Job Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Job Analysis - Assignment Example their job; (5) Log records/Daily diary where employees keep daily records and job analysis can be done from the recorded information (Prien, Goodstein, Goodstein, & Gamble, 2009). The job analysis method that was used in this case was the personal observation method. The rationale for using this method is that it is useful for gaining a deeper understanding of the job activities and very useful in manual activities (Wolper, 2004) like those done by the staff registered nurse. I requested an expert to observe and record everything I did. The activities that were recorded include taking care of both inpatients and out patients, planning and coordinating clinic activities, patient evaluation and monitoring of vital signs, performing IV placements and phlebotomy, general administration of medications and developing nursing care plans and counseling patients. In conducting these activities the following equipment were identified as very important. They include: stethoscope for checking he art, lung and bowel sounds; thermometer for making temperature readings; sphygmomanometers for checking oxygen levels; blood pressure cuffs; syringes, bladder readout machines. The equipment were identified as basic and important for daily use. The working conditions at the local community hospital can be described generally as good but there are only two registered nurses making the job tedious because of the many number of patients to handle in a day. The working schedule is fixed as one has to work continuously without breaks. The management on the other hand is not very supportive as the hospital lacks equipment and personnel making the job strenuous. Some of the skills and abilities required include: knowledge of medicine and medical terminology, service skills, time management skills interpersonal skills ability to maintain confidentiality, ability to educate, and the ability to respond to emergency situations. Job description and revision The following is my job description a s a staff registered nurse at the local community hospital which is a replica of most staff registered nurses in any other hospital. The Job tasks and responsibilities include the following : (1) ensuring the efficient and coordinated clinic flow through the coordination and planning of clinic activities; communicating patient needs; making referrals; (2) Delivering direct patient care; assessing patient’s physical, psychosocial and emotional well-being; monitoring and reporting to the physician of the patients status; responding to patients telephone calls and messages and reporting to the physician any emergencies; ordering patient’s supplies; stocking and replenishing the patient’

Community Social Work In Modern Society Social Work Essay

Community Social Work In Modern Society Social Work Essay This study is an overview of current government proposals for the Big Society within community social work. In July 2010, Prime Minister David Cameron launched a project called the Big Society. It is considered by Mr Cameron that communities deserve to be empowered to have more of a say in what happens in their local area. The belief is that by doing this, many of the local services provided by the government can be taken over and run by community and voluntary groups, with Mr Cameron describing the project as a big advance for people power (www.bbc.co.uk/news, accessed: 30/10/2010). The theory base of community social work from a historical and modern perspective will be presented and evaluated. The study will provide a literature review of community projects in both neighbouring UK countries and Inner City London; examining their effectiveness in creating community empowerment to enable the possible resolution of social depravation. Particular attention will be paid to the differences that each geographical location possesses in terms of economy, culture and class diversity when considering each project and how this relates to its success. A maximum of four projects will be chosen to compare and evaluate and the study will conclude with lessons learnt for future social work in community work practice with the inclusion of messages from the Social Work Reform Board. The Big Society Debate However, Camerons notion of the Big Society has come under much criticism. The Guardians Jonathan Freedland has written a stinging attack on Mr Camerons proposals and his article posted What is Community Social Work? The idea behind community social work is the belief that peoples problems can be countered by liaising with the people within their social network. This may include friends and relatives, and neighbours. Social workers need to seek and reinforce such support networks for service users and aim to facilitate their growth where it has become apparent that such has lapsed. The work should be seen as both a protective and preventative strategy and is now considered to be the Par excellence of intervention strategy for promoting social inclusion. (Walker and Beckett, 2005, pg93). Therefore, community social work is effectively a method of promoting the social inclusion of individuals and their families by empowering them to seek and create the interventions they require. Walker and Beckett (2005) inform that social work is at the cutting edge of individuals, families or communities attempts to manage life challenges that have been influenced by both economic and social policy, welfare systems and the way they are made up internally. However, there are differing views on the concept of empowering people and using socially inclusive methods within social work. The first view is that the empowerment of service users may be considered to be self-evident if the worker sees the problems people are facing as products of the an unfair economic system that, Disenfranchises the weak, vulnerable, disabled or poor from equal participation and access to the resources produced by society. (Walker and Beckett, 2005, pg93). The aim of social work here would be to attempt to get service users involved and try to empower them to find a way of accessing the services that are available to them. Payne (1995) suggests of this issue that although public policy statements do aim to prove the value of community participation and user empowerment, community work may indeed, Draw attention to inequalities in service provision and in power which lie behind severe deprivation and therefore also become part of the struggles between people in powerless positions against the powerful. (Payne, 1995, pg165-166). The second view on the empowerment of service users is that it can give them (service users) an increased expectation of what can be available to them. It is believed that in this case, social workers may think that the correct thing to do would be to reduce the expectations of service users, forcing them to accept the situations they find themselves in and that they may become socially excluded just because that is the way it is. If this does become the case, social workers may fail to assist in the delivery of services that are available to service users, instead just seeking to help service users to manage with what they believe is available to them. Perhaps the best way to consider empowerment for service users is to use Trevithicks (2000) model of when practising social work you are either (a) doing things to service users, (b) doing things for social workers, or (c) doing things with service users. Community social work first came into being following critiques of community work after identifying that such was considered to be a completely different activity to that of social work. These critiques found that community workers and outreach workers were becoming marginalised from their colleagues within proper social work agencies. In order to prevent this from happening further, there was what was deemed a positive movement to embrace some of the principles and practices of community work within social work. Coulshed and Orme (1998) inform us that although independent community action has continued throughout history by being supported by dedicated community workers, policy developments that incorporated both the language of community and the work involved began to inform the actions of statutory social work as of the late 1970s. Despite this being the case, it is thought that such movements towards community care initiatives were not what social workers had necessarily thought to be correct. The above moves were initiated via the Seebohm Report (1968). An article by Eileen Munro said of the actions brought about by the report, The division between (varying) social work was seen as the problem, so social services departments were created to offer a joined-up service. (www.guardian.co.uk/society, accessed: 9/10/2010). These actions included the creation of social services departments that would have smaller administrative units with area teams serving their own geographical localities. It was believed that such would improve access to service provision for those placed within each locality and a wider sense of identification with the local area for social workers. Decisions could be made dependent on the person and their local need as opposed to the generic, centralised decisions that took place previously. Seebohms report also stated that each area-based organisation should change the relationship that social workers held within the relative catchment areas that the workers were operating. The report said of this that the departments should, Encourage, support and promote voluntary effort and engage in assisting and encouraging the development of community identity. (Seebohm, 1968, paragraph 477). Despite this change in the arrangements for which social services were delivered, Seebohms report did not properly address what it was community workers, or indeed social workers working with communities were actually supposed to be doing. Although the Seebohm report had considered the basic notions of community social working, the terms and principles of such were not defined fully until this was done by the Barclay Committee and published in a report in 1982. This definition was as follows: Community social work is, Formal social work which, starting from the problems affecting an individual or group and the responsibilities and resources of social services departments and voluntary organisations, seeks to tap into, support, enable and underpin the local networks of formal and informal relationships which constitute our basic definition of community, and also the strength of a clients communities of interest. (Barclay, 1982, p xvii). The emphasis on the role of the community within society continued following the Barclay Committees report and re-emerged towards the end of the 1980s. In more recent times, the Griffiths Report of 1998 looked at care in the community and was based around an aim of closer partnerships between statutory services and local communities as part of a larger welfare spectrum. The National Health Service and Community Care Act 1990 too pushed towards an emphasis on community work although Adams et al (1998) questions whether the theory was actually put into practice. Adams et al also speculate as to the difficulty that community social work continues to face as a result of continuing changes to social policy. In modern social work, it is considered by Beckett (2006) that it is beneficial to work with groups or families as opposed to working with individuals. Therefore it seems sensible that such an approach would naturally in some respects at least lead towards working within communities. Community social work is generally considered to be a similar activity to that of group work. This is because community work interventions usually involve the worker attempting to encourage the development of groups. However, community work is aimed more along the lines of self-help or social action in consideration of the group work spectrum. Community social work does not allow for the worker to do things for people, be that for individuals or indeed groups, but wishes to promote The development of organised activity by the community itself (Beckett, 2006, pg94) through either the self-creation of resources to meet its needs or even by joining forces to campaign against the authorities for not provid ing the necessary facilities. Henderson (2000, pg72) says of such an approach that At the core of the methods and skills is the idea of organising: helping people to come together to form an autonomous group. The above shows that in this context, the community worker is considered to be something of an enabler rather than the fixer within community projects. Despite this, it is also believed that community workers although being employed by the state and therefore still considered as an outsider within the community with which they are working take on a degree of benevolent paternalism as opposed to developing the necessary collective community action. Popple (1994, pg24) says of this, Historically community work has developed from two distinct roots: benevolent paternalism and collective community action. With the above in mind it is important to remember that the term community is still rather vague. It is borne from the notion that a complete neighbourhood can function as its own entity as opposed to acknowledging that neighbourhoods consist of many differing communities. Individual interest, ethnic communities, geography, familial extensions and workplaces all form part of communities, yet will often extend far beyond the neighbourhood in which they are formed. Community social work is according to Smale et al About the processes the workers engage in, the relationships they make and how they maintain and change them. adding These processes generate the specific aims and objectives of the workers and those they share the work with. (1988, pg23). The most important things that must be recognised by any community worker is the type of community that they are working with or indeed the type of community that they are assisting to help build. Evaluating Community Projects The Study So Far Conclusion

Jacksonian Democracy Essays -- essays research papers

Jacksonian Democracy and the Bank War   Ã‚  Ã‚  Ã‚  Ã‚  One of the things that made Andrew Jackson unique and contributed to the style and tone of the new political age was his commitment to the idea of democracy. By democracy, Jackson meant majoritarian rule. â€Å"The people are the government†, he said, â€Å"administering it by their agents; they are the Government, the sovereign power†. In his message to Congress he announced his creed: â€Å"The majority is to govern,† he declared; and he repeated this commitment at every opportunity. He felt that the electorate should select all its officials in Washington, starting with the President. Jackson advocated a single term of either four or six years for the chief executive and he proposed this change to Congress. Jackson also felt that Senators should be elected to four-year terms by the people, not by the state legislatures. He would even have the electorate select its federal judges for terms of seven years which indicated his commitment to rot ation of office as a means of democratizing the government. (Schlesinger pp.314, 402-406)   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Jackson’s argument for the principle of â€Å"rotation of office† was the argument of democracy. Offices exist to serve the people, no one has a special claim to office, and there are no elites, therefore, removal from office is not intrinsically wrong. So when the people elect a new President, it is only right that he be given the opportu...

Course of True Love Never Did Run Smooth Essay

I. Introduction Comparing Shakespeare’s A Midsummer Night’s Dream and Middleton’s The Changeling seems to be a very unusual topic for the first sight. The earlier is a festive merry comedy and the latter is said to be a revenge tragedy, moreover, is claimed to be a later transformation of Shakespeare’s Othello. Certainly, if we look at the structure of The Changeling on the surface we see a plot of a conventional drama of revenge, but as we observe closer it becomes evident that The Changeling lacks some of the significant features a tragedy has to retain. As far as the situation is concerned the plot could turn out to be a comedy. After some conflict and misunderstanding Beatrice and Alsemero could get married and live happily ever after, as it happened to the two couples in A Midsummer Night’s Dream. In fact in the latter the basic situation was even more complicated, Hermia’s father knew that she wanted to marry Lysander and he opposed to it, but in The Changeling the lovers did not really have an objection from the ‘paternal’ side. What are the differences then? How could Shakespeare write his merriest comedy from a situation that turned out to be a cruel revenge tragedy for Middleton? The first part of he answer definitely lies in the different periods they lived in. The Elizabethan and Jacobean age, although they seem to retain little difference for us, hold numerous significant contrasts. Their world picture and understanding life differed in a lot, and so did their dramatists and audiences. Considering the title, characters and the structure of he plays we cannot see outstanding differences between them. Both the titles have comic connotations, suggesting a happy ending to the audience. As for the characters, The Changeling lacks the tragic hero and more importantly the Machiavellian malcontent, which was necessary for a revenge tragedy. What we find instead are simple, everyday individuals who find themselves in a peculiar situation which they cannot handle. In A Midsummer Night’s Dream we also find various situations of disharmony, misunderstanding, quarrel and stress, but they all turn into order by the end. The main contrast is in the attitude of the personae, that is the handling of the situation in a positive or in a negative way. The structural similarity is the use of a subplot, which in both cases serves as an emphasis of the main plot. In A Midsummer Night’s Dream the mechanicals’ earthly word and speech is aimed at stressing the different worlds of the play and also serves laughter. In The Changeling the mad-house plot serves same reason, but as it is a satire it makes us realise that the world of apparently normal people is full of madness, while in a madhouse everything turns out to be fine. Raising these points now we have to have a closer look on the two dramas and see that the so called revenge tragedy is rather comic and the happy comedy held more tragic signs than the actual tragedy. II. Tragedy and comedy The division of drama into comedy and tragedy has always been the first aspect of literary criticism. We have fixed ideas in our minds what are the so called tragic and comic elements. Using Norhtrop Frye’s terms, in tragedies these are the great tragic hero, conflict with something grand, like fate, gods, fortune. According to Frye the tragic hero is somewhere between the divine and the â€Å"all to human†, apparently a type which cannot be found in The Changeling. On the other hand if we put the typical pattern of comedy onto the plot of the drama we can see that it is consistent, whereas, adapting again Frye’s definition, what normally happens in a comedy is that a â€Å"young man wants a young woman, that his desire is resisted by some opposition, usually paternal, and that near the end of the play some twist in the plot enables the hero to have his will. These patterns tend not to change with time, but certainly in transitional periods the emphasis could shift. The Jacobean period being the age of crisis in both literary and social aspects, it has developed its own characteristics as tragedy and comedy are concerned. Jacobean drama was more concerned with revenge and blood but the focus was not on the individual but on a social type. The same tendency occurred in the comedie s, they were rather satires, parodies than real merriment. Jacobean pessimism, like today that of the post-modern took a reaction against the optimism of the preceding age, which is pointing towards the comedies of the French Classicist period, rather than having roots in the Elizabethan. III. The titles As I have mentioned, the titles both carry the connotation of change, but in a symbolic way, examining how the human power can accept change, how it can adopt to different troubled situations. They both have comic connotation and both suggest some passivity on the side of the characters, that is, they are changed by an external force, something that is standing outside them. The word ‘changeling’ had different meanings for the Jacobean audience, but mainly carried the act of change, transformation from one thing to the other. As the word ‘dream’ would have the same connotation, as our dreams are alterations of real life and of the self. The word ‘changeling’ had four different meanings that time: a person given to change, a half wit, a woman who had sexual intercourse or an ugly and deformed child changed by the fairies. Midsummer night, being the shortest night of the year also suggests change, change in the moon and season, demonstrating the difference in performance at night or day. As Martin White puts it The Changeling is built on a structure of antitheses ironically inverted and juxtaposed. These are castle/asylum, madness/sanity, reason/passion and appearance/reality. These antitheses are also present in the latter, substituting the castle for Athens and the asylum for he forest. The world turned upside down is comic in Shakespeare’s time, the theme of change is more important than that of the characters; on the other hand Middleton stresses the change of characters, and â€Å"the action turns upon the contrast between the character’s demands upon life and their limitations when an unwanted set of circumstances reveals them. IV. The characters In spite of this difference The Changeling also has the elements of comedy. As the characters are mediocre, they differ from the heroes of grand tragedy. In Jacobean times contemporaries would have seen The Changeling as a drama which has a plot based on a conventional revenge tragedy, but Middleton’s handling of the plot and the characters managed to end up in story of a group of quite ordinary people whose fate is the logical consequence of their stupidity and simplicity. On the contrary the protagonists of A Midsummer Night’s Dream are really remarkable as they do not accept their fate and the will of the father, but they try to break out of it by escaping to the wood, that is, by responding positively to the situation. This is the basic difference between the acting of the couples, Hermia-Lysander and Beatrice-Alsemero. Hermia: But I beseech your grace that I may know The worst that may befall me in this case, If I refuse to wed Demetrius. (I. 1. 62-4) Lysander: I am, my lord, as well-derived as he, As well-posessed: My love is more than his, [†¦ And, which is more than all these boasts can be, I am beloved of beauteous Hermia. (I. 1. 99-104) However, Beatrice does not ask his father for permission for marrying Alsemero, she is just asking for more time, and Alsemero does not seem to act either, as he says â€Å"I must part and never meet again / With joy on earth. † (I. 1. 205). He wants to leave, which clearly demonstrates his p assive attitude. They cannot face a situation that is not favourable for them, they are not fighting for their love, which is evident from the fact that much of what they say they say as ‘asides’. Their main problem is the lack of communication and mistrust, although Vermanendro likes Alsemero, and what is more, later admits that if he had another daughter he would give her to Alsemero. So the changes mentioned above has to come in a different way: in A Midsummer Night’s Dream the lovers started to act and the fairies interfere with the magic juice, which causes a crookedness in the play but here all the obstacles are turned into advantages. The remarkable thing is that they never stop communication, which would allow for a tragic outcome. Even when the lovers are completely crossed they manage to cope with the situation, thus making everything in the best possible way, and they are never ready to submit to their fate. Alsemero and Beatrice are entirely the opposite, their failure of communication with each other and their surroundings result in the murder of Alonzo. They are both shallow personalities, going on their own way. Alsemero, when first speaking to Beatrice, immediately kisses her and admits that he loves her. As Beatrice is concerned she has an ignorance of the world and even of herself. Her incapability of seeing reality changes her from a maid to a whore and a urderess, as Farr claims. She is a conventional spoiled child; like a princess in a fairy tale she is acting without calculating the human element. She thinks she will not be guilty as De Flores kills her fiance, and also fails to realise that De Flores will not be satisfied with money. She acts without thinking and consideration, as she says: I sha ll rid myself Of two inveterate loathings at one time, Piraquo, and his dog face. (II. 2. 146-8) Being unable to see what is going on Beatrice unquestionably thinks that this is the best solution for her problem, using a man she hates for killing another man she hates. Reality is not revealed to her even by putting this improbable situation into words. The treatment of the heroine illustrates the difference of Middleton’s drama from the typical revenge tragedy of the age. In fact, no one has the cause to kill in this drama, as Farr puts it: â€Å"Middleton’s presentation is not the conflict between passion and power but the unmasking of lust by the logic of commonplace happenings. † The other difference is De Flores, who is not a characteristic malcontent either. He is in love with Beatrice and it is his lust that makes him a murderer. Although he is always one step before Beatrice and we can assume that he is aware of his murder we do not have the same feeling towards him as towards the typical malcontents in tragedies, such as Iago or Richard III. We feel pity for him from the beginning for the undeserved loathing of Beatrice. He is not evil, he would not have done anything bad to Beatrice or anybody else. It is Beatrice who is evil, but just to a limited extent as she cannot realise the weight and consequence of her ideas and thus starts behaving in a negative way, opposed to the lovers of A Midsummer Night’s Dream. She is the ‘deed’s creature’ (III. . 137), nothing else but an unthoughtful person who cannot part reality from her passion. She still thinks at the end that it is a significant basis for her self defence that ‘love has made me / A cruel murd’ress. (V. 3. 64-65). On the contrary in A Midsummer Night’s Dream it is the situation that is foolish not the cha racters: they are intelligent people in an inherently foolish situation, but the plot does not lack the hint of a tragedy, which is present on two levels. On the one hand, it is threatening with the harsh Athenian law, and on the other, it is there in the subplot, in the performance of the mechanicals. Also we must not forget that the closest drama of Shakespeare is Romeo and Juliet, which has much resemblance with this plot. But here, although the characters are the playthings of the fairies, they manage to understand the experience of irrational love and so their behaviour is not at all irrational or foolish. V. The structure Concerning the structure the outstanding similarity is the use of a subplot. It has two functions, reinforcing the twin themes of the dramas, which are castle/madhouse and reality/illusion. The main plot and the subplot are not together at all throughout the action but the presence can be felt in both cases. In A Midsummer Night’s Dream the subplot is the earthly world: the language is ordinary and has a very big contrast with the poetic lines of the lovers, especially with the rhyming couplets of the fairies. In The Changeling the characters of the main plot speak in an ordinary way, and there is more wit in the speech of the madhouse people. Both subplots serve as the comic elements in the drama, but with a different aim. The theme of the jealous husband and the wife is a social satire on the one hand, and on the other, it acts as a reflection and foreshadow of the action of the main plot. It demonstrates the crookedness of the world, that apparently mad people can handle the situation in a better way while sane people’s relationships end with four cruel murders. In A Midsummer Night’s Dream, however, the function of the subplot is just the opposite. The play acted by the mechanincs, despite its clumsiness, is a tale of woe, suicide and fatalism, quite contrary to the play which contains it.

Role of Students in the Purification of the Society

TOPIC: Role of students in the purification of the society. TABLE OF CONTENTS TOPIC: Role of students in the purification of the society * Purpose of education. * Students and their role in the society. * Current situation of the society. * Students' reformers in the past. * Students' role in the purification of the society. * Conclusion * Refrences ‘’IN THE NAME OF ALLAH ALMIGHTY WHO IS THE MOST GRACIOUS AND MERCIFULL’’ TOPIC: Role of students in the purification of the society â€Å"Those who know cannot be like the ones who do not know.Of course, knowledge and ignorance are like light and darkness which can never be alike. †(Holy QURAN) There are a vast no of students who are studying in thousands of schools, colleges & universities. These students can plays a very significant role in the re-building and reconstruction of our nation. This can only happen if their energies are properly channelized. The students had also played in a very important r ole in the constructive growth of society. The students possess immense youth power. The role of student in a society entails various things.They must should concentrate on studies so that they develop into well-educated individuals that make significant contributions to the society in the future. They must pass on whatever knowledge they have to others. This can take on many forms ranging from helping your siblings to creating awareness about environmental issues such as global warming. They should act as responsible individuals which means to steer clear of any unlawful activities. Students should try and refrain themselves from all such activities for their benefit as well as the society.They must should do their best what they can to protect their environment and society. Students should avoid littering places and should try to invest a few hours into community services if possible so that it could help them to play a constructive part of Their selves in the society so that they are able to face the challenges of life in positive manner. Students should also behave respectfully to the elders of the society and take care of their needs i. e. help an elder to cross a road; stand up and make space for an elder to sit if there is none.By doing little deeds of kindness students could bring reforms in the whole society. The history is full of such examples that whenever a group of students take an initiative then it became the voice of whole nation. Our youth is very much capable and enthusiastic of doing so and by using their mental approach they can convert impossible to possible but for the purification of society students must should be channelized in such a way so that they could be able to play their part for the constructiveness and betterment of society. PURPOSE OF EDUCATION:Education has a great social importance specially in the modern, complex industrialized societies. Philosophers of all periods, beginning with ancient stages, devoted to it a great d eal of attention. Some of the significant functions of role of education in society are 1. To complete the socialization process. 2. To transmit the central heritage 3. The formation of social personality. 4. Reformation of attitude. 5. It encourages the spirit of competition. 6. Acts as integrative force that unites different sections of society. 7. Enhances civic sense and rational approach in an individual. . Improve the quality and efficiency of provision and outcomes 9. Promote equity and active citizenship 10. Enhance innovation and creativity at all levels of education and training. Students and their role in society: Every individual has an obligation towards the society. Students is particular can do a lot in this regard. The role of students in a society includes various things. Firstly concentrate on studies so that they develop into well-educated individual. The next step is to pass on whatever knowledge they have to other & creating awareness.A student plays a vital rol e in the development of society. They developed the society by improving their skills in knowledge of the country. Current situation of the society: Young people are often viewed as lacking the skills needed to become part of the political process. These perceptions are often backed by popular theories on childhood development, many of which define youth as social group that is in the ‘stage of becoming adults’. Young people are not afforded the opportunities to share power with adults in part because they are viewed as lacking the requisite skills.Consequently, they are not invited to the table. The very idea of â€Å"youth citizenship† – young people participating as equals – is a stretch for many adults. The irony is, however, that once at the table, young people are often viewed as a threat to adult power. Rather than work with young people to build the skills, adults either abdicate power or work to control it. This tendency to exclude young pe ople has been well-substantiated in international Therefore ‘youthfulness’ has become a major justification for excluding young people from decision making.It is also important to emphasize that these ideas are also present all major social institutions; from the family, the school, the community; religious institutions etc. It is not a surprise that there are not expectations and processes that facilitate the political participation of young people within their communities as well as at the national level. As now the youth has given a chance to show their constructive abilities in many ways they are also provided with different mediums such as social networking sites, print and electronic media so that they can express their selves in much better way but at a larger medium and at better extent.Student reforms in the past: Students are actually the spine and the base of nation. They are the actual representatives of youth. The history had also proven it that whenever a student moment takes place then it became the voice of each and every person. In the separation of subcontinent and the foundation of Pakistan students had played their vital role. Students played a major role in the Pakistan Movement. This was of great historical significance, for the Muslim students of the subcontinent had never participated in such great numbers in a political movement.It was a befitting culmination of the reformist movements of the late nineteenth century for the emancipation and education of Muslim youth. The Quaid Muhammad Ali Jinnah can be seen as source of inspiration for their emergence as players on the political scene. The recent biggest reform by students emerges in England because of the increasing fee structure in UK, and just because of the reaction of students the government had to take a backward step on this decision. It is very much clear that whenever students put their efforts in any matter then it had its own significance on them.Students' role in the purification of the society: Students are the future of the country. Through their energy, ability and potential they can bring radical changes not only to the society but also to the country as a whole. They can participate in creating awareness among the people about several issues and can help them in contributing efficiently for the society. They have the power to change the face of the society and hence play a pivotal role in the development of the society.They can purify the society by assessing knowledge and improving personalization skills, motivation ; practices for the formation of a good society and reforming of a civilized nation in to well beings. The synthesis research on achievement motivation, school engagement, and student voice, concluding that the more educators use student-centered approaches to reinforce student agency, the more motivation and engagement are likely to rise. I think this is the only way which makes students more productive so that they ca n play their part more efficiently and usefully for the society.CONCLUSION: Education is a compulsory factor a nation should have as to make progress in any field of life. In other words Education matters. In is a need of now as to get it as it helps in making a society peaceful, happy, prosperous and helps in many other ways. Children’s gain it as to make their future as also to play a vital role for the development of their nation. Now a days the society has no moral values due to which the students have to play a vital role as to play their part in society. Many institutes are made as for the people to gain knowledge and play a vital role.Our religion also gives stress on the gain of education and by gaining education a man can play a very vital role. In the end I can only say that â€Å"EDUCATION Matters†. REFRENCES: * Purpose of education written by Kim Jones. * Elementary education ; motivation in Islam written by DR. Eeqbal Hassim * Students role in history writ ten by Urwah ibn Zubayr * Possitive youth development written by Micheal J. Nakkula * www. students. com * The social role of university student written by Florian Znaniecki. * Social rights ; duties written by Leslie Stephen.