Human Resource Management and workforce Essay Example | Topics and Well Written Essays - 1000 words

Human Resource Management and workforce - Essay Example The other roles played by the department was to recruit manpower (ensure sufficient numbers of people are available for production,) Training the staff to improve productivity and, ensuring the safety and health of the employees. Still the preliminary focus was to ensure the implementation of Scientific Management techniques and the major work that used to get done routinely was - time-motion studies, fatigue studies, job analysis, developing job specifications, designing compensation program and occasional welfare programs. Typical welfare programs addressed the "other" needs of the employees like wash rooms, vacation, lunchrooms, housing, hygiene etc. 3. The initial stage of personnel management was the creation of Welfare Officers, predominantly women, as a reaction towards the hazardous conditions prevalent in the production floors at that time (it is pertinent to re-collect the economies used to revolve around manufacturing and mining in those days,) which was a heavily paternalistic role of the employers towards the women employees. 4. With the unionization of the work-place, formation of unions at work, greatly contributed to the development of "Labour Managers" at work place aimed at managing the industrial relationships. As the wars changed the industrial relations scenario and strikes were declared illegal, the importance of Industrial Relationships grew by leaps and bounds. 4. As the realization of the importance of Human Relations Approach increased and the fact that human productivity is also influenced by various factors like organization setting, motivation, work place conditions, and finally the need to align business goals with the employees needs. Instead of looking at business goals and employee needs being in direct conflict with each other but being mutual and compatible is the foundation on which the modern HRM is based on. The major factors that influenced the movement from the Personnel Relations to HRM is the movement from collectivism to individualism, as also the radical legislative changes that were undertaken in those times primary one being the banning of sympathetic work striking. Essentially both the principles are fundamentally aimed at improving the employee productivity and thereby boosting the top-lines (then - which meant direct impact on bottom lines) and better value delivery to the stake holders (now.) The difference is that

Computer Game Addiction Essay Example for Free

Computer Game Addiction Essay ABSTRACT With the constant improvements in gaming technology, ranging from graphics to new types of controllers to faster processors, there is a growing problem of computer game addiction. In order to fully understand this problem, one must define addiction. According to the Center for Addiction and Mental Health, addiction is a psychological or a physical dependence on something. LITERATURE REVIEW In this paper, we will discuss the problem of computer game addiction, one of the most addictive games, and ways to prevent or stop addiction. Massively Multiplayer Online Role- Playing Games Game addiction really started turning into a problem with the advent of Massively Multiplayer Online Role- Playing Games, or MMORPGs. While regular games would keep you entertained until you beat it, MMORPGs have no ending, so there really is no reason to stop playing. MMORPGs immerse the player in the world and since there is no way to beat the game, the goal is character progression. Leveling up your character and obtaining better and better armor and weapons is usually the norm in most MMORPGs. Addiction Questionnaire Dr. Kimberly Young, known as â€Å"the world’s foremost Cyber-Psychologist,† created a set of eight questions to ask one’s self to test for online gaming addiction. 1) Do you need to play online games with increasing amounts of time in order to achieve the desired excitement? 2) Are you preoccupied with gaming (thinking about it when offline, anticipating your next online session)? 3) Have you lied to friends and family members to conceal extent of your online gaming? 4) Do you feel restless or irritable when attempting to cut down or stop online gaming? 5) Have you made repeated unsuccessful efforts to control, cut back, or stop online gaming? 6) Do you use gaming as a way of escaping from problems or relieve feelings of helplessness, guilt, anxiety, or depression? 7) Have you jeopardized or lost a significant relationship, or even risked your marriage because of your online gaming habit? 8) Have you jeopardized a job, educational, or career opportunity because of your online gaming habit? Answering yes to any of those questions could mean that you are addicted. One would think that video games are harmless, but once they start interfering with real life and even take precedence over it, then there is a real problem. Video game addiction has not received official recognition as a diagnosis in theDSM IV standard [8], but is still aconcern for many people. Problems with addiction One study done on the problems of addiction used a modified version of the formal definition of gambling addiction. 607 8th and 9th grade students where surveyed, and of these 15% where classified as addicted. Of the addicted students, approximately 80% where male. Less than 30% of non-addicted student reported having been in a fight in the past year, while almost 50% ofaddicted students reported the same. Addiction also correlated with reported arguments with friends, and with teachers. Just as many students classified as addicted reported having a B average as those classified as nonaddicted. However, there where 4 times as many F students classified as addictedas there where non-addicted, and far more non-addicted A students than addicted ones. Not surprisingly, students classified as addicted averaged almost 4 times as much playtime as nonaddicted ones [7]. These figures are somewhat worrying. World of Warcraft (WoW) The current king of MMORPGs is World of Warcraft. According to a press release on Blizzard’s World of Warcraft webpage, World of Warcraft’s subscriber base numbers more than 8.5 million, as of March 7, 2007, and it continues to grow every day. The expansion pack that was recently released sold nearly 2.4 million copies worldwide just on the first 24 hours [3]. It is often referred to as â€Å"World of Warcrack.† Dr. Maressa Orzak, a Harvard professor and founder of Computer Addiction Services at McLean Hospital in Newton, MA, estimates that as many as 40% of the people who play WoW are addicted. She believes that games like World of Warcraft are designed to keep people in the game and that they are inherently addictive [4]. There are dozens of websites just for the purpose of providing support for WoW addiction. The game has a feature where if you type â€Å"/played† into the chat interface, it displays how much time you have spent playing that particular character. Some people report that they’ve spent 200 to 300 days played in the game [5]. In 2004, Zhang Xiaoyi, a 13 year old Chinese boy, committed suicide by jumping off a building afterplaying World of Warcraft for 36 hours straight. He left a suicide note saying that he wanted to â€Å"join the heroes of the game he worshipped† [6]. Fig. 1: A large battle between the Alliance and the Horde Is it Addiction? According to Weimer-Hastings and Ng, many people who are excessive MMORPG users are not actually dependent on video games [8]. They propose that many of these people use video games not because they are addicted, but because it is the only comfortable social medium for them. This was found through a comparison ofMMORPG player and other video game players. The MMORPG players tended to spend far more time playing, but much of that time is spent socializing. Some MMORPG players who showed long hours of playtime didn’t actually show any of the signs of addiction [8]. This study shows that care must be taken with the definition of addiction. Conclusion Video game addiction is something we must come to terms with as a society. Whether it is decided to be a read full fledged addiction, or just a compulsive behavior, it can still cause trouble in peoples lives. The problem will not go away either, it will probably only get worse, as designers get a better understanding of what makes consumers want their games. On the other hand, the problem is not as bad as it sounds at first. For many people these games are a social outlet, not an addiction. Video games are an integral part of many peoples lives now, and theyre here to stay. Lets learn to use them responsibly. References 1. Center for Addiction and Mental Health – What is Addiction? http://www.camh.net/About_Addiction_Mental_Health/Drug_and_Addiction_Information/Addiction_Information_Guide/addiction_what_is.html 2. Center for Internet Addiction Recovery – Are You an Obsessive Online Gamer? http://www.netaddiction.com/resources/online_trading.htm# 3. Blizzard Entertainment – PressRelease. http://www.blizzard.com/press/070307.shtml 4. Rob Wright – mmORPGs and Game Addiction. August 8, 2006. http://www.twitchguru.com/2006/08/08/ world_of_warcraft_players_addicted/ 5. WoW Detox – Ex-players’testimonials. http://www.wowdetox.com/ 6. Associated Press – Chinese‘Warcraft’ Game Distributor Sued Over Teen’s Suicide.May 12, 2006. http://www.foxnews.com/story/0,2933,195236,00.html 7. Hauge, Marny R. Gentile, Douglas A. Video Game Addiction Among Adolescents: Associations with Academic Performance and Aggression http://www.psychology.iastate.edu/FACULTY/dgentile/SRCD%20Video%20Game%20Addiction.pdf 8. Wiemer-Hastings, Peter NG, Brian D. Addiction to the Internet and Online Gaming Cyberpsychology Behavior Vol8, Number 2 http://www.liebertonline.com/doi/pdf/10.1089/cpb.2005.8.110

Marketisation of Education Analysis

Marketisation of Education Analysis Marketization of education refers to privatization of the education industry in the process of providing educative services. Economic advantage is the main driving force for the emergence of this style of education. An instance involves the period 1998, where the government published a report comparing the GCSE and Standard Assessment Tests of Schools giving parents a choice between different competing schools (Bates, 2011; Friedman, 2003). This meant that Schools performing well attracted high number of parents, resulting to increased revenues from fees. In analyzing this aspect of education, my key concern is if this process meets the objective of providing the best educative services, and an equal opportunity for students. To answer this question, we need to identify and analyze the concerns of this aspect of the education system, and inclusion is economic revolution. Economic revolution came as a result of industrial revolution in Europe, and it brought changes in the systems of governance making economic gains an issue in evolution of education. Friedman (2003) in his analysis of Marketization of education agrees with this notion. He argues that the evolution of this style of education is as a result of the liberalization of the structures of government including economic structures (Friedman, 2003). Liberalism is an aspect of governance which Karl Marx, many centuries ago predicted will limit the interference of government in the provision of education services. The concepts of economics as a motivator to marketization of education are highly criticized by Lauder (2006). In Lauderà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s analysis, he argues that economic factors have replaced the learning aspects of education to more material oriented learning processes, whereby schools concentrate on how they can achieve customer satisfaction as opposed to impartation of knowledge and skills (Lauder, 2006). This happened because of decentralization of the structures of government, and less regulation of the education system due to liberalization of the economy where organizations are allowed to offer services without regulation from the government (Dewey, 1998). Lauder further argues that marketization of education arose due to the emergence of the class system. Parents from rich backgrounds saw the need of taking their children to special schools, because they offered quality education than state schools (Lauder et al, 1999). This aspect caused rift between the rich and the poor in the educative process in terms of acquisition of knowledge. Bates et al (2011) and Kishan (2008) observe that parents with low income struggle to take their children to state schools, and this accelerates the process of social segregation. In socialist states, education is controlled by the government and it develops school curriculums which are strictly followed. This is as opposed to the liberalized states such as America and Britain. The European Research institute of education conducted a research on marketization of education in Europe. They found that the state had lost its ability to regulate the education system in Europe (Kishan, 2008). This proves that governance and politics are the main motivators of this approach to education, and not economics. Another aspect of marketization of education is the changing needs of the society that the education system needed to address. This issue is vague in its description, because education is age old, and issues affecting the society are the same. Lauder (2006) agrees with this notion and notes that the education system concerns itself with impartation of skills necessary for an individual to survive in the world. This was the objectives of the education system in the former centuries, the needs of the society is always the same, but how to solve such needs differ. The main needs of the society are survival in a fierce competitive environment, and an education system that offers mechanisms and skills to survive in such an environment is welcome. Government schools also offer such skills and those who argue that this style of education emerged due to changes in the needs of the populace are misguided. The schooling system has evolved to an extent that business organizations make a commercial presence in schools, and this is evidenced by the commercial advertisements on teaching materials. On this notion, educative services are seen as a business opportunity. To Friedman, marketization of education arose due to the need of allowing free flow of education. Friedman notes that the combination of marketization, liberalization and privatization in the education sector ensures that the development prosperity and cooperation is achieved in the world, because information is shared freely. Without marketization of education, Friedman argues that government institutions can interfere with the process of free flow of information (Friedman, 2003; Bates, 2011). Lauder (2006), argues against this system of education and maintains that marketization of education is a replacement of instructive thoughts to economic thoughts. He argues that instead of preparing students for social and personal development, the education system concerns itself with aspects of client satisfaction, cost effectiveness and competitiveness. Bridgehouse (2011) asserts that marketization of education has resulted into the neglect of children with special needs for schools and focuses on how to minimize costs (p.32). This is because schools aim at profit making and see the need of hiring specialized staff as costly. In conclusion, Marketization of education is the emerging trend of education system in the world but it does not provide equity in the provision of educative services. The poor are disadvantaged and due to lack of economic might, their children do not have an access to high cost schools which have superior teaching resources as compared to state schools where majority of economically disadvantaged parents take their children. This inequality in the education system develops the class system brought about by industrial revolution. Schools do not concentrate in imparting skills to their students instead; they are concerned with profit making and client satisfaction at the expense of offering knowledge. Government should regulate the education system and ensure quality education is offered at all levels of the education system by state and private schools. Bibliography: Bates, J,.Lewis, Sue and Pickard, Andy.(2011). Education Policy, Practice and Professional.Continuum: Continuum International Publishers. Friedman, M. I. (2003). Educators handbook on effective testing. Columbia, SC: InstituteforEvidence-Based Decision-Making in Education. Bridgehouse, H. ( 2007). On Education.United States of America: Routledge Publishers. Kishan, N. R. (2008). Privatization of education. New Delhi: A.P.H Pub. Corp.. Lauder, H. (2006).Education, globalization, and social change. Oxford: Oxford UniversityPress. Lauder, H and Hughes, D ., eds ( 1999). Trading in Futures, Why Markets in Education Donà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t Work.Buckingham: Open University Press. Ozmon, H., Craver, S. M. (1986).Philosophical foundations of education (3rd ed.). Columbus: Merrill Pub. Co.. SAMPLE PAPER 2 Experiential Learning Name: Course Code: Professor: Date of Submission: Many learning institutions have introduced the concept of learning through experience, referred to as experiential learning. This process of learning can either be dramatic or open and it was advocated by scholars such as Aristotle and Kolb. To Aristotle, learning to do things through experience is better than learning through teaching (Curren, 2000). While, Kolb defines experiential learning as a process that involves real life experience in acquisition of knowledge and skills, its elements are experience, observation, reflection and experimentation (Ozmon and Craver, 1986). In Experiential learning, the question is, does it require the guidance of a practioner for learning to take place? Practioners are always necessary in any process of learning, and experiential learning is not an exception. To acquire new knowledge from experience, an individual has to have problem solving skills which enable him/ her to make decisions. This skill is essential to enable a student to apply skills gained through the experience undergone while learning (Maxwell, 2011). Experience as an issue in experiential learning is not the main factor that a student can acquire knowledge from. To Aristotle, passing through experience, acquiring skills and inability to implement the skills gained is not the objective of education. By learning, a student has to acquire the ability to apply skills gained in real life situations and challenges (Curren, 2000). The applicative part of skill acquisition is the problem and for a student to implement a skill, he/she needs guidance and this normally comes from the practitioners. The idea of learning through experience has a long historical perspective and it is John Dewey who proposed it. Dewey (1998) states that experience is an integral part of learning; and practitioners play an important role in this process, to ensure students are able to apply knowledge gained from an experience in different perspectives of their lives. This notion of Dewey, clearly agrees with my views of experimentation as an aspect of experiential learning. It is necessary for practitioners to introduce the curriculum when students are taken to the outdoor learning with supervision from educators; this would allow students to learn from a series of real life adventures. Dewey (1998) in his analysis of experiential learning observes that reflection must occur in this process. Students must engage actively in the learning, and reflect on the experience to grasp the new ideas instilled. Its only after effective reflection that skills are acquired. Reflection as an issue of experiential learning is not beneficial without supervision. There are many aspects of reflective tendencies during the process of experiential learning. However, it has some drawback (Palmer and Cooper, 2003); student will not think deeper into the meaning of the experience passed as he/she might take it as play attained. It might involve lack of concentration from the student. According to Kolb, learning is a multidimensional process (Palmer and Cooper, 2003) and it involves four stages that are to experience, observe, reflect and experiment. Kolb advocates for supervision of a learner during the process of reflection. After a period of time, learning will have taken place as students had gained an educative experience with useful guides given from the practitioners. The reason is that constantly, the student will reflect on the experience he/she has just gained and consider the advice given from the practitioners (Maxwell et al, 2011).This process of experiential learning requires a practitioner at all stage to facilitate studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s learning. Therefore practitioners play an important role and their input should not be neglected. Experiential learning was formally recognized as a field of education in 1970s and a great achievement for advocators of experiential learning was made in 1977 when the association of experiential education was established (Palmer and Cooper, 2003). It is in the 20th Century that educating through experience has been appreciated as a vital foundation of the learning process and it was precipitated by the work of John Dewey in 1998.The ideas of experiential learning are relevant to the concepts of adult learning. David Kolb (Palmer and Cooper, 2003) argue that experiential learning is a four stage process and he identifies Dewey as the main pioneer of this learning system. Kolb (Palmer and Cooper, 2003) discusses experience and reflection as issues in experiential learning. He gives an analysis of the steps of experiential learning which are experience; observation, reflection and experimentation. To Kolb, experience and reflection are necessary for learning to take place but with guidance of a practitioner while to Dewey, the guidance of a practioner is not necessary (Dewey, 1998).However, Rousseau Palmer et al, 2003) state experiential learning is an important aspect of education and notes that education comes from nature, men and environmental surroundings thus everything plays an important role in the impartation of knowledge. Rousseau argues a child obtains passivity by being taught and resent from punishment and therefore the best way for a child to learn is through experience which allows him to see the consequences of his actions. To Rousseau, experience coupled with tutorship is the best form of education since passivity in learning will be removed and therefore leaning becomes a process of mutual understanding and consent (Ozmon and Craver, 1986). Experiential learning has been adopted in the curriculum in many schools across the country. The new curriculum emphasizes the importance of children learning through experience and thereby developing skills from out of class activities. It is used to denote various models and due to the differences of value and thoughts, educators develop curriculums and programs that fit their understanding of experiential learning. To gain knowledge and skills in the process of experiential leaning, guidance given from practitioners to student is necessary. Practitioners must be trained in all aspects of education in order to be skillful in applying knowledge acquired through experiences in their practice.

European History - Was the French Revolution Preventable? :: European Europe History

Was the French Revolution Preventable? The French Revolution was a major transformation of the society and political system of France, lasting from 1789 to 1799. During the course of the Revolution, France was changed from an absolute monarchy, to a republic of supposedly equal and free citizens. The effects of the French Revolution were widespread, both inside and outside of France, and impacted all of Europe. At times the outcome of revolt led to social change and at times it just led to unnecessary bloodshed. Was this revolution inevitable? Was there something different that the government or people could have done to prevent the horrible atrocities of The Reign of Terror under Robespierre and his men? There are clear social, economic and political changes that could have been made too prevent this revolution from occurring when it did. However, although the government could have postponed this revolution, it was also somewhat inevitable, because of the great differences in the society of the peasants and the nobles di vided the entire society. The government was also just trying to make too many things right at the wrong time and this is why they could possibly have not avoided the French Revolution. Economically, many changes could have been made in the way that would have prevented such anger arising from the people. However, there are also a few problems that could not have been avoided. Economic decline in the 1770s may have frustrated some bourgeois in their rise to power and wealth, and rising bread prices just before the Revolution certainly increased dissatisfaction among workers and peasants. France also suffered from harsh economic problems. Poor farm harvests by farmers hurt the economy, and trade rules from the Middle Ages still survived, making trade difficult. At this time, the gap between the rich and the poor was becoming greater, with the poor becoming poorer, and the rich becoming richer. A central bank was nowhere to be found, there was no paper currency and in general, taxes were becoming greater for the peasants. In this economically challenged society what could have been done to change all of these economic problems from the beginning? One of the major problems that the government should have dealt with long ago is the use of the funds that they did have. Under rulers in the past such as Louis the XIV, poor economic decisions were made. Louis the XIV did not invest wisely, he used major funds in trade and exploration causes that were not gaining the French anything, but they continued to invest in.

Dramatic situations Essay

Examine carefully your chosen scene and discuss how well in your view Shakespeare succeeds in presenting good theatre with a variety of dramatic situations in order to entertain his audience. Shakespeare wrote ‘The Taming of the Shrew’ towards the end of the 16th century. The play was aimed at all social classes, meaning that there had to be humour in the play to suit everyone’s taste. The scene that I have chosen to examine is Act 5, Scene 2. Which is the last scene of the play. This scene follows on from Act 5, Scene 1 where Katherina has just reluctantly kissed Petruchio and Petruchio feels very pleased with the way everything has turned out. It then enters Act 5, Scene 2, where Lucentio is welcoming everyone to the banquet, which was being held to celebrate the three marriages. I chose to do this scene because I think that this scene rounds the play off nicely as nearly all of the characters are there in it and there are a variety of dramatic situations. After Lucentio has finished welcoming everyone Petruchio says â€Å"Nothing but sit and sit, and eat and eat! â€Å". If I was directing the play I would make Petruchio butt in with that straight after Lucentio has finished talking because I think that he is saying it quite sarcastically, as he was wanting to draw attention to himself because previously in the play we learnt that he is quite mad character, for example when he turned up at the wedding he was wearing crazy clothes. I found that quite amusing but in the Royal Shakespeare production that we saw I don’t think they made him say it with enough expression, I thought that they would have made a bigger deal about it. To draw even more attention to himself I think he should say it quite loudly and stand up because the audience would be focused on him. I think that Shakespeare made Petruchio’s character quite a quirky one because all through the play he brings humour and it leaves the audience wondering what strange thing he will do or say next and it is all very unexpected. After that, on line 14 and 15 I think that the tone gets a bit more serious. On line 14 Baptista says â€Å"Paudua offers this kindness, son Petruchio† In the text there is no exclamation mark so if I was directing it I would make him say it in a stern, serious voice. Petruchio says after that â€Å"Padua offers nothing but what is kind† I think that when he says that he should again say it quite quickly and immediately after Baptista did because that brings out his ‘cheeky’ character and it is entertaining because there is an argument and this is an amusing way to start off quite a formal event.

How Many Days Congress Works - Annual Total and Average

How Many Days Congress Works - Annual Total and Average Members of Congress work fewer than half of the days in any given year, But those account for only the legislative days, defined as an official meeting of the legislative body to do the peoples business. The House works about one day out of three, and the Senate works a little more than that, according to federal records. Youve probably heard the phrase do-nothing Congress at least once in your life, and its often a jab at the inability of lawmakers to reach common ground and pass important spending bills. Sometimes its a reference to how little Congress appears to work, especially in light of the $174,000 base salary for its members - more than three times the amount of money the median U.S. household earns. Heres an explanation of how many days Congress works every year. Number of Days Congress Works in Session a Year The House of Representatives has averaged 138 legislative days a year since 2001, according to records kept by the Library of Congress. Thats about one day of work every three days, or fewer than three days a week. The Senate, on the other hand, was in session an average of 162 days a year over the same time period. Technically a legislative day in the House can span more than 24 hours. A legislative day ends only when the session is adjourned. The Senate works a little differently. A legislative day often stretches beyond the boundaries of the 24-hour workday day and sometimes week. That doesnt mean the Senate is meeting around the clock. It just means that a legislative session merely recesses but doesnt adjourn after a days work. Here are the number of legislative days for the House and Senate each year in recent history: 2016: 131 in the House, 165 in the Senate.2015: 157 in the House, 168 in the Senate.2014: 135 in the House, 136 in the Senate.2013: 159 in the House, 156 in the Senate.2012: 153 in the House, 153 in the Senate.2011: 175 in the House, 170 in the Senate.2010: 127 in the House, 158 in the Senate.2009: 159 in the House, 191 in the Senate.2008: 119 in the House, 184 in the Senate.2007: 164 in the House, 190 in the Senate.2006: 101 in the House, 138 in the Senate.2005: 120 in the House, 159 in the Senate.2004: 110 in the House, 133 in the Senate.2003: 133 in the House, 167 in the Senate.2002: 123 in the House, 149 in the Senate.2001: 143 in the House, 173 in the Senate. House Averages 18 Hours of Work a Week Theres a little more to this analysis than just the number of days lawmakers are scheduled to cast votes. A 2013 analysis conducted by The New York Times found that the House was in session for 942 hours that year, or about 18 hours a week. That level of work, The Times noted, was the least by any Congress in a non-election year in nearly a decade. By comparison, the House worked 1,700 hours in 2007,1,350 hours in 2005,and 1,200 hours in 2011. The same went for the Senate, which had 99 voting days in 2013. Some attempts have been made to force members of Congress to work full weeks. In 2015, for example, a Republican lawmaker from Florida, Rep. David Jolly, introduced legislation that would have required the House to be in session 40 hours a week when members of the House were in Washington, D.C.A work week in Washington should be no different than a work week in every other town across the nation,† Jolly said at the time. Jollys measure failed to gain traction. Constituent Services Theres much more to being a congressman than voting. One of the most important aspects of the job is being accessible and responsive to the people who voted them into office. Its called constituent service: answering phone calls from the public, holding town-hall meetings on important issues, and assisting members of the 435 congressional districts with their problems. The nonprofit Congressional Management Foundation has reported: Members work long hours (70 hours a week when Congress is in session), endure unequaled public scrutiny and criticism, and sacrifice family time to fulfill work responsibilities. The 70-hour work week reported by members of Congress is more than twice the average length of the work week for Americans. When Congress Adjourns Congressional sessions begin in January of odd-numbered years and typically end in December of the same year. Congress adjourns at the end of each session. There are two sessions for each sitting of Congress. The Constitution forbids either the Senate or the House to adjourn for more than three days without the permission of the other chamber.