Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 500 words

Strategic Human Resource Management - Essay Example Strategic Human Resource Management works through providing a framework larded with strategies of how to support the business in the long term (Kramar, 2013). These strategies are also in accordance with the goals and outcomes of the businesses. It is also concerned with the issues of the employees in the long term and not only the short term ones. This therefore means that it deals with the macro concerns and macro structural issues of the business in general These are things concerning quality, values and culture as well as the necessary resources needed to achieve all these. Strategic Human Resource Management is a complex concept and process and needs time. It also needs to draw from all the departments of the businesses hence leading them to work together to achieve the strategized goals and outcomes and within the provided time frame. Lengnick-Hall, et al, (2009) pinpoints that customers are becoming more demanding and expect quality to be increased as well as being served on time and diligently. This is quite challenging to the employees who are already bundled up with other responsibilities of the strategies framework. With effective strategies in place, Strategic Human Resource Management meets will lead to increased customer expectation and values and also ensure long term sustainability. Strategic Human Resource Management is involved with a lot of changes all of which demand monetary attention to be fulfilled or upgraded. With the economic challenges of depression and with increased competition, finding enough capital to tackle all their projects is becoming a challenge to the organization and more so to the management who have to be answerable to the employees, shareholders and customers as well as to the delay in changes). There is however not enough literature on this part of capital as has been mentioned in the article

Environmental assessment Essay Example for Free

Environmental assessment Essay This paper has been written to analyze in-depth, the pollution, covering air, water, chemicals, and other such related issues in the United States. Further, I would also be developing an environmental health teaching plan to address one of these issues. Environmental issues are becoming very prevalent in today’s world. The question is why the environment and its concerns are becoming more prevalent, important and famous now. For this, we will need to look at the history. For decades we have neglected this seemingly dangerous issue due to which it has been going unnoticed. The reason we never before paid heed to this concern or issue is because this issue’s repercussions were not evident in the previous years. As no such notice regarding this issue was taken into consideration, it could not even be rectified. (Abel McConnell, 2007). However, with the advent of global warming and other factors such as acid rain, prevalence of carbon dioxide and the ever increasing penetration of green house gases has put many lives at stake making many people fear that this world will not continue to exist or survive for more than 10 years from now on that means that by 2018 this world will have used most of the resources and this is basically due to the wastages of resources available to us. The basic thing that we have to consider here is to think hard about the issue as to how we can prevent our precious resources from depletion, disappearance and from vanishing. To answer this question we can simply say that we should use our resources optimally. (Kemp, 2007). It is believed that the next war that would be held would be for the sole purpose of resources. The 9/11 attacks on the World Trade Centre highlights the hidden objective of the resources. Although this act would be illegal and an immoral thing or practice, therefore many countries other than the one going for the war would object to this act for spoiling the world peace. U. S is a super power of the world and it is always trying to get hold of the resources. They are doing this by capturing resources, snatching them and raiding the countries that have abundant of these resources such as O. P. E. C countries and countries with no or minimal problems of the water shortage or the countries thave abundant of resources like the crude oil, natural coal and the natural gas. (Harris 2004). The reason why some countries have been the target of the United States is because although these countries might have some kinds of resources, however they do not have any resources that can be used to combat the threat or the attack coming from the super power such as the US and countries that are the allies of the U. S. such as European Union that also includes Turkey. Furthermore, these countries have a very weak defence and military, but the most important two factors that are responsible for their vulnerability are mentioned below. †¢ Lack of Decisive and Prowess Leadership. †¢ Ignorance to the current affairs and the intelligence. This is one of the major problems that might create huge problems for the countries US has their eyes on. With all the afore mentioned details to the problem, now let us go deeper in to the affects of the ignorance this problem environment exploitation that is also supported by the fact that he next war expected to take place is on the resources. The mere resources which were once used with out any fear of them being depleted once are now being depleted all because of the lack of the knowledge and the lack of the far sightedness of the problem. Now this problem has become very prominent and inevitable. The depletion of resources is not a small problem but it is vice versa. It is a very big problem that can greatly affect our future generations and if this problem goes unsolved today then our generations will have no future or to put it more realistically our future generation is going to be at the mercy of an unsafe future with lots of pollutants in the air. Therefore, if this problem goes unrectified then its repercussions can be innumerable, our future generation is at stake and now is definitely the time to act upon. (Horner, 2007). The United States of America, in past many years have taken initiative to contribute towards environment uplift and betterment of the environment. Environmental hazards do not have any boundary. The boundaries separating the countries subordinate to environmental impacts. Global warming, green house gases, carbon dioxide, carbon monoxide penetration know no boundary and their impact is much due to which there is a dire need now is to prevent exposure to these hazards. However, the US cannot alone can not take any initiative to combat this seemingly deadly hazard and so it requires input and the cumulative effort to prevent this penetration in to our lives and body but as the US is one of the major super powers of the world, it must take the initiative. Furthermore, US is well equipped with resources and can lead the world to save the environment. (Houghton, 2004). US has repeatedly been warned of the repercussions of the gases from chimneys that their factories and companies are producing and how their industrial wastage is discarded. Furthermore, US have broken many protocols and pacts on this regard and continue to exploit environment. US can also be given the name of one of the world‘s biggest pollutants. The environments can also affect international marketing decisions and the planning system of the countries. This is because two different states have two different governments and thus having different polices and laws. Therefore, the marketing decisions that are taken in a country are different from each other according to the social, economic and political environment that exists in the country. (Kitchen Schultz, 2000). Reference Abel,D. C. McConnell,R. L. (2007). Environmental Issues: An Introduction to Sustainability. 3rd Edn. Prentice Hall, Paperback. Horner,C. C. (2007). The Politically Incorrect Guide to Global Warming and Environmentalism. Regnery Publishing, Inc. , Paperback. Kemp,D. D. (2007). Exploring Environmental Issues (Kindle Edition). 1st Edn. Taylor Francis. Kitchen,P. Schultz,D. (2000). Communicating Globally: An Integrated Marketing Approach. London, Macmillan Business. Scorecard. (n. d. ). More Facts on Pollution. January 3rd, 2009. Retrieved from: http://www. scorecard. org/

Comparing Globalisation In 19th And 20th Century

Comparing Globalisation In 19th And 20th Century Globalisation is a trend that has developed enabling people around the world to communicate with each other much more easily. This has opened up a global market place where companies engage in worldwide manufacturing, marketing and distribution of their products and services. Nayyar (2006) defines globalisation as a process associated with increasing openness, growing economic interdependence and deepening economic integration in the world economy. Nayyar (2006) goes on to say that economic openness is not simply confined to trade flows, investment flows and financial flows, it also extends to flows of services, technology, information and ideas across national boundaries. Globalisation is prehistoric; according to Nayyar (2006) globalisation is not new. Ideally the result of globalisation is the integration of societies and economies and toppling of national barriers. When this happens, the division of labor rises in an international scope and multilateral trade in goods and services elevates, as well as capital flows and cross border business investments. According to Nayyar (2006) the two period of globalisation, the nineteenth and twentieth centurys, are similar in four ways: the absence or the dismantling of barriers to international economic transactions; the development of enabling technologies; emerging forms of industrial organization; and political hegemony or dominance. There were almost no restrictions on economic transactions across borders as the four decades from 1870 to 1913 were the age of laissez faire.. This was followed by three decades of autarchy and conflict during which international economic transactions were progressively constrained by barriers and regulations. However, during the second half of the twentieth century globalisation followed the sequence of deregulation. Trade liberalization came first, which led to an unprecedented expansion of international trade between 1950 and 1970. The liberalization of regimes for foreign investment came next and there was a surge in international investment which began in the late 1960s. Financial liberalization came last, starting in the early 1980s. Both phases of globalisation coincided with a technological revolution in transport and communications which brought about an enormous reduction in the time needed, as also the cost incurred, in crossing geographical distances. The second half of the nineteenth century saw the advent of the steamship, the railway and the telegraph whilst the second half of the twentieth century witnessed the advent of jet aircraft, computers and satellites. Emerging forms of industrial organization, in both phases, played a role in making globalisation possible. In the late nineteenth century, it was the advent of mass production which was characterized by a rigid compartmentalization of functions and a high degree of mechanization. In the late twentieth century, the emerging flexible production system, shaped by the nature of the technical progress, the changing output mix and the organizational characteristics (based on Japanese management systems), forced firms constantly to choose between trade and investment in their drive to expand activities across borders. The politics of hegemony or dominance is conducive to the economics of globalisation. The first phase of globalisation from 1870 to 1913 coincided with what has been described as the age of empire, when Britain more or less ruled the world. The second phase of globalisation beginning in the early 1970s coincided with the political dominance of the US as the superpower. Nayaar (2006) also highlights important differences between both the phases of globalisation in respect of trade flows, Foreign Direct Investment (FDI) flows, financial flows and labor flows. During the period from 1870 to 1913, a large proportion of international trade was constituted by inter-sectoral trade, where primary commodities were exchanged for manufactured goods. This trade was, to a significant extent, based on absolute advantage derived from natural resources or climatic conditions. During the period 1950-75, inter-industry trade in manufactures, based on differences in factor endowments, labour productivity or technological leads and lags, constituted an increasing proportion of international trade. Since 1970 intra-industry trade in manufactures, based on scale economies and product differentiation, constituted an increasing proportion of international trade. Further now about one-third of the international trade is estimated to be intra-firm trade, that is, trade between affiliates of the same company located in different countries. The composition of intra-firm trade has undergone a change, characterized by a steady decline in the importance of primary commodities and an increase in the importance of manufactured goods and intermediate goods. There is also a marked difference between the two phases in respect of the spatial and sectoral distribution of FDI. During the second phase, its distribution between the developed and developing countries was more uneven than in the first phase. However, the 1990s witnessed an increase in the share of developing countries in FDI inflows, although still behind the developing countries. A small number of countries absorb the lions share of the FDI flows to the developing world. In 1913, the primary sector accounted for more than half (55%) of the long term foreign investment, followed by trade and distribution (30%), and the share of the manufacturing sector was very low. (10%). In the early years of this decade, the service sector accounted for about two-thirds of the FDI inflows. In the early twentieth century foreign investment was only long term. Two thirds of it was portfolios, while one third of it was direct although portfolio investment has risen sharply in the 1990s. In the last quarter of the nineteenth century, capital flows were a means of transferring investible resources to underdeveloped countries or newly industrializing countries with the most attractive growth opportunities. In the second phase, these capital flows were destined mostly for the industrialized countries which have high deficits and high interest rates to finance public consumption and transfer payments rather than productive investment. During the first phase of globalisation from 1870 to 1913, the object of financial flows was to find avenues for long-term investment in search of profit. During the second phase of globalisation since the early 1970s, financial flows are constituted mostly by short-term capital movements, sensitive to exchange rates and interest rates, in search of capital gains. The fundamental difference between two phases of globalisation is in the sphere of labor flows. In the late nineteenth century, there were no restrictions on the mobility of people across national boundaries. Passports were seldom needed. Immigrants were granted citizenship with ease. Between 1870 and 1914, international labor migration was enormous. The only significant evidence of labor mobility during the last quarter of the twentieth century is the temporary migration of workers to Europe, the Middle East and East Asia. The present phase of globalisation has also found substitutes for labor mobility in the form of the trade flows and investment flows. For one thing, industrialized countries now import manufactured goods that embody scarce labor The first phase of globalisation in the late nineteenth century was characterized by an integration of markets through an exchange of goods that was facilitated by the movement capital and labor across national boundaries. The second phase of globalisation is characterized by an integration of production with linkages that are wider and deeper, except for the near absence of migration. It is reflected not only in the movement of goods, services, capital, technology, information and ideas, but also in the organization of economic activities across national boundaries. This is associated with a more complex- part horizontal and part vertical-division of labor between the industrialized countries and a few developing countries in the world economy. References Nayyar, D. (2006) Globalisation, history and development: a tale of two centuries, Cambridge Journal of Economics, Vol. 30, No. 1: 137-159.

Freudian Psyche in Geisels The Cat in the Hat Essay -- Cat in the Hat

Freudian Psyche in Geisel's The Cat in the Hat    "Then we saw him step in on the mat! We looked! And we saw him! The Cat in the hat!" (Seuss 6)    Through the years, many parents have read the children's book The Cat in the Hat to their kids. Written by Theodore Geisel, otherwise known as Dr. Seuss, The Cat in the Hat is a lively and wonderful book to read to children. No only that, but also it helps teach children about right and wrong through fun and exciting characters. But many kids and parents alike are missing a piece of the puzzle. Not only is The Cat in the Hat a fun-to-read children's book, but it is also a play on the Freudian psyche.    Freud's perception of the human mind splits it into three separate sections: the id, the ego and the superego. The id is purely primal instincts; it is based on the mind's pleasure principle and is present in babies when they are first born. All the id wants is to have its needs fulfilled-no matter what the consequences. The ego is a balance; it works on the reality principle, and, while it works with the id to gain pleasure, it is constantly wary of the consequences. The superego is the id's opposite. Its main objective is to maintain morals, and it is the effective counter to the id. For instance, if the id wanted the person it inhabits to get some money, the superego would counter the id and make the person earn the money legitimately because stealing is wrong. The superego is split in two sections: the conscience and the ego ideal. The conscience differentiates between right and wrong, while the ego ideal works with morals instilled by society, such as prejudices. The se three sections of mind balance each other in order to k... ...ish does throughout The Cat in the Hat.    Freud understood the mind as constantly in conflict with itself. He saw children so accurately that he knew what they wanted to say and thought of what they wanted to hear. It is because of this factor that The Cat in the Hat is one of the most popular children's books ever. The reader of The Cat in the Hat understands the book as a fun read on a rainy day. However, the more educated reader sees it as a Freudian allegory. Theodore Geisel was brilliant in this area because he exposed a common incident that happens, one way or another, in every child's life.       Works Cited Seuss, Dr. The Cat in the Hat. New York: Random House, 1957. Stevenson, David B. "Freud's Division of the Mind." Brown University. 11 November 1999. http://landow.stg.brown.edu/HtatBrown/freud/Division_of_Mind.html. Freudian Psyche in Geisel's The Cat in the Hat Essay -- Cat in the Hat Freudian Psyche in Geisel's The Cat in the Hat    "Then we saw him step in on the mat! We looked! And we saw him! The Cat in the hat!" (Seuss 6)    Through the years, many parents have read the children's book The Cat in the Hat to their kids. Written by Theodore Geisel, otherwise known as Dr. Seuss, The Cat in the Hat is a lively and wonderful book to read to children. No only that, but also it helps teach children about right and wrong through fun and exciting characters. But many kids and parents alike are missing a piece of the puzzle. Not only is The Cat in the Hat a fun-to-read children's book, but it is also a play on the Freudian psyche.    Freud's perception of the human mind splits it into three separate sections: the id, the ego and the superego. The id is purely primal instincts; it is based on the mind's pleasure principle and is present in babies when they are first born. All the id wants is to have its needs fulfilled-no matter what the consequences. The ego is a balance; it works on the reality principle, and, while it works with the id to gain pleasure, it is constantly wary of the consequences. The superego is the id's opposite. Its main objective is to maintain morals, and it is the effective counter to the id. For instance, if the id wanted the person it inhabits to get some money, the superego would counter the id and make the person earn the money legitimately because stealing is wrong. The superego is split in two sections: the conscience and the ego ideal. The conscience differentiates between right and wrong, while the ego ideal works with morals instilled by society, such as prejudices. The se three sections of mind balance each other in order to k... ...ish does throughout The Cat in the Hat.    Freud understood the mind as constantly in conflict with itself. He saw children so accurately that he knew what they wanted to say and thought of what they wanted to hear. It is because of this factor that The Cat in the Hat is one of the most popular children's books ever. The reader of The Cat in the Hat understands the book as a fun read on a rainy day. However, the more educated reader sees it as a Freudian allegory. Theodore Geisel was brilliant in this area because he exposed a common incident that happens, one way or another, in every child's life.       Works Cited Seuss, Dr. The Cat in the Hat. New York: Random House, 1957. Stevenson, David B. "Freud's Division of the Mind." Brown University. 11 November 1999. http://landow.stg.brown.edu/HtatBrown/freud/Division_of_Mind.html.

Should Euthanasia be Legalised Essay -- Papers

Should Euthanasia be Legalised This essay will explore several different and varied opinions about whether or not euthanasia should be legalised. Euthanasia is the Greek word for easy death, but is often referred to as mercy killing. There are two main forms of euthanasia. Voluntary euthanasia is when a terminally ill patient expresses the wish to be euthenised. Active euthanasia is when a Doctor decides that it is in the best interest of the patient to be euthenised. All forms of euthanasia are illegal in Great Britain; however in Holland, Switzerland, Oregon in the U.S and the northern territories of Australia, voluntary and assisted euthanasia has been legalised in recent years. Firstly most Religious groups are opposed to euthanasia, because it is seen as murder. Christians and Jews in particularly are against euthanasia because in 'the ten commandments' it is written that 'you must not kill'. In the Torah and the Bible it also reads that humans are created in the image of God and in the Bible it also reads that Jesus died to save us. Christians and Jews base their views on euthanasia on these things in particular because they believe that only God has the right to decide when to end a life. On the other hand the Roman Catholic Church is of the Christian faith but they do have a slightly different opinion. Although they are very pro-life, they do not believe in pro-longing life by treatment which will prolong suffering. However the government is concerned that if euthanasia were legalised then the amount of suicides in our country will rise considerably. This has not been entirely proven in the few countries that have ... ... of himself administering a lethal injection to a terminally ill man who wished to die. In conclusion I believe that voluntary euthanasia should be legalised because if you have a very poor quality of life then you should be able to have the right to end it. I agree with the Roman Catholic opinion that there is no need to prolong life by treatment which will only prolong the suffering. I also think that only Doctors should be allowed to assist with euthanasia, otherwise euthanasia may be used lightly when it is not necessarily the only option. Until euthanasia is legalised there will continue to be unnecessary arrests of people who thought that they were helping, by euthenising terminally ill people who had little or no chance of ever recovering from their illness, and may have had to suffer for a great deal longer.

Santa Ines

1. Discuss the importance of philosophy. Why philosophy? Tell something about a philosopher and his philosophy? Philosophy is the study of general and fundamental problems, such as those connected with reality, existence, knowledge, values, reason, mind, and language Philosophic thought is an inescapable part of human existence. Almost everyone has been puzzled from time to time by such essentially philosophic questions as â€Å"What does life mean? † â€Å"Did I have any existence before I was born? † and â€Å"Is there life after death? † Most people also have some kind of philosophy in the sense of a personal outlook on life.Even a person who claims that considering philosophic questions is a waste of time is expressing what is important, worthwhile, or valuable. A rejection of all philosophy is in itself philosophy. ( Pilosopiko-iisip ay isang hindi maiwasan bahagi ng tao-iral. Halos ang lahat ay tuliro sa pana-panahon sa pamamagitan ng tulad mahalagang pilos opiko tanong ng â€Å"Ano ang ibig sabihin ay ang buhay? † â€Å"Hindi ko anumang pagkakaroon bago ako ay ipinanganak? † at â€Å"Mayroon bang buhay pagkatapos ng kamatayan? † Karamihan sa mga tao ay mayroon ding ilang mga uri ng pilosopiya sa kamalayan ng isang personal na pananaw sa buhay.Kahit na isang tao na claim na isinasaalang-alang ang mga pilosopiko katanungan ay isang basura ng oras ay pagpapahayag ng kung ano ang mahalaga, sulit, o mahalagang. Isang pagtanggi ng lahat ng pilosopiya sa mismong pilosopiya. ) By studying philosophy, people can clarify what they believe, and they can be stimulated to think about ultimate questions. A person can study philosophers of the past to discover why they thought as they did and what value their thoughts may have in one's own life. There are people who simply enjoy reading the great philosophers, especially those who were also great writers. Sa pamamagitan ng pag-aaral pilosopiya, ang mga tao ay maaaring linawin ku ng ano ang pinaniniwalaan nilang, at maaaring sila ay stimulated upang isipin ang tungkol sa mga ultimate tanong. Ang isang tao ay maaaring pag-aralan ang mga philosophers ng nakaraan upang matuklasan kung bakit ang inisip nila tulad ng kanilang ginawa at kung ano ang pinahahalagahan kanilang mga pananaw ay maaaring magkaroon ng sariling buhay. May mga taong simpleng mga bisita sa pagbabasa ang mga dakilang philosophers, lalo na ang mga na mahusay na manunulat. ) PLATOGood people do not need laws to tell them to act responsibly, while bad people will find a way around the laws. â€Å"(Mabuting tao ay hindi kailangan batas upang sabihin sa kanila na kumilos responsable, habang ang mga masamang tao ay makahanap ng isang paraan sa paligid ng batas. â€Å") There is no harm in repeating a good thing. If you continue doing a good thing, then you will feel good. For example, working hard, if you take the time to work hard it will pay off in the end. Don't let a good thing slip away, you may only have one chance to keep it. 2. discus the common nation of love by manuel dy jr?

Effectiveness of Dibels

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Validity and its Relationship with Reading Comprehension Introduction to Research Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009).Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections readers make between the natural phrasing when speaking and the phrasal segmentation when orally reading, among others (Abadiano &Turner, 2005).Nevertheless, Roehrig, Petscher, Nettles, Hudson and Torgesen (2008) state that perhaps fluency is best defined as having three main components, word recognition accuracy, automaticity, and prosody. Reading with accuracy is the student’s ability to read with few or no errors. Reading with automaticity is the students’ ability to recognize words quickly with little effort; quantifying the students’ reading rate. Prosody is the students’ ability to read with expression such as suing intonation, stress patterns, and phrasing.Due to No Child Left Behind (NCLB) Reading First program, which requires that validated standardized reading fluency assessments be used to progress monitor and identify any readers that might not be making sufficient progress to be at grade level, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is one of the few empirically validated assessments to progress monitor fluency (Roehring et al, 2008). The purpose of this literature review is to explore the validity of DIBELS and its relationship with reading comprehension.Students who demonstrate prer eading skill deficits often fall even further behind in later elementary years. Alternately, students who master essential reading skills in primary grades are able to maintain progress in later educational years. According to Goffreda, James, and Pedersen (2009) this is known as the Matthew Effect, in which the â€Å"rich get richer, while the poor get poorer†. They furthermore state that not only does illiteracy imit school success throughout the life span but that it is also associated with social problems such as school dropout, incarceration, and homelessness (Gofreda, James, & Pederson, 2009). It is this realization, along with the National Reading Panel’s recommendations, that led to the focus on early identification and precursors, such as DIBELS, in order to identify early literacy interventions. The National Institute for Literacy recommended DIBELS as a scientifically researched based assessment and thus DIBELS was adopted in many states (Shelton, Altwerger, & Jordan, 2009).Furthermore, early literacy individual growth and development indicators (EL-IGDIs) are also being put in place for pre-kindergarten children in some states (McCormick & Haack, 2011). Geofrada, James, and Pederson (2009) state that first grade has been identified as a particular critical period since the probability (88 percent) of poor readers remain so until fourth grade or higher grades. They found DIBELS indicators scores were predictive of district and state standardized exams.Gonzales, Vannest, and Reid (2008) conducted a study to discriminate the usefulness of first grade DIBELS to populations other than the general population, more specifically to students identified or at risk for emotional and behavior disorders. The researchers in this study found that DIBELS are efficient and effective for identification of at-risk students for populations other than general education students. In concurrence with these studies, Scheffel, Lefly, and Houser (2012) found t hat DIBELS is an effective tool in identifying English Language Learners (ELLs) who may be at risk for underachieving in reading.Combined, these studies affirm the validity of DIBELS for all students, including ELLs and students identified as having emotional and behavior disorders. However, In a more complex study, Yesil-Dagli (2009) found that on average, ELL students who are eligible for free or reduced price lunch compared to those not eligible for free or reduced lunch, Hispanic ELL students compared to White ELL students, and male ELL students compared to female ELL students, read fewer words at the beginning of first grade and demonstrate a slower growth rate.This directly impacts their fluency rate in DIBELS. Paleologos and Brabham (2011) found that DIBELS Oral Reading Fluency (DORF) is effective for predicting the performance of high-income students in overall reading standardized tests but not low-income students. According to their research, high-income students demonstra te higher abilities in reading fluency, vocabulary, and reading comprehension in comparison to low-income students although both groups had achieved â€Å"benchmark† proficient scores in DIBELS.Furthermore, Shelton, Altwerger, and Jardon (2009) analyzed the relationship between DIBELS (DORF) and authentic reading and found that students employ different reading approaches when reading for a DIBELS test and when reading for authentic literature. That is, when students read a passage in a DIBELS test, they do so in a quick manner to achieve a high rate, but when reading authentic literature the reader slows down to read for comprehension.They found that readers in their study read almost half as many words when reading literature than they did as they read for fluency assessments (Shelton, Altwerger, & Jardon, 2009). This in turn does not reflect the true reading rate when testing for DIBELS. To conclude their study, the authors of this study state that their data showed no con nection between DORF scores and student’s comprehension when reading authentic literature. There have been both strong positive and strong negative research studies regarding the validity of DIBELS and its relationship with reading comprehension.Furthermore, a study conducted by Martin and Shapiro (2011) found that teacher’s judgments, although having strong correlations to student performance, was consistently and significantly overestimated when compared to students actual DIBELS performance. Not only that, but another study conducted by Hoffman, Jenkins, and Dunlap (2009) found that educators were not clear about how DIBELS data should inform and guide their instruction or were not even sure that DIBELS aligned with state-mandated testing.Future research is needed in this area. Nevertheless, in states that have DIBELS in place as an assessment to comply with the No Child Left Behind stipulations, DIBELS is present for teachers and their students. It is important the n, that teachers recognize the vast variables in research regarding the validity and relationship to reading comprehension, and as with any assessment, not use DIBELS as the sole criterion when determining student achievement.It should be kept in mind that fluency is only a part of the reading process. However, due to the fact that DIBELS is in place in many states, perhaps an area of concern that arises in the literature is how DIBELS data-drives instruction. That is, how do schools use DIBELS data to drive instruction? This is especially important since this literature review discussed the study by Hoffman, Jenkins, and Dunlap (2009) who found that teachers are not clear as to how DIBELS data should guide their instruction.If this writer were to draft a tentative research design pertaining to this literature review, the research question would be: In terms of qualitative data, how do teachers in Crane School District#13 and Yuma District #1 use their DIBELS data to drive teacher i nstruction? The purpose of the research would be to find effective ways schools use DIBELS data to drive teacher instruction. The data would be collected through interviews, questionnaires and observations methods.This type of analysis in known as qualitative study however, quantitative data will also be used when analyzing and reporting information from the surveys and questionnaires. This is also known as a multiple or mixed method. According to the learning in introduction to research, the best studies include both qualitative and quantitative data. The participants in the study would be administrators, coaches, and teachers. The responses they give will provide triangulation to the study, that is, validate that all participants know exactly how the data is driving the instruction taking place in the classroom.The exact amount of participants is not known since the study is not being conducted yet and forms have not been signed. However, it would be random sampling at each school to ensure that survey results can be statistically representative of the schools. The instrumentation that would be used for the study would be DIBELS data, surveys, and questionnaires. Observations would also be used to triangulate the information from the surveys and questionnaires. The research time line would be approximately two to three months.One month to gather participants and administer the questionnaires and surveys, another month to observe the actual data driven instruction in the classroom, and another month to analyze the data. The survey would include the following tentative questions: 1. What steps are taken to analyze DIBELS data? 2. Once the data is analyzed, how are the results used to drive teacher’s instruction for students classified as â€Å"at-risk†? 3. Once the data is analyzed, how are the results used to drive teacher’s instruction for students classified as â€Å"some-risk†? 4.Once the data is analyzed, how are the results us ed to drive teacher’s instruction for students classified as â€Å"low risk†? References Abadiano, H. R. (2005). Reading fluency: The road to developing efficient and effective readers. The New England Reading Association Journal, 41(1), 50-56. Goffreda C. T, Diperna J. C. , & Pedersen, J. A. (2009). Preventive screening of early readers: Predictive validity of the dynamic indicators of basic early literacy skills (DIBELS). Psychology in the Schools, 46(6), 539-552. doi: 10. 1002/pits. 20396 Gonzales, J.E. , Vannest K. J. , & Reid, R. (2008). Early classification of reading performance in children identified or at risk for emotional and behavioral disorders: A discriminant analysis using the dynamic indicators of basic early literacy skills (DIBELS). Journal of At-Risk Issues, 14(1), 33-40. Hoffman A. R. , Jenkins J. E. , & Dunlap S. K. (2009). Using DIBELS: A survey of purposes and practices. Reading Psychology, 30, 1-16. Martin S. D. , & Shapiro E. S. (2011). Examini ng the accuracy of teachers’ judgments of DIBELS performance.Psychology in the Schools, 48(4), 343-356. McCormick, C. E. , & Haack R. (2011). Early literacy individual growth and development indicators (EL-IGDIS) as predictors of reading skills in kindergarten through second grade. International Journal of Psychology: A Biopsychosocial Approach / Tarptautinis psichologijos zurnalas: Biopsichosocialinis poziuris, 7, 29-40. National Reading Panel. (2000). Teaching children to read, an evidence-based assessmnet of the scientific research literature on reading and its implications for reading instruction.Washington, DC: National Institute of Child Health and Human Development. Paleologos T. M. , & Brabham E. G. (2011). The effectiveness of DIBELS oral reading fluency for predicting reading comprehension of high-and-low income students. Reading Psychology, 32, 54-74. Roehrig A. D. , Petscher, Y. , Nettles S. M. , Hudson, R. , & Torgesen J. K. (2008). Accuracy of the DIBELS oral re ading fluency measure for predicting third grade reading comprehension outcomes. Journal of School Psychology, 46, 343-366. Scheffel, D. , Lefly D. , & Houser, J. (2012).The predictive utility of DIBELS reading assessment of reading comprehension among third grade English language learners and English speaking children. Reading Improvement, 49(3), 75-95. Shelton, N. R. , Altwerger, B. , & Jordan, N. (2009). Does DIBELS put reading first? Literacy Research and Instruction, 49(2), 137-148. Yesil-Dagli, U. (2009). Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills. Early Childhood Research Quarterly, 26, 15-29.