Overcome Barriers That Prevent Parents Involvement In Childrens Education

Overcome Barriers That Prevent Parents Involvement In Childrens Education Parental Involvement is critically important in a childs education. Research has shown that parents positive involvement with their childrens schooling is associated with many encouraging outcomes. There are many parents who want to be involved in their childs day to day activities, but many circumstances enable this opportunity. Despite their best intentions to support their children, there are many barriers that prohibit the support. John Wherry (2009) discusses ways to overcome barriers that effectively prevent so many parents from getting involved. In addition, Gregory Flynn (2007) explains in order for schools to increase parental involvement, they need to promote critical behaviors and provide teacher training. Whereas, Cecily Mitchell (2008) believes by figuring out what parent involvement actually entails and how to effectively achieve it, remain challenges for schools and districts across the nation even as they work to build strong partnerships between schools and families. This paper identifies barriers that are prohibiting parents from becoming more involved in their childs education and strategies to overcome these barriers that are preventing parental involvement. Literature Review There is an abundance of literature which introduces many to the importance of parent involvement and a vast variety of reasons are present to support the view of how parents and teachers can make the involvement work. Parental involvement involves a partnership between the teachers and parents. This partnership bridges a gap between parents and teachers to enhance a childs education. In this partnership between parents and teachers, they encounter barriers that prevent the partnership from working together; which lead them to find strategies that will help them overcome the barriers. Parental involvement is an issue that has been around for centuries and is one of the key components of the No Child Left Behind (NCLB) Act (Mitchell, 2008). This literature review explains that parental involvement plays an important part in a childs education and in order for parental involvement to be a success; teachers and parents have to overcome barriers that prevent this partnership from being s uccessful. Wherry (2009) provided a candid description on ways schools can prevent barriers of parental involvement. He developed strategies that will make the up and coming school year be the best ever for parental involvement for some teachers and parents. He goes on to state, there is a way for parent support to boost student learning available to any school, that makes the modest effort to overcome barriers that distinctively prevent parents from being involved in their childs education. Parental involvement has generally been defined as diverse activities in the home or at the school that permit parents to share in the education process (Wright). It is reasonable to assume with such attention given to the importance of parental involvement both in the literature and by the government, that there has been a significant increase in parent participation in our schools (Flynn, 2007); however, according to the National PTA, there are 50 million children enrolled in schools and one i n four parents is actively involved in their childs education (Griffiths-Prince, 2008). Parental involvement is when parents and teachers participate in a regular, two-way conversation involving student educational learning. This includes parents being involved in their childrens education in various ways, both at home and at school. When parents feel good about their school involvement and the schools instructional efforts, they tend to hold high expectations for their childrens interests, aspirations, and learningà ¢Ã¢â€š ¬Ã‚ ¦ (Risko, Dalhouse, 2009); consequently, parents who are in touch with the childrens education can better observe classroom activities and improve their communication with the teacher. Many parents seek out the opportunity to share in their childrens experiences, as well as communicate with their children. Although parent involvement is revealed to have a big impact on the student achievement and success, it could be led to be seen as a vital ingredient to education form, for example, findings from the National Longitudinal Survey of Youth 1979 suggest that parental involvement does not independently improve childrens learning, but some involvement activities do prevent behavioral problems (Domina, 2005). Because of unfortunate circumstances, there are some parents who are not able to be involved with their child education. While parental involvement is important to public education, there are barriers that prevent parents from being involved with their childs education. Identifying Barriers of Parental Involvement Education is the key to many children having a good future. In order for a child to reach this milestone in their lives, they need not only their parents, but also the teachers. Even though parents know their children better than anyone else and can be virtually important school partners if allowed to be (Wherry, 2009); however, there are some parents who tend to be less involved in their childs education (LaBahn, 1995). Could this be on purpose or do they have legitimate reasons? When educators learn what barriers exist in their schools, it could be an important step to increasing parent involvement (PSEA, 2007) because; schools play a strong role in determining the level and nature of parent involvement (B W, 2008). Parents may be doing the best they can (LaBahn, 1995) and it is still not enough, because parental involvement is a challenge to some parents. Many of them have to deal with various barriers, such as lack of communication, lack of time, and language differences. Lack of Communication Lack of communication is one barrier that prevents parental involvement. Differences in expectations and misunderstandings about each other goals can lead to uncertain and tenuous, and contentious relationships (Risko Walker-Dalhouse, 2009). Parents who receive negative communication or no communication from schools tend to have trust issues. The trust issue leads parents to believe the school has an unfriendly climate. Also, if a parent had a bad experience as a young child with teachers, that experience could leave a parent fearful of speaking to their own children teachers. These negative perceptions of schools held by many parents should be replaced with some positive perceptions of the school. Many parents are not aware that help is needed because the school has not advertised the opportunities. Although some schools send out information pertaining to parental involvement with different types of activities, this does not happen at every school. Many parents would feel eager to come to the school to volunteer their services, if they were invited into the schools. Parents are most likely to agree to partake in a classroom activity if they are asked directly by the teacher to do a specific task. Schools should work to build and maintain a welcoming and responsive school atmosphere (Wherry, 2009). Lack of Time Lack of time is also a barrier that prevents parental involvement. Parents often cite time as the single greatest barrier to volunteering, attending meetings, and joining decision making committees at their childrens school (PTA, 2009). Parents, who work in low-paying jobs that do not offer time off for illness or family emergencies, do not have a lot of time for parental involvement and they cannot risk their jobs to take time out to visit their childs school. There just simply are not enough hours in the day to accomplish everything (LaBahn, 1995).In todays society there are more single family households that require the parent to work long hours. With the increase in single-parent households and the dramatic change in the work force, with mothers of school-aged children entering in great numbers, time has become a valuable commodity for parents who struggle to make ends meet (Patrikakou, 2008). For example, many mothers do not have equipment or the skill to plan science fair experiments or construct woodworking projects, and fathers may not be able to help design and sew costumes for the school play (LaBahn, 1995). Parents also feel that when the children are not in school, time should be spent with the family and not attending meetings at the school. Some parents feel that too much involvement in their childs education could have a harmful effect, either by making their child uncomfortable or making the child dependent upon them. Teachers and parents know that time is often one of the greatest challenges and that is why it should be spent on building up the child education. Principals of K-8 Title I schools report that time is a barrier to parent involvement more often than any other factor. 87% of Title I principals report that lack of time on the part of parents is a significant barrier to parent involvement, and 56% report that lack of time on the part of school staff is a barrier (find reference). Since many parents think there is not enough time for work, cleaning, cooking, and parent meetings, they do not bother attending school meetings. Language Differences Another barrier that prevents parental involvement is language differences. Approximately 20% of U.S. students are learning English as a second or other language, of these students over 40% are immigrants (Wright). Non-English speaking parents may find that it is difficult communicating with their childs teachers. Nancy Hyslop (2000) stated many Non-English parents experience low self-esteem, culture shock, and misconceptions. Many of these parents are confused about their roles in education and how to help their children. They lack knowledge on how local systems operate and very often they do not know where to go for information pertaining to their childs education. In recent years with the increasing cultural and linguistic diversity of families, the home and school environments may hold different and sometimes diverging beliefs about the appropriate degree and nature of parent involvement (Patrikakaou, 2008). Hispanics sometimes encounter discrimination by the larger society which discourages them from getting involved in events at their childs school. Parents who do not speak English may not understand newsletters, fliers, or speakers at meetings (PTA, 2009). Even if one has not experienced discrimination, there is a fear that discrimination could happen. Non-English speaking parents want the same end result as many English speaking parents, which is for their child to receive an education that will allow them have a better future. Even when language differences occur, a teachers willingness or attempt to speak the home language can convey care about the students and parents, and this willingness can encourage parents to feel comfortable enough to speak in English and can enhance possibilities for communication and rapport. (Risko Walker-Dalhouse, 2009). In order for the schools to reach beyond these barriers, there needs to be parental involvement implemented into the education program . Strategies to Overcome Barriers If barriers are preventing parents and teachers from sharing ideas or exchanging information pertaining to the child, then everyone involved needs to find strategies to overcome these barriers. They can reach the partnership needed if they figure out strategies to deal with barriers such as, lack of communication, lack of time, and language differences. Mitchell (2008) examines parent involvement in public education. She explains in her article that parent involvement has to happen on all levels. Even though the parents and teachers tend to have barriers that prevent parent involvement, Mitchell state everyone involved in the childs education, including teachers, parents, principals, communities and even the school district have to find strategies to overcome these barriers. There are many ways that a school can improve communication (LaBahn, 2007) such as, informing families about routines and providing them with specific ways they can help at home provides parents with structured opportunities to participate in their childs education (Patrikakou, 2008). The most important thing a parent can do for their child education is stay in contact with the teacher. The teacher can keep parents regularly informed about student progress, school requirements, and school events (Wherry, 2009). The teacher is the bridge between the parent and the child education; therefore, parents look to the school for answers about learning issues (Wherry, 2009). That bridge will help parents stay connected with the childs teacher, enable them access to monitor classroom activities, and correspond with the efforts of the teachers. A study conducted by Berthelsen Walker (2008) explained that five items were used to assess parents contact with their childs school program. A number of activities in which parents may have participated at their childs school were identified to which parents could give a yes/no response: During this school term, have you à ¢Ã¢â€š ¬Ã‚ ¦-contacted childs teacher; visited childs class; talked to parents of other children at the school; attended a school event in which your child participated; and volunteered in the classroom or helped with a class excursion. Engagement in three or more activities was indicated by 76% of parents. Parents were most likely to have talked with other parents at the school (92%) or visited the childs classroom (87%), and least likely to have volunteered in the classroom or helped with a class excursion (48%). A parent-teacher conference is one way for parents to keep in contact with the teachers. The parent is able to sit and have a two-way conversation with the teacher and tell the teacher what they expect from the child and the teacher. The teacher can also speak to the parent and find out what are their expectations of them as educators. When parents and teachers learn how to communicate with each other, they can become stronger and knowledgeable by working together. Unfortunately many parents are not able to attend parent-teacher conference, because they do not have the time: however, many schools are working around parents schedule for that one on one. Teachers are encouraging parents to drop by the schools when classes are dismissed or call their homes after work hours. Schools can set aside time during the school day for teachers to meet with parents at school or at home or free teachers from routine chores, such as lunchroom supervision, so that they can work with parents (Moles). Students need more than their parents, they also need the people who want to see all children make it in this world. Parents who are have language barriers need strategies to help them feel better about being a part of their childs education. By creating culturally aware school-family partnerships, school systems can reduce cultural, discontinues, create diverse learning opportunities, improve racial perceptions and attitudes, and foster interethnic friendships (Patrikakou, 2008). For example, when parents enroll their children in the Early Head Start program, the program managers makes sure a translator is there to help ease the Hispanic family discomfort and make their first experience with the program a rewarding experience. There are comprehensive program that can provide a model for empowering immigrant parents and changing teacher perceptions of immigrant parents school interest and involvement. The program titled the Immigrant Parent Partnership Program supported parent engagement through leadership classes, multiple-language programs, teacher action research to increase teacher understandin g of immigrant parents, and the creation of a parent resource center (Risko Walker-Dalhouse, 2009). The often heard statement, It takes a village to raise a child, is very true. Parental involvement plays a key role in the Early Head Start work setting. Our program is based solely on parent involvement. We have to find ways to encourage parents to become better involved in their childs education. Something as simple as coming in and helping the child take their shoes off and placing them in the correct cubby, helps the teachers in achieving some of the goals for the students. We also include parents in the decision making at the center. Parents are asked to complete an application to be a member of the policy council; in which, the parents names are placed on a ballot to be voted on. The policy council consists of community leaders and parents. The community leaders assist the parents in making vital decisions regarding the children at the centers. Politically we are a non-profit program financed by the government with certain stipulation. We are expected to work with the community by building up the parents with children who attend the centers. In order for the program to qualify for federal and state grants, we have to incorporate In-kind that involves the parents and community members. Arkansas Better Chance and Arkansas Better Chance for school success require the program to receive a 40% in-kind match of the grant amount. We achieve this goal by encouraging parents and community workers donating goods, providing services, and performing jobs at the centers. Parent involvement also plays a key role in the education process. It has been shown that children whose parents are involved in early childhood programs, such as, Head Start, have higher cognitive and language skills than do children whose families are not involved or part of such programs (Patrikakou, 2008). Children at a young age, needs that extra help and encouragement. We are expected to allow the children to play and socialize with each other, but they still need to learn what is expected of them when they enter into the public school system. We encourage our parents by providing them people to speak to with concerns regarding their children developmental skills. We share educational information to the parents that will provide their children learning environments which will help them grow into well adjusted students. As an Early Head Start teacher, the job involves working closely with the parents concerning their childrens education and needs. When a parent comes into the ce nter and volunteers to wash clothes, dishes, or help feed the children, this take a big load off the teachers. We encourage parents to come in and rock, not only their children, but the other children in the center. When we work with the parents, we develop a bond that helps make all transitions easier. Working with the parents allow us to learn more about the children and about the parent, in return, they learn who we are as people and not teachers. Parental involvement is a necessity in the school systems. When parents are involved, children are more acceptable to learn and behave, because they learn, their parents are only a phone call away. Conclusion After viewing the literature on parent involvement, brings the research to the conclusion that parental involvement matters in the school systems. Bringing teachers and parents together as one, sometimes means going around, over, and under barriers for solutions to a parent involvement program that works for everyone. To get to this point in a childs life, many parents and teachers have to discover strategies that will work for them. Although factors such as lack of communication, lack of time, and language barriers can prevent parent involvement, there are many ways to triumph over the barriers. Encouraging and involving parents in decisions pertaining to their child can make a big difference. Children will have better attendance, higher grades, test scores and graduation rates. Parents will have a better understanding of how the school operates. Teachers can increase community support with parents and students. Parents are the key to their children future. When parents and teachers come together as one, a child is able to leap over bounds and conquer the world. Barriers are just stepping stones to great outcomes.

Voodoo Essay -- Voudun Hoodoo Voo doo Religion

Voodoo Throughout history people have feared that which they do not understand. This is even more evident with the topic of witchcraft. With such events, as the Salem witch trials and the inquisition-like attacks on religions, not socially accepted by the majority, demonstrates what happens when intolerance and fear of beliefs not like any other take hold in a culture. Even in the 20th century, a religion exists in the southern United States that intimidates people through prayer, ceremonies, gris-gris, and superstition. This religion is known by names such as Voudun, Hoodoo, and most popular Voodoo The word Voodoo is an intimidating word to many because of the images it brings to the mind of black magic, evil, and death that are associated with it. Voodoo is a religion that is very unique and interesting to examine. The roots of Voodoo are traced back to West Africa, continues on to Haiti and other islands via the slaves and then brought to New Orleans also through slavery. There is a difference in the Voodoo of each of these locations due to peoples' influence on it and according to its need at each location. In West Africa, the people took the view that all things lived and died but when something did die its spirit would linger close to the loved ones to help them in this world. They believed in a spirit world that was ruled by a supreme God just as Catholicism believes in God and Heaven. The Voodoo culture took the view that the supreme God was busy doing the most important work and this resulted in the followers asking sub-deities (loas) to carry their message to God for them. Loas, similar to saints or angels, had unique powers but they also were associated with specific physical traits, favorite ... ... others not even within the rat it is no different from the major religions of the world. By looking more in depth at Voodoo, the ability to determine whether to use the religion for good or evil is a test in itself. Unless one has faith in the beliefs of a given religion, will be seen as a negative belief of evil by those who do not understand. As humans, a bias naturally exists for our own personal beliefs and traditions. Explore and understand what is against your own belief and what could be found may be a surprise. Bibliography and Footnotes: 4. Bodin, Ron, Voodoo: Past and Present.( Lafayette: University of Southwestern Louisiana, 1990.) pp.39 3. Haskins, Jim, Voodoo and Hoodoo. (Lanham: Scarborough House, 1990.) pp.128 and 191 1 and 2. Hurbon, Laennec, Voodoo: Search for the Spirit. (New York: Harry N. Abrams, Inc., 1995.) pp. 38-39

Waterlogging of Soil :: Environmental, Informative,

What is it? Waterlogging is the lower in land productivity through the rise in groundwater close to the soil surface, and also where the water table rises above the surface. The raised water table results in the soils becoming waterlogged and air spaces in the soil are filled with water, and plant roots, in effect, suffocate from the lack of oxygen, limiting plant growth in those areas. Where does it occur? Waterlogging occurs where bad irrigation methods are used and in poorly drained soils where water can't penetrate deeply. For example, there may be an impermeable clay layer below the soil. It also occurs on areas that are poorly drained topographically. Worldwide, about 10% of all irrigated land suffers from water logging. Currently Victoria has 1.8 million ha affected by waterlogging. Waterlogging occurs mostly on flat floodplain areas or gently sloping landforms with high rainfall and red duplex or heavy clay soils. What causes it? Water logging is caused by excessive irrigation on poorly drained soils, i.e. water enters the soil faster than it drains away. It occurs even worse where there is compaction of subsoil layers; where water quickly enters the topsoil but is then blocked by a water-resistant clay layer, which may occur naturally or may be induced through excessive use of agricultural machinery. Irrigation water and/or seepage from canals eventually raise the water table in the ground. What are the impacts? Water logging causes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Damage to the soil structure.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Suffocation of Plant roots.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fall of productivity by about 20% in those areas affected. Waterlogging of Soil :: Environmental, Informative, What is it? Waterlogging is the lower in land productivity through the rise in groundwater close to the soil surface, and also where the water table rises above the surface. The raised water table results in the soils becoming waterlogged and air spaces in the soil are filled with water, and plant roots, in effect, suffocate from the lack of oxygen, limiting plant growth in those areas. Where does it occur? Waterlogging occurs where bad irrigation methods are used and in poorly drained soils where water can't penetrate deeply. For example, there may be an impermeable clay layer below the soil. It also occurs on areas that are poorly drained topographically. Worldwide, about 10% of all irrigated land suffers from water logging. Currently Victoria has 1.8 million ha affected by waterlogging. Waterlogging occurs mostly on flat floodplain areas or gently sloping landforms with high rainfall and red duplex or heavy clay soils. What causes it? Water logging is caused by excessive irrigation on poorly drained soils, i.e. water enters the soil faster than it drains away. It occurs even worse where there is compaction of subsoil layers; where water quickly enters the topsoil but is then blocked by a water-resistant clay layer, which may occur naturally or may be induced through excessive use of agricultural machinery. Irrigation water and/or seepage from canals eventually raise the water table in the ground. What are the impacts? Water logging causes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Damage to the soil structure.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Suffocation of Plant roots.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fall of productivity by about 20% in those areas affected.

Essay --

Chapter 1 Introduction 1.1 Introduction One of the most common ways for a firm to operate or finances its assets is capital structure. Capital structures refer as a combination of equity, debt and hybrid securities that used in the firm operation. In a perfect market, transaction or bankruptcy cost, inefficient information and taxes will not exist. Therefore, Modigliani and Miller created a theory of capital structure in a perfect market. The use of capital structure is important as it affect the firm profitability. Financial decision of a business organization becomes one of the important decisions that normally will represent by capital structure. Musiega, et al. (2013) claimed that choosing an appropriate capital structure will benefit the firm as it help a firm to adapt with various challenging and competitive business world thereby become more profitability. According to Zeitun and Tian (2007), managers who are able to identify the optimal capital structure will help the companies to increase the firm revenue or profitability and reduce the firm’s cost of finance. Nutshell, capital structure of a firm can influence a firm profitability; a firm health determined by a firm capital structure. By analyzing the choice of firm’s capital structure, financial behavior of a firm can be explained by the pecking order theory and the trade off theory (Ana, Dragan & Monica, 2012). Both of this theory provides a different relationship between the capital structure and profitability. Based on the study of Zabri (2012), the pecking order theory provide a negative impact of profitability on leverage while the trade-off theory provide a positive relationship between the capital structure and profitability. There are some of the findings... ...o investigate the relationship between the capital structure and profitability of firm. In order to have clearer and accurate evidence on the relationship between the capital structure and profitability, 24 of public listed companies in Sarawak Kuala Lumpur Stock Exchange (KLSE), Malaysia are chosen to test it. All the financial statement for 24 companies will record accurate and correctly in order to create an accurate test or relationship. The introduction of the research proposal will be discussed in chapter 1. In chapter 2, literature review will be discussed on various views of previous researches which relate to our topic. Research methodology and the data collection will be present in chapter 3 while chapter 4 will discuss about the result and discussion on the result. A conclusion and policy implication will be discussed in the final chapter of this study.

Business Complaint Letter :: Business Complaint Letters Email Credit Cards

1234 Orange Street Smallville, OH 01234 July 1, 2005 Mr. Steve Smith National Manager, Customer Service En Corporation Cool Building, Suite 222 111 Fountain Drive Happy, NH 98765 RE: EnCorp Credit Card: 111 222 333 4 555XX I had been an EnCorp credit card holder for the previous twelve years. Before that, I was a Rose card-holder for over 22 years. I seem to recall that when EnCorp took over/bought out Rose nine years ago, the switch of companies and credit cards was handled smoothly and seamlessly. I wish the same was the case eleven years later when EnCorp recently transferred its credit card operations to NHBank. I was aware of the impending changeover to NHBank a couple of months before it happened. I had received a notice in the mail of the planned change, and it had been discussed at my local EnCorp station when I paid for my gas (with my EnCorp credit card). More than once, I inquired, and was assured that I would receive a new credit card in the mail before the April 1st deadline. Unfortunately, that did not happen. April 1st came and went, without receiving a replacement card, or even an application for a new one. Apparently, I'm the only one that did not receive a replacement card. After realizing that I was without a gas credit card, after 27 years with one, I called a couple of your 1-800 numbers and I was advised that I would have to re-apply for a credit card with EnCorp via the NHBank. I requested an application and one was sent. It appears to be the same kind of application that someone fills out after walking in off the street. The fact that I had been a credit card-holder with EnCorp (and its predecessor Rose before that) for some 25 years in total, did not seem to matter to you, or your friends at the NHBank. It is hard to believe that companies are still doing business this way in the year 2005. Have you (or your colleagues at NHBank) ever heard of MVC (Most Valuable Customer)? Just in case you aren't familiar with this approach, the MVC is the customer that you already have (i.e. me). Normally, these are the customers you do not want to lose and try not to lose. After all, research has revealed that it will cost you six times as much to find a new customer as it does to keep an existing one (i.

Factor Affecting Job Satisfaction in Banks

A Banker on whom a cheque is drawn should pay the cheque when it is presented for payment. * This cheque paying function is a distinguished one of a banker. * This obligation has been imposed on him by sec. 31 of the N. I Act, 1881. * A banker is bound to honour his customer’s cheque, to the extent of the funds available and the existence of no legal bar to payment. Again, for making payment the cheque must be in order and it must be duly presented for payment at the branch where the account is kept. * The paying banker should use reasonable care and diligence in paying a cheque, so as to abstain from any action likely to damage his customer’s credit. * If the paying banker wrongfully dishonours a cheque, he will be asked to pay heavy damages. * At the same time, if he makes payment in a hurry, even when there is sufficient balance, the banker will not be allowed to debit the customer’s account.If he does so, it will amount to sanctioning of overdraft without pri or arrangement, and later on, the customer can claim it as precedent and compel the banker to pay cheque in the absence of sufficient balance. His position is very precarious and is in between the devil and the deep sea. PRECAUTIONS BEFORE HONORING A CHEQUE In order to safeguard his position, the paying banker has to observe the following precautions before honouring a cheque. Presentation of The Cheque (a) Type of the cheque: Before honouring a cheque, he must find out the type to which it belongs.Cheques may generally be of two types- open or crossed. If it is an open one, the payment may be made at the counter. If it is crossed, the payment must be made only to fellow banker. If it is specially crossed, the payment must be specifically made to that banker in whose favour it has been crossed. If there are ‘A/C Payee’ and ‘Not Negotiable’ crossings the paying banker need not worry, as they are the directions only to the collecting banker. If the paying ban ker pays a cheque contrary to the crossing, he is liable to the drawer. Therefore, he must pay special attention to the type of a cheque. b) Branch: The Paying banker should see whether the cheque is drawn on the branch where the account is kept. If it is drawn on another branch, without any prior arrangement, the banker can safely return the cheque. (c) Account: Even in the same branch, a customer might have opened two or more accounts. Hence, the paying banker should see that the cheque of one account is not used for withdrawing money from another account. (d) Banking hours: The paying banker should also note whether the cheque is presented during the banking hours on a business day. Payment outside the banking hours does not amount to payment in due course. e) Mutilation: If a cheque is torn into pieces or cancelled or mutilated, then, the paying banker should not honour it. He should return the cheque for the drawer’s confirmation. In a case cheque is torn accidentally, t he drawer must confirm it by writing such words as ‘Accidentally torn by me’ and affixing his full signature. A cheque torn into two or more pieces is generally returned with a remark ‘Mutilated’. Form of cheque: Printed form: The cheque must be in proper form. It must satisfy all the requirements of law. The customers should draw cheques only on the printed leaves supplied by the bankers.Unconditional order: The cheque should not contain any condition. If it is a conditional one, the paying banker’s position will become critical and he may not honour it. Date: Before honouring a cheque, the bank must see whether there is a date on the instrument. If it is undated, it cannot be regarded as a valid instrument. If a cheque is ante- dated, it may be paid if it has not become stale by that time. A cheque, which is presented after six months, from the date of its issue, is a stale one. If a cheque is post- dated, he should honour it only on its due date.A mount: The next important precaution is that the banker should see whether the amount stated in the cheque, both in words and figures, agree with each other. If the amount is stated only in figures, the banker should return it with a remark ’Amount required to be stated in words’. However if the amount stated only in words, the banker may honour it. Supposing , there is a difference in the amount stated in words and figures, then the banker can take any one of the following courses available to him: i) He can dishonour the cheque with a memorandum ‘words and figures differ’ or i)He can honour the amount stated in words According to Sec. 18 of the N. I. Act, if the amount undertaken or ordered to be paid is stated differently in figures and words, the amount stated in words shall be the amount undertaken or ordered to be paid. ’ However in practice, if the difference is insignificant, payment is sometimes made. But usually the paying banker returns t he cheque under such circumstances, since there is an audit objection to the practice of honouring such cheques. III. Sufficient balance: There must be sufficient balance to meet the cheque.If the funds available are not sufficient to honour a cheque, the paying banker is justified in returning it. So, before honouring a cheque, he must check up the present state of his customers account. IV. Signature of the drawer: The next important duty of a paying banker is to compare the signature of his customer found on the cheque with that of his specimen signature. If he fails to do so and if he pays a cheque , which contains a forged signature of the drawer, then, the payment will not amount to payment in due course. Hence, he can not claim protection under Sec. 85 of the N. I. Act.If the signature has been too skillfully forged for the banker to find it out, even then the banker is liable. However, if the customer facilitates the forgery of his signature by his conduct, then, the banker will be relieved from his liability. Legal bar: The existence of legal bar like Garnishee Order limits the duty of the banker to pay a cheque. Garnishee order refers to the order issued by a court attaching the funds of the judgment debtor (i. e. , the customer) in the hands of a third party (i. e. , the banker). The term ‘Garnishee’ refers to the person who has been served with the order.This Garnishee proceedings comprise of two steps. As a first step ‘Garnishee Order Nisi’ will be issued. ‘Nisi’ means ‘unless’. In other words, this order gives an opportunity to the banker to prove that this order could not be enforced. If the banker does not make any counterclaim, this order becomes absolute one. This ‘garnishee Order absolute’ actually attaches the account of the customer. If it attaches the whole amount of a customer’s account, then, the banker must dishonour the cheque drawn by that customer. He can honour his cheques to the extent of the amount that is not garnished. Endorsement:Before honouring a cheque, the banker must verify the regularity of endorsement, if any, that appears on the instrument. It is more so in the case of an order cheque, which requires an endorsement before its delivery. For instance, if there is per pro endorsement, the banker must find out the existence of authority. Failure to do so constitutes negligence on the part of the paying banker. Per pro endorsement is an endorsement made by an authorized agent. Prior information about the delegation of authority to the agent must have been given to the banker. Otherwise, a banker is not legally bound to accept this type of endorsement.CIRCUMSTANCES UNDER WHICH A CHEQUE CAN BE DISHONORED Countermanding: Countermanding is the instruction given by the customer of a bank requesting the bank not to honour a particular cheque issued by him. When such an order is received, the banker must refuse to pay the cheque. If a cu stomer informs by telephone or telegram regarding the stopping payment of a cheque, the banker should diplomatically delay the payment, till written instructions are received. If the situation is very critical, he can return the cheque by giving a suitable answer like ’payment countermanded by telephone and postponed pending confirmation. Therefore, countermanding instructions, once received, must be kept as a constant record. A ‘stopped payment’ register may be maintained for ready reference. Upon the receipt of notice of death of a customer: When a banker receives written information from an authoritative source, (preferably from the nearest relatives) regarding the death of a particular customer, he should not honour any cheque drawn by that deceased customer. If the banker is unaware of the death of a customer, he may honour the cheque drawn by him.Death puts an automatic end to the contractual relationship between a banker and his customer. Upon the receipt of notice of insolvency: Once a banker has knowledge of the insolvency of a customer, he must refuse to pay cheques drawn by him. Upon the receipt of notice of insanity: Where a banker receives notice of a customer’s insanity, he is justified in refusing payment of the cheque drawn by him. The banker should make a careful note, when the lunacy order is received. It is advisable that the banker should act upon a definite proof of the customer’s insanity like a doctor’s certificate, a court order etc.Upon the receipt of notice of assignment: The bank balance of a customer constitutes an asset and it can be assigned to any person by giving a letter of assignment to the banker. Once an assignment has been made, the assignor has no legal rights over the bank balance and therefore, if any cheque is drawn by him, the banker should refuse to honour it. When a breach of trust is intended: In the case of a trust account, mere knowledge of the customer’s intention t o use the trust funds for his personal use, is a sufficient reason to dishonour his cheque.Defective title: If a person who brings a cheque for payment has no title or his title is defective, the banker should refuse to honour the cheque presented by him. For instance, a person who brings a cheque, which has been countermanded or which has been forged, has no title to it. Statutory Protection to a Paying Banker: Supposing, a paying banker pays a cheque, which bears a forged signature of the payee or endorsee, he is liable to the true owner of the cheque. But, it is quite unjustifiable to make the banker responsible for such errors.It is so because; he is not expected to know the signature of the payee or the endorsee. Therefore, law relieves the paying banker from his liability to the true owner in such cases. This relief is known as ‘statutory protection. ’ To claim protection under Sec. 85 of the N. I. Act, 1881, the banker should have fulfilled the following conditio ns: * He should have paid an order cheque. * Such a cheque should have been endorsed by the payee or his order. * It should have been paid in due course. PAYMENT IN DUE COURSE The cheque should have been paid in due course as per Sec. 0 of the N. I. Act. This concept of payment in due course has three essential features: (I) Apparent tenor of the instrument: To avail of the statutory protection, the payment should have been made according to the apparent tenor of the instrument. The apparent tenor refers to the intention of the parties, as it is evident from the face of the instrument. Example: If a drawer draws a cheque with a post –date, his intention is to make payment only after a certain date. If it is paid before the due date, this payment does not amount to payment in due course.So also, the payment of a countermanded cheque does not amount to payment in due course. (ii) Payment in good faith and without negligence: Good faith forms the basis of all banking transaction s. As regards negligence, the banker may sometimes be careless in his duties, which constitutes an act of negligence. If negligence is proved, the banker will loss the statutory protection given under Sec. 85. Example: * Payment of a crossed cheque over the counter. * Payment of a post-dated cheque before maturity. * Failure to verify the regularity of an endorsement. iii)Payment to a person who is entitled to receive payment: The banker must see that the person, who presents the cheque, is in possession of the instrument and he is entitled to receive the amount of the cheque. Protection to a bearer cheque: Now this protection has been extended to bearer cheques also under sec. 85(2). If a bearer cheque is paid in due course, the banker is entitled to get protection. Statutory Protection in the case of a Materially Altered Cheque: A paying banker cannot normally claim any statutory protection for a materially altered cheque. However; Sec. 89of the Negotiable instrument Act.Gives pro tection in the case of a materially altered cheque provided, (1) He is liable to pay, (2)Such an alteration is not apparent and, (3) The banker has made the payment in due course. Recovery of Money Paid by Mistake: Under the following circumstances, money wrongly paid can be recovered:- (i)Money received mala fide is recoverable: When a person receives money by mistake in bad faith, knowing that he is not entitled to receive that money, then, the banker is entitled to recover the same. (ii) Money paid under a mistake of fact is recoverable: For instance, a banker pays money to X, thinking that he is Y.This is a mistake of fact regarding the identity of the parties. Y is under a legal duty to pay the money back to the banker. COLLECTING BANKER A collecting banker is one who undertakes to collect the amount of a cheque for his customer from the paying banker. In collecting a cheque, the banker can act in two capacities namely (1) as a holder for value, and (2) as an agent for collecti on. The banker would be as a holder for value: (a) If he allows his customers to withdraw money before cheques paid in for collection are actually collected and credited. b) If any open cheque is accepted and the value is paid before collection, and (c) If there is a reduction in the overdraft account of the customer before the cheque is collected and credited in the respective account. In all these cases, the banker acquires a personal interest. A Banker as an agent: In practice, no banker credits a customer account even before a cheque is collected. He collects a cheque on behalf of a customer. So, he cannot acquire any of the rights of a holder for value. He has to act only as an agent of the customer. Duties of A Collecting Banker: i) Exercise reasonable care and diligence in his collection work: When a banker collects a cheque for his customer, he acts only as an agent of the customer. He should exercise reasonable care, diligence and skill in collection work. (ii) Present the cheque for collection without any delay: The banker must present the cheque for payment without any delay. If there is delay in presentment, the customer may suffer losses due to the insolvency of the drawer or insufficiency of funds in the account of the drawer or insolvency of the banker himself. In all such cases, the banker should bear the loss. iii) Notice to customer in the case of dishonour of a cheque: The N. I. Act has prescribed a reasonable time for giving the notice of dishonour. If he fails to do so, and consequently, any loss arises to the customer, the banker has to bear the loss. (iv) Present the bill for acceptance at an early date: As per sec. 61 of the N. I. Act, a bill of exchange must be accepted. If a banker undertakes to collect bills, it is his duty to present them for acceptance at an early date. (v) Present the bill for payment: The banker should present the bills for payment in proper time and at proper place.If he fails to do so and if any loss occurs to the customer, then, the banker will be liable. According to Sec. 66 of N. I. Act a bill must be presented for payment on maturity. (vi) Protest and note a foreign bill for non-acceptance: In case of dishonour of a bill by non-acceptance or non-payment, it is the duty of the collecting banker to inform the customer immediately. Generally he returns the bill to the customer. In the absence of specific instructions, collecting bankers do not get the inland bills noted and protested for dishonour.If the bill in question happens to be a foreign bill, the banker should have it protested and noted by a notary public and then forwarded it to the customer. Statutory Protection to the collecting Banker: According to sec. 131 of the N. I. Act, statutory protection is available to the collecting Banker in the following cases: (i)Crossed cheques only: a collecting banker only for crossed cheques can claim statutory protection. It is so because, in the case of an open cheque, it is not absolutely necessary for a person to seek the service of a bank. ii) Collections on behalf of customers as an agent: a banker only can claim the above protection for those cheques collected by him as agent of his customers. iii) In good faith and without negligence: In order to get the protection under this section, a collecting banker must act in good faith and without negligence. Matter of negligence is of great importance. Basis of negligence: When a collecting banker wants to claim protection under Sec. 131, he has the burden of proving that he has acted without negligence.Gross negligence: If a banker is completely careless in collecting a cheque, then, he will be held liable under the ground of ‘gross negligence. ’ Examples: Collecting a cheque crossed ‘A/C payee’ for other than the payee’s account: Account payee crossing is a direction to the collecting banker. If he collects a cheque crossed ’A/C payee’ for any person other than the payee , then, this fact will be proved as an evidence of gross negligence. FAILURE TO VERIFY THE CORRECTNESS OF ENDORSEMENT If a banker omits to verify the correctness of endorsements on cheques payable to order, he will be deprived of the statutory protection. i)Failure to verify the existence of authority in the case of per pro signatures: If a collecting banker fails to verify the existence of authority in the case of per pro signatures, if any, will be proved as an evidence of gross negligence. (ii) Negligence connected with the immediate collection: If, on the face of a cheque, there is a warning that there is misappropriation of money, the collecting banker should make some reasonable enquiry and only after getting some satisfactory explanations, he can proceed to collect cheques.Examples: * Collecting a cheque drawn against the principal’s A/c, to the private A/c of the agent without enquiry. * Collecting a cheque payable to the firm to the private A/c of a partner without e nquiry. * Collecting a cheque payable to the company to the private account of a director or any other officer without enquiry. * Collecting a cheque payable to the employer to the private account of the employee would constitute negligence under sec. 131 of the N. I. Act. * Collecting a cheque payable to the trustee, to the private account of the person operating the trust account is another instance of negligence of a banker. iii) Negligence under Remote Grounds: Normally, we cannot expect a banker to be liable under certain circumstances. But, the bankers have been held negligent under those situations, which are branded as ‘remote grounds. ’ Examples: * Omission to obtain a letter of introduction from a new customer causes negligence. * Failure to enquire into the source of supply of large funds into an account, which has been kept in a poor condition for a long time, constitutes negligence.

Organizational Structure of a Housekeeping Essay

The housekeeping department of a lodging property typically accounts for the business’ largest labor expense. Executive Level Most hotel housekeeping departments are led by an executive housekeeper. This employee is typically a member of the executive team. In smaller properties, he reports directly to the general manager. In larger properties, he may report to the rooms division manager. The executive housekeeper is responsible for managing housekeeping personnel, planning budgets, identifying cleaning needs, buying supplies and coordinating with other departments to ensure excellent guest service. Some properties also have an assistant executive housekeeper. The executive housekeeper is a manager who must sometimes be prepared to scrub toilets. SECTIONS: Guestroom Cleaning The major responsibility of a hotel housekeeping staff is cleaning guestrooms in an efficient manner to prepare rooms for guests checking into the property. Guestroom attendants are typically expected to clean a room in 20 to 30 minutes, depending on the size of the room. Others in this department include house attendants who pick up linen bags and refill housekeeping carts and inspectors who inspect each room after it is cleaned to ensure it meets the property’s quality standards. Guestroom attendants ensure that every guestroom is spotless. Public Area Cleaning The housekeeping department is also responsible for the public areas of the hotel, both front-of-the-house and back-of-the house areas. They may also be responsible for cleaning dining room areas after they have closed, though food and beverage staff are usually responsible for the cleaning during the day. Public space cleaners make up the majority of this part of the housekeeping department. Public space cleaners are responsible for lobbies, offices, corridors and other non-guestroom areas of the property Laundry Properties that have in-house laundry services have a laundry manager who answers directly to the executive housekeeper. The laundry manager manages the work flow of the laundry and the laundry employees. Laundry employees include laundry attendants who operate the washers, dryers, presses and folders, and linen runners who fetch linen and put it away as it is completed. Some laundry departments also hire a seamstress to repair linens or repurpose damaged linens to other uses (such as making washcloths or cleaning cloths out of towels or food service aprons out of bedsheets). The laundry department processes all of the hotel’s linens. http://www.ehow.com/facts_7517164_organizational-structure-housekeeping-department.html