the companyand benefit to the employees because they are finally mutually beneficial to each other.